These authentic experiences help students to develop meaningful understandings of comparative language, essential to understanding later measurement concepts. PK.MD.A.2 Directly compare two Essential Skills and Knowledge To assist in making the transition from non-standard units objects with a measurable attribute Knowledge of length/weight as towards standard units (in future grades) easier, teachers in common, using words such as absolute descriptors can sometimes provide manipulatives that are a standard longer/shorter; heavier/lighter; or Ability to physically align two size. These include Cuisenaire Rods, Base Ten blocks, taller/shorter. objects to determine which is one inch color tiles, one-centimeter cubes, and longer, shorter, or if they are the links). “inchworms” same length Ability to physically align two and are words students use “Bigger” “smaller” objects to determine which is when they do not differentiate the various taller, shorter, or if they are the measureable quantities. Descriptors need to be same height related to the attribute you are comparing, e.g., Ability to compare the weight of and when comparing length. “longer” “shorter” two concrete objects to Students need to be able to physically align two determine which is heavier, objects to determine which is longer, shorter, or if lighter, or if they are the same they are the same length. weight. Students also need to be able to physically align two objects to determine which is taller, shorter, or if they are the same height. Students need to be able to physically compare the weight of two concrete objects to determine which is heavier, lighter, or if they are the same weight. Students should provide verbal descriptions about how they measured and what they determined when comparing the common measureable attribute of the objects. The classroom environment should encourage student interaction and conversation that will lead to mathematical discourse.
These authentic experiences help students to develop meaningful understandings of comparative language, essential to understanding later measurement concepts. PK.MD.A.2 Directly compare two objects with a measurable attribute in common, using words such as longer/shorter; heavier/lighter; or taller/shorter. Essential Skills and Knowledge Knowledge of length/weight as absolute descriptors Ability to physically align two objects to determine which is longer, shorter, or if they are the same length Ability to physically align two objects to determine which is taller, shorter, or if they are the same height Ability to compare the weight of two concrete objects to determine which is heavier, lighter, or if they are the same weight. To assist in making the transition from non-standard units towards standard units (in future grades) easier, teachers can sometimes provide manipulatives that are a standard size. These include Cuisenaire Rods, Base Ten blocks, one inch color tiles, one-centimeter cubes, and “inchworms” links). “Bigger” and “smaller” are words students use when they do not differentiate the various measureable quantities. Descriptors need to be related to the attribute you are comparing, e.g., “longer” and “shorter” when comparing length. Students need to be able to physically align two objects to determine which is longer, shorter, or if they are the same length. Students also need to be able to physically align two objects to determine which is taller, shorter, or if they are the same height. Students need to be able to physically compare the weight of two concrete objects to determine which is heavier, lighter, or if they are the same weight. Students should provide verbal descriptions about how they measured and what they determined when comparing the common measureable attribute of the objects. The classroom environment should encourage student interaction and conversation that will lead to mathematical discourse.
Unit_PK_MD_A_1_2_Describe_Compare_Measureable_Attributes.docx