Unit: Measurement & Data Team: K5

Step 1: Identify Desired Results

8/2012pjk
Common Core State Standards:
K.MD.1 Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in
common, to see which object has more of/less of the attribute, and
describe the difference. For example, directly compare the heights of
two children and describe one child as taller/shorter.
K.MD.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.

Essential Questions:
What can be measured?
What are tools of measurement, how are they used and what do they
tell me?

Purpose and Relevance of Learning:
The purpose of measurement is to be able to describe something's
attributes. Having standard units helps one understand an object from a
description of its measurable attributes. We use measurement every day.
Measurement skills are extensively used in every kitchen, every recipe. We
use measurement skills when planning a garden space, measuring floor
covering, painting the interior of your home. We buy fruits and vegetables
in a grocery store by weight. We weigh them using a balance scale. Time is
used to talk about our daily life, our daily routines. Time management is a
part of our daily routine. Temperature is a measure of how hot or cold
something is. What we wear and what we do are in response to the
temperature outside. Money is a part of our everyday life. We use money to
buy the things we need. Using money involves using different math skills like
counting, adding, and subtracting amounts of money.



Students will Know, Understand and Be Able to:
Knowledge Reasoning and
Understandings
Skills to
Demonstrate
Math













More/Less
Taller/Shorter
Longer/Shorter
Weight
Pounds
Length
Width
Height
Centimeter
Inch
Time
Hour
Minute
Second
Ruler
Scale
Thermometer
Clock (digital/
analog)
Students will
know that we
can compare and
measure objects
in infinite ways.
Objects come in
different shapes
and sizes.
What length,
weight & time
measure and
which tool to use
to measure
them.
The relationship
between weight
and size.
Students will be
able to compare
attributes of
objects.
Students will be
able to describe
the measureable
differences
between two
objects.
Make and justify
conjectures
when measuring
and comparing
objects.
Explain thinking
when more than
one response is
possible when
given a real-
world applicable
measurement
problem to
solve.
Use and show
reasoning,
planning and
evidence when
given a real-
world applicable
measurement
problem to
solve.
Design
investigation for
a specific
measurement
problem.
Analyze
similarities and
differences by
describing and
sorting by
multiple
attributes.
Make and record
observations of
measurement.
Students will be
able to describe
how to measure
objects in
several different
ways.
Students will be
able to use tools
to describe
objects in terms
of measurement
(ruler,
thermometer,
scale, clock,
etc.)
Use a scale
Interpret a scale
Use a ruler
Read a ruler
Measure with
non standard
units
Sort objects by
size, type, etc.
Represent data
in picture graph
with a scale
Represent data
in a bar graph
Order objects
from shortest to
longest, tallest
to shortest, etc.
Compare
length/weight of
objects
Read an analog
clock (to the
hour)
Read a digital
clock (to 5
minutes)
Writing/
Communication
Precise math
language is used
to justify and
clarify ideas
concisely.
*When sorting by
attributes use terms-
size, weight, color,
shape
*Comparable
measurement terms-
taller/shorter
More/less
Longer/shorter
Heavier/lighter
*Know the correct
terms for the objects
used to measure
weight, height, time,
temperature
Math language is
used to justify and
clarify ideas.
Some math
language is used
to justify and
clarify ideas.
Collaboration Students are
leading
conversations and
being positive.
Students develop
ideas and defend
their answers by
using evidence to
explain their
thining.
Students are
sharing and
responding.
Students take
turns and work
together.
Students may
share. Students
may be off topic
or off task
occasionally.
Step 2: Determine Acceptable Evidence
Assessments/Products that show learning:
Selected Responses Constructed Responses Performance Tasks
MD Pretest Common
Assessment

*Balanced math small
groups and independent
practice stations.
MD Common
Assessment
*Math Journals
*Educreation story
problems


Rubrics for Analyzing Student Work:
Advance Proficient Basic Minimal
Math






Student can
describe
measureable
attributes of
objects
accurately
using
standard
units.

Student
compares two
objects by
one attribute
using
standard
units.
(length,
weight,
height)

Student can
classify
objects into
categories,
describe how
objects are
the same/
different and
also sort
Student can
describe
measureable
attributes of
objects
accurately
using non
standard
units or
comparisons.

Student
compares two
objects by
one attribute
using non
standard
units or
comparison.
(length,
weight,
height)

Student can
classify
objects into
categories
and describe
how objects
are the
Student can
describe
measureable
attributes of
objects
accurately
with support.

Student
compares two
objects by
one attribute
with support.
(length,
weight,
height)

Student can
classify
objects into
categories
with support.
Student
cannot
describe
measureable
attributes of
objects
accurately.

Student
cannot
compares two
objects by
one attribute.
(length,
weight,
height)

Student
cannot
classify
objects into
categories.
again in a
different way.
same/
different.
Writing /
Communication




Precise math
language is
used to
justify and
clarify ideas
concisely.
Math
language is
used to
justify and
clarify ideas.
Some math
language is
used to
justify and
clarify ideas.
Limited use
of math
language to
justify and
clarify ideas.
Collaboration




Students are
leading
conversations
and being
positive.
Students
develop ideas
and defend
their
answers.
Students are
sharing and
responding.
Students take
turns and
work
together.
Students may
share.
Students may
be off topic or
off task
occasionally.
Students do
not
participate.
Students
mostly work
independentl
y and do not
share or take
turns with
others.


3. Plan Learning Experiences and Instruction
Possible Misconceptions to Clarify:
Measuring length: Always starting at the beginning or end of an object

Reading a clock: Looking at hour hand first, not confusing the hands,
reading the minute hand (the number 3 is not :03), digital clocks

Money: values of nickels/dimes/quarters

Tools used for measurement

Blooms grid for Process Learning Plan and Pre-planned questions:
Questions to scaffold learning/ Activities
Create


Weight:
I have a balance scale. There are 5 cubes on one side and
12 on the other. How many do I need to make it balance?
It takes 8 cubes to balance my book and pencil together. It
takes 5 cubes to measure my book alone. How many cubes
will it take to balance my pencil alone?
Capacity:
Annas bucket is full. It holds 5 cups of beans. Jimmys
bucket holds 8 cups of beans. If Anna pours her bucket into
Jimmys bucket, how many more cups of beans will they
need to fill it up?
Evaluate



Weight:
How does a balance work?
Capacity:
If you wanted to fill up a swimming pool with water, which
container would you use?
I am really thirsty which cup should I use and why? (give
two similarly sized cups, one taller, one wider.) Have
students try to figure it out and test it. (give them smaller
Dixie cups, 2 cups and water, and let them test it.
Choose a container how many cubes do you think it will
hold? Check.

Area:
Which sticky note would be best for writing a long note, and
why? When they answer that one note is "bigger," press
them for more...Bigger how? Is it longer? Is it taller?
Which is a better choice to measure a game--these little
tiles or the bigger sticky notes? Why?
If you run out of dominoes, can you finish measuring with
tiles? Why or why not?
If Alex measured his book with cards and Drew measured
his with sticky notes, can you compare the measurements?
Why or why not?
Analyze



Length:
Use cubes to measure the tape on your table. Use markers
to measure the tape on your table. Why are the numbers
different?
Weight:
What is the benefit of using cubes (bears, etc) to measure
with?
How does an object's size affect its weight? Does bigger
always mean heavier? Pull out several objects specifically for
this conversation--a feather, a marble, a beach ball and a
baseball. First, ask the kids. Which ones are bigger? Both
the feather and the beach ball are bigger. Then ask which
ones are heavier?
Choose a container and a partner. Whose container has the
largest capacity? How do you know?
Area:
Who has a bigger window, Emma or Andrew how can you be
sure?
It took 14 tiles to cover the surface area of my shape. Is my
shape a square or rectangle. (use grid paper and tiles to test
it)
Area:
Choose 2 objects that you cannot just stack on top of each
other to compare their sizes.
Apply



Length:
My puppy is 2 markers long. My teddy bear is 12 cubes.
Which is longer?
My rocket is 5 markers long. How many cubes long is it?
Weight:
Use a shoebox balance, what objects can you find that
weigh the same?
Capacity:
Put the objects in order from which would hold the least to
the most.
How many cups of beans does it take to fill the containers?
Put them in order from smallest to largest capacity.
Understand



Length:
How many cubes long is your foot. Compare your foot to
your partners foot.
Have the kids sit in a big circle and give them each 1 or 2
objects gathered from around the classroom. Tell them that
we are going to put all of these objects in order from
shortest to longest. Start by putting one object down.
Review why it's important to line objects up on one end and
come up with a strategy to do that for all of the objects.
(Use the strip between the carpet and tile, edge of carpet,
etc.).
Compare names by length activity. Use this activity as a
bridge between comparing objects and actually measuring
them with non-standard units.
Weight:
How can we know for sure which one weighs more?
Capacity:
Draw and label something that can hold more water than a
water bottle.
Remember



Length:
Can you find things that are shorter than a crayon? Can you
find things that are longer than a crayon?
Choose 3 different colored crayons and put them in order
from shortest to longest.
Place objects (wiggly worms) in order according to length.
Pre-cut strips of green construction paper in various lengths
and have the children pick a piece. They cut out and
decorate their worms any way they want. Then the class
works together to put them in order.
Look around the room. Find a pencil, crayon, eraser,
marker, and colored pencil. Put them in order from shortest
to longest
Weight:
What objects can you find that weigh less than your crayon
box?
What objects can you find that weigh more than your crayon
box?
Which object from the basket weighs the most? (use
balance)
What objects can you find that weigh the same as an
eraser?
How many cubes does it take to balance your object?
Area:
Find a book that has a larger area than your math notebook.
Find a book that has a smaller area than your math
notebook.

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Instructional Strategies to consider when planning:
Challenge Students to Problem Solve Formative Assessments for learning and feedback
Clearly defined Objectives for learning In-class practice (guided, pairs, group, independent)
Communicate lesson intentions Provide completed examples, exemplars, models
Concept mapping and non-linguistic or graphical
representation
Reciprocal teaching
Cues, Questions, Advanced Organizers Similarities/ Differences Compare/ Contrast
Early Interventions for struggling students Summarizing and Note Taking
Focus on building positive teacher-student relationships Vocabulary Instruction

Learning Plan:
Immersion:
Whole Group:
Introduce Essential Questions
What can be measured?
What are tools of measurement, how are they used and what do
they tell me?
Introduce Concepts
Review Sorting
Comparing Length
Measuring length with non standard units
Measuring length with rulers
Tools used to measure length
Problem Solving With Length
Centers:
Farm Animal Measurement (measuring with cubes)
Measurement with Cubes (measuring lines with cubes)
Sea Creature Measuring (measuring with tiles)
Measure This (Measuring with a ruler: inch and centimeter)
Sorting Pattern Blocks
Compass Activities
KM073 Longer and Shorter
KM074 Mistaken Measurements
KM075 Estimate and Measure
KM076 Reading a Ruler
10170 Fish Tales
10177 Easy Does It
10178 A Good Day Fishing
KM083 Magnificent Measurement Tools
Small Group:
Sorting
Measure with non standard units
Measure with rulers

Investigate:
Whole Group:
Introduce Concepts
Measuring Weight
Measuring Temperature
Measuring Time
Counting Money
Problem Solving with Weight
Centers:
How Much Does it Weigh? (using a balance scale)
Temperature Clip Cards (reading a thermometer)
Batter Up Time to the hour
Barnyard Friends Time to the hour/half hour
Money Cube Toss Identify coins
Coin Collector Count pennies, nickels, dimes
5 Spin Coin Count Value of set of coins
Compass Activities
KM081 Comparing Weight on a Balance Scale
10180 Way Out Weigher
10181 Fruity Tooty
10182 Cool Comparing
10184 The Mad Scientist
10185 The Potion
10186 Invisible Ape
10256 Up, Up and Away
KM 064 Tell the Time with Sheldon
KM065 Read the Digital Clock with Sheldon
10156 Keeping Track of Time
10157 Time Signals
10158 Its About Time
10169 Dinnertime at the Swamp
10159 Time to Go
KM067 Using a Thermometer
10258 These Funny Numbers
10257 How Can I Compare?
KM069 Know Your Coins
KM070 What is it Worth?
KM071 Combining Coins
10133 Perfect Cents
10134 Piggy Bank Jingle
10135 More than One Way
10136 Adding at the Lemonade Stand
10137 Selling Lemonade
Small Group:
Weight, using a scale
Temperature, reading thermometers and comparing temperature
Time, reading clocks, time bingo
Money, identifying, graphing and counting practice
Coalesce:
Whole Group:
Use measurement skills to solve problems with length, weight,
capacity and area
Centers:
Continue previous centers
Small Group:
Review skills and goals
Reteach concepts as needed
Go Public:
Performance Assessment