Demonstrate the measurement of an object using non-standard units (e.g. paper clips, unifix cubes, etc.) by laying the units of Knows to use the same size non-standard objects as iterated (repeating) units Know that length can be measured with various units Compare a smaller unit of measurement to a larger object measurement end to end with no gaps or overlaps Make sense of Reason abstractly and Construct viable Model with Use appropriate Attend to Look for and Look for and problems and quantitatively. arguments and mathematics. tools strategically. precision. make use of express regularity persevere in solving critique the structure. in repeated them. reasoning of others. reasoning Knowledge Skills Common Core Instructional Achievement Level Descriptors Evidence of Student Vocabulary Attainment/Assessment Essential Elements Students: Students know: Students understand Use EE1.MD.1-2. Level IV Students will: that/are able to: appropriate EE1.MD.1-2. Measure and compare two similar objects aligned at the same starting vocabulary to describe point, and describe which is longer/shorter, taller/shorter. Accurately measure length Measurable attributes the length of an object Ex. Indicate who is taller and who is shorter when two students stand side-by-side. non-standard units (e.g., of objects, Accurately measure using the language of Ex. Measure the height of their desks and the height of the teacher’s desk with paper clips, Cuisenaire rods). specifically length, length using longer/shorter, interlocking cubes and then lay them down horizontally side-by-side on a table to units (to the taller/shorter. compare. nearest whole unit). Strategies for Ex. Use footprints to measure off length of classroom versus hall and state which is measuring length longer/ shorter. using nonstandard The length of the Ex. Use a string to measure two objects and tell which is longer. units. object is expressed as the count of unit Level III Students will: lengths needed to Use appropriate vocabulary to describe the length of an object using the EE1.MD.1-2. cover the same language of longer/shorter, taller/shorter. distance (end-to-end
Demonstrate the measurement of an object using non-standard units (e.g. paper clips, unifix cubes, etc.) by laying the units of Knows to use the same size non-standard objects as iterated (repeating) units Know that length can be measured with various units Compare a smaller unit of measurement to a larger object measurement end to end with no gaps or overlaps Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Accurately measure length non-standard units (e.g., paper clips, Cuisenaire rods). Students know: Measurable attributes of objects, specifically length, Strategies for measuring length using nonstandard units. Students understand that/are able to: Accurately measure length using units (to the nearest whole unit). The length of the object is expressed as the count of unit lengths needed to cover the same distance (end-to-end EE1.MD.1-2. Use appropriate vocabulary to describe the length of an object using the language of longer/shorter, taller/shorter. Level IV Students will: EE1.MD.1-2. Measure and compare two similar objects aligned at the same starting point, and describe which is longer/shorter, taller/shorter. Ex. Indicate who is taller and who is shorter when two students stand side-by-side. Ex. Measure the height of their desks and the height of the teacher’s desk with interlocking cubes and then lay them down horizontally side-by-side on a table to compare. Ex. Use footprints to measure off length of classroom versus hall and state which is longer/ shorter. Ex. Use a string to measure two objects and tell which is longer. Level III Students will: EE1.MD.1-2. Use appropriate vocabulary to describe the length of an object using the language of longer/shorter, taller/shorter.
1st-Math-PAcing-Guide-Version-3.docx