1.MD.A.2 - About the Math, Learning Targets, and Increasing Rigor

Full Standard

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

About the Math

Skills and concepts below are learning goals for this standard.

• Explain how to use a shorter object to measure the length of a longer object
• Explain why when measuring we cannot have gaps or overlaps.
• Report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.
• Represent the length of the longer object with a whole number.

Students should begin to understand the concepts of measurement through the use of nonstandard units. Nonstandard units make it easier for the students to focus on the attribute being measured. Nonstandard units also provide the basis for a discussion on why we need standard units so there is a common way to communicate about how long an object is. At first, students may need to use multiple nonstandard units and lay them next to the object being measured. Then they count how many units to say how long the object is ( the pencil is 6 paper clips). Students then can use one of the nonstandard units and iterate the unit and count how long the object is. It is important when students are using one unit that there is no space between the unit as they count. This can be challenging for some students if their find motor skills are not as developed.

Progression of Standard within Grade 1

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction.

• Give each student connecting cubes. Have them first estimate how many cubes long their pencil is. Have them actually measure how long their pencil is in cubes. Ask them to find an object they think that will be the same length (amount of cubes as their pencil) Have them check. Was it shorter, longer or the same as the pencil? Have them look for items shorter and longer for the pencil and check by measuring with connecting cubes.
• Have a book to measure and tell the students you want to find out how long it is. Ask them if I wanted to know how many color tiles long the book is what could I do to find out? Give them each a book and some color tiles to measure it with. Look for strategies they are using. Use a document camera to first show the color tiles with gaps to measure your book and count the color tiles. Then put them touching and not overlapping and count again. Did we get the same measurement each time? How do I know which one is right? What is something I should do as I measure with color tiles to make sure we would all get the same answer? Have them practice measuring various school supplies using their color tiles.
• Print these button rulers Download button rulers for each student. Have the students look at them and try to find an object they think that will be 5 buttons long. Then longer than 5 buttons. Then smaller than 5 buttons. Have them use the button rulers to measure 5 different school supplies they have, making sure they are lining it up to the end. 
• How can you describe how long your pencil is to a friend without using a ruler? (provide students with possible non-standard units to be used to measure)
• Use two different non-standard units to measure the same object in the room (for example, the length of a school box or student desk). How are your measurements alike and/or different?
• Measure three different objects using the same non-standard unit of measure. Order the three objects shortest to longest using the whole number results.
• Which is longer, the distance from your elbow to your wrist or the length of your foot? Use models and tools to support your answer.
• Both Nolan and Ben measured the length of the teacher’s desk using large paper clips. Nolan rushed and was careless and came up with a measurement of 46 paper clips. Ben was careful to lay the paper clips end to end, without overlaps or gaps. Ben’s measurement is 42 paper clips. Who do you think is right and why do you think that?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. [NOTE: NCTM membership required for access to Illuminations lessons.]

• Learning to Measure with Ladybug Links to an external site. (NCTM Illuminations Lesson) 
• Ladybug Lengths Links to an external site. (NCTM Illuminations Lesson)
• Non-Standard Measurement Download Non-Standard Measurement
  (HCPSS Lesson)
• A School Walk Download A School Walk
  (Utah Core Academy Lesson)
• How Big Is a Foot? Download How Big Is a Foot?
  (Utah Core Academy Lesson)
• Moving Furniture Download Moving Furniture
  (Utah Core Academy Lesson)
• Books on a Shelf Download Books on a Shelf
  (Utah Core Academy Lesson)
• Measuring a Bookshelf Download Measuring a Bookshelf
  (Utah Core Academy Lesson)
• Measuring Flowers Non-Standard Download Measuring Flowers Non-Standard
  (Utah Core Academy Lesson)
• Ribbon Download Ribbon
  (Utah Core Academy Lesson)

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	K-3	How Long Is The Teacher?, Activity 8.4, Page 230
	Hands-On Standards	1-2	104-105 (Nonstandard Units)
	Brain Compatible Activities for Mathematics	K-1 2-3	100-107, 114-120 86-88
	Number Sense	1-2	40-43
	Developing Mathematics with Unifix	K-5	Measurement Sticks 1
	Roads to Reasoning	2	Animal Facts (44-45)

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Measuring and Comparing Lengths Links to an external site.
• Measuring with Tens and Ones Links to an external site.
• Measure Around the Room: Nonstandard (Color Tiles and Paper Clips) Download Measure Around the Room: Nonstandard (Color Tiles and Paper Clips)
   (HCPSS-adapted resource)
• Measure Around the Room With Cubes Download Measure Around the Room With Cubes
  (HCPSS-adapted resource)
• Nonstandard Measurement Tools Download Nonstandard Measurement Tools
  (HCPSS-adapted resource)

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Understand Length a Links to an external site.
• Understand Length b Links to an external site.
• Measuring Length Links to an external site.
• Measure an Object with Two Different Smaller Objects Links to an external site.
• Measurement with Non-standard Units Links to an external site.

Full Standard

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

First Grade Students Learning First Grade Standards by Measurement Topic

Kindergarten Students Learning 1st Grade Standards by Measurement Topic

1MD2 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.