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1-GM-2-1

Page history last edited by Tashe Harris 6 years, 2 months ago

1.GM.2.1 Use non-standard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.

In a Nutshell

Measurement is one of the primary real-world applications of mathematics. Counting and determining how many items are in a collection is a type of measurement that involves assigning a number to attributes of length, area, and weight. As first graders continue developing their conceptual understanding of measurement they begin to use tools to measure and understand the need for standard units of measure. As students learn to measure with non-standard and standard measuring tools they need to be engaged in a hands-on explorations.

Student Actions	Teacher Actions
Develop mathematical reasoning by checking the reasonableness of solutions when students are using a variety of tools to measure the same item. Develop conceptual understanding as students measure and compare objects using standard and nonstandard tools. Students should communicate mathematically with teachers and peers using appropriate vocabulary such as inch, centimeter, ruler, gaps, end-to-end, length, width, etc. when explaining their measuring process and findings.	Pose purposeful questions to create meaningful discourse that help students understand iteration of units when measuring various lengths of objects to the nearest inch, centimeter, or whole unit. Such as, How many ______ long is this crayon? Would it take more___ or more ___ to measure this pencil and why? Build procedural fluency so that students will be able to flexibly choose a strategy when measuring the length of objects in a continuous nature independently. Provide opportunities for students to measure, compare measurements, and discuss findings. Support productive struggles by allowing students to compare and sort, describe length and determine why measurements differ.
Key Understandings	Misconceptions
Measure the length and width of objects using standard and nonstandard units (e.g., paper clips) without gaps or overlaps. Use appropriate vocabulary such as shorter/smaller, longer/taller, equal to, and about the same to compare the length of objects. Select an appropriate unit and tool for the object being measured. Build procedural fluency from initial exploration and discussion of measurement concepts to using informal reasoning strategies based upon the meaning of continuous measurement. Fluency depends on and extends from conceptual understanding.	It is OK to overlap units or leave gaps between units when measuring. They can start and end units anywhere when measuring the length of an object. Units used to measure can be of mixed sizes.