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:
1st Grade Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement concepts.
Kindergarten Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement concepts.
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 Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
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.
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 rulersDownload 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.
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.
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.
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