Grade 1 Unit 3: Ordering and Expressing Length Measurements as Numbers (3 weeks)

Stage 1 – Desired Results

Established Goals Unit Description: Students will learn to express length measurement as numbers which will provide a few weeks to practice and internalize “making a 10” during daily fluency activities. Introducing measurement early also has the added bonus of opening up the variety and types of word problems that can be asked throughout the year. The Mathematical Practices should be evident throughout instruction and connected to the content addressed in this unit. Students should engage in mathematical tasks that provide an opportunity to connect content and practices. Common Core Learning Standards Measure length indirectly by iterating length units 1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.2: 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. Represent and Interpret Data 1.MD. 4: Organize, represent & interpret data with up to three categories: ask & answer questions about the total number. Common Core Standards of Mathematical Practice

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

ESL Language Standards 1.9 Convey information, using some organizational patterns and structures. Such patterns and structures include chronological order, rhyming patterns, and similarities and differences. (S, W) 1.10 Demonstrate a basic understanding of facts. (S, W) 3.7 Engage in collaborative activities through a variety of student groupings to discuss and share experiences, ideas, information, and opinions. (L, S, R, W) 3.8 Apply self-monitoring and self-correcting strategies to adjust language production to effectively express ideas and opinions. Such strategies include asking questions, starting over, rephrasing, and exploring

alternative ways of saying things. (L, S, R, W) 4.6 Understand and use some basic oral communication strategies in American English. Such strategies include indicating lack of understanding, restating or asking for restatement, requesting clarification, and asking how to say something new. (L, S) 4.7 Follow oral and written directions to participate in classroom and social activities. (L, R)

Big Ideas 1. Measurement: Some attributes of objects are

measureable and can be quantified using unit amounts

2. Data Collection: Some questions can be answered

by collecting and analyzing data and the questions to be answered determines the data that needs to be collected and how best to collect it.

Essential Questions 1. How can we use one object to compare different

lengths? 1. How can we order and compare objects by

length? 1. What can we use to measure objects? 1. How are non-standard units used to measure

objects? 1. How can we measure the length of an object using

multiple copies of a shorter object? 2. Why do people collect data? 2. What can we learn from data? 2. How does the way we organize and represent data change the way we interpret the data?

Content (Students will know….)

A. Any object can be used to compare other measures (1.MD.1)

B. Non-standard units of measure (1.MD.2)

C. Organizing data can help with interpreting and answering questions posed (1.MD.4)

Skills (Students will be able to…) A1. Measure two objects indirectly by using the length of a third object A2. Order and compare three objects by length through indirect measurement B1. Measure a longer object using a shorter object by laying it end to end multiple times with no gaps or overlaps (whole number length units) C1. Collect data with up to 3 categories to answer a question posed C2. Interpret and answer questions about data collected such as how many? How many more/less? questions and noticing similarities and differences C3. Organize collected data in a table or chart

Terms/ Vocabulary measure, order, length, height, more, less, longer than, shorter than, first, second, third, gap, overlap, about, a little less than, a little more than, data, more, most, less, least, same, different, category, question, collect

Stage 2 – Assessment Evidence

Initial Task: Measurement & Data Final Performance Task: Classroom Measurement Hunt

Other Evidence Teacher observation, conferencing, teacher designed assessment pieces, student work, exit slips, journal entries

Stage 3 – Learning Plan

Everyday Mathematics /Impact Mathematic Lessons – The following lessons will support some of the CCLS & essential questions outlined in this unit map:

1.MD.1: 4-2, 4-5, 4-6, 6-6, 1.MD.2: 4-2, 4-3, 4-4, 4-6, 6-6, 6-11, 9-5 1.MD.4: 1-12, 2-11, 4-5, 5-9, 6-12, 7-3, 9-6, 10-1, 10-3 Chapter 2 Project: Amaryllis Plant (1.MD2, 1.MD.4) Additional Resources: Georgia Unit of Study: https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

Right Side of the Page - Click on Grade 1 – Unit 4 Various Activities for 1.MD.1, 1.MD.2 & 1.MD.4 http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html Online Activity for 1.MD.2: http://www.mrmaffesoli.com/1stGrade/1stGradeCCS.html

Teacher Directions Initial Task: Measurement & Data

Question 1

Standard(s) 1.MD.1 Order three objects by length.

1.MD.2 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.

Materials 15 standard paperclips of the same size that measure each rectangle in whole units without any

overlaps or gaps

Task Provide the student 15 small paperclips. Walk the student through the various steps of the task:

Say:

Use paperclips to measure the length of each rectangle.

Write the number of paperclips you used for each rectangle.

Circle the shortest rectangle. Put a box around the longest rectangle.

Order the rectangles from shortest to longest. Use #1 for the shortest rectangle, # 2 for the middle

rectangle and #3 for the longest.

Question 2a, 2b, 2c

Standard(s) 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer

questions about the total number of data points, how many in each category, and how many more or

less are in one category than in another.

Materials Manipulatives if deemed necessary

Task Show the students the task.

Say: Look at the data about First Graders’ Favorite Colors. Think about what the data is telling

us. We are going to answer three questions using the data.

Read students the questions.

Name: __________________________________ Date: ____________________

Grade 1 Unit 3

Initial Task: Measurement & Data

1. Use paperclips to measure the length of each rectangle.

Write the number of paperclips you used for each rectangle.

Circle the shortest rectangle.

Put a box around the longest rectangle.

Order the rectangles from shortest to longest.

2. Ms. Jones asked her students their favorite color. The data she collected is in the table below.

Favorite Colors

Use the data table to answer the following questions.

a) How many students are in Ms. Jones’ class?

b) How many more students like red than green? Show your thinking using pictures, numbers or words.

c) What was the classes favorite color? How do you know? Show your thinking using pictures, numbers or words.

Grade 1 Unit 3

Measurement & Data Initial Scoring Guide

Measurement & Data Scoring Guide Points Section

Points

1. (1.MD.1, 1.MD.2)

Accurately measures the length of each rectangle without any gaps or overlaps.

o 1st rectangle: o 2nd rectangle: o 3rd rectangle:

Correctly identifies the longest and shortest rectangle. o Longest: 2nd o Shortest: 3rd

Orders the three rectangles by length. o 2 – 3 – 1

3

1

1

5

2a. (1.MD.4)

Gives Correct Answer: 23 Students

1

1

2b. (1.MD.4)

Gives Correct Answer: 2 Students

Shows mathematical thinking:

o 5 – 3 = 2 OR

o

o OR Five students liked red. 3 liked green. I counted up from 3 to

5. I got 2. 2 more students like red.

o OR any other relevant work

1

1

2

2c. (1.MD.4)

Gives Correct Answer: Blue

Shows Mathematical thinking:

o I counted the number of smiley faces for each color. Blue had

the most. OR

o Green is 3, Blue is 15, Red is 5. 15 is bigger than 5 and 3 OR

o any other relevant work

1

1

2

Total Points 10

Novice Apprentice Practitioner Expert

0 - 3 4- 6 7-9 10

Name: __________________________________ Date: ____________________

Grade 1 Unit 3

Final Task: Classroom Measurement Hunt

1. Mike has some colored pencils. He knows that:

The red pencil is longer than the green pencil.

The green pencil is longer than the blue pencil. Can you help Mike put his pencils in order from shortest to longest? Show your mathematical thinking using pictures, numbers or words. 2. Mary measures the length of the line using paper clips. She says it is 8 paperclips long. Do you

think Mary is correct? Show your thinking with pictures, numbers or words.

3. Mark is using paper clips to measure the books below. Use standard paper clips to measure the length of each book.

a)

b)

How many paper clips is the

length of the book? _________

How many paperclips is the

length of the book? __________

?

?

4. Which student, Sara or John, walked the longest distance to their desk? Use the string or another

object to help you decide.

Sara

John

5. All of the students from Ms. D’s class put their favorite shapes on the poster below.

Students’ Favorite Shape

a) How many students are in Ms. D’s class? How do you know? Show your thinking using pictures, numbers or words.

b) What is the class’ favorite shape? How do you know? Show your thinking using pictures, numbers or words.

c) How many students like triangles or circles? Show your thinking using pictures, numbers or words.

Grade 1 Unit 3 Final Assessment Scoring Guide

Classroom Measurement Hunt Scoring Guide Points Section

Points

1. 1.MD.1

Student uses pictures, words or numbers to show the pencils in order from

shortest to longest: blue, green, red

2

2

2. 1.MD.2

Student uses picture, numbers or words to explain that Mary is incorrect

because there is one overlap and two gaps in the line of paper clips that

make her measurement inaccurate. In order for her measurement to be

accurate, the paper clips must be laid end to end with no gaps or overlaps

along the length of the entire line.

2

2

3. 1.MD.2

Student uses a standard paper clip to measure the length of both books.

The smaller book is 2 paper clips in length, the larger book is 3 paper clips

in length

2

2

4. 1.MD.2

Student states that Sara walks the longest distance to her desk. Student

may use and be provided with a string or any other manipulatives to prove

the answer.

1 1

5. 1.MD.4

a) Student gives correct answer of 18 students. Student may label, count,

cross out or use any strategy to prove their answer.

b) Student gives correct answer of circles. Student may count and

compare the number of shapes the students chose as their favorite or

use any other method to prove their answer.

c) Student gives correct answer of 11 students and shows mathematical

thinking:

o 5 + 6 = 11 OR

o OR 5 students liked triangles, 6 like circles. I counted from 5 up

to 11

o OR any other relevant work

1

1

1

3

Total Points 10

Novice Apprentice Practitioner Expert

0 - 3 4- 6 7-9 10