Standard #: MA.K.M.1.2


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Directly compare two objects that have an attribute which can be measured in common. Express the comparison using language to describe the difference.


Clarifications


Clarification 1: To directly compare length, objects are placed next to each other with one end of each object lined up to determine which one is longer.

Clarification 2: Language to compare length includes short, shorter, long, longer, tall, taller, high or higher. Language to compare volume includes has more, has less, holds more, holds less, more full, less full, full, empty, takes up more space or takes up less space. Language to compare weight includes heavy, heavier, light, lighter, weighs more or weighs less.



General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Measurement
Standard: Identify and compare measurable attributes of objects.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • NA

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is to continue to develop an understanding for attributes that can be measured, described and compared, not numerical measurement. 
  • Instruction includes comparing attributes such as length (including height), weight and capacity. 
  • There is no expectation of comparing numerical measurement, but to directly compare objects with one another (MTR.5.1). 
    • For example, the ladder is taller than the man. 
  • Instruction includes the development of vocabulary terms and phrases that can be used to describe and compare measurable attributes (MTR.4.1). 
  • Instruction includes concrete objects as well as images and context to describe measurable attributes (MTR.7.1).

 

Common Misconceptions or Errors

  • Students may incorrectly apply terms for comparing the attributes of objects. 
  • Students may assume that a larger object is also a heavier object. 
  • Students may assume that a taller container can hold more liquid. 
  • Students may confuse position with measurement, especially when dealing with height.

 

Strategies to Support Tiered Instruction

  • Teacher provides repeated, hands-on experiences that challenge assumptions about length, volume, and weight. Instruction includes an emphasis on building essential language as it relates to the specific measurement tasks being performed with tasks that emphasize comparison. 
    • Example: 

  • Instruction includes sorting pictures that include statements about attributes into categories of “true or false.” Teachers read the statements to students if needed. 
    • Example:

 

Instructional Tasks

Instructional Task 1 

Working in groups students are provided with an assortment of objects to compare (varied in height, length, weight, and capacities). Students will choose various objects from what is available to compare based on height, length, capacity or volume, and decide which attribute they will compare. Give students time to discuss and record their findings.

 

Instructional Items

Instructional Item 1 

pictures

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.



Related Courses

Course Number1111 Course Title222
5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712015: Access Mathematics - Grade Kindergarten (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.K.M.1.AP.2 Directly compare two objects to determine which is longer/shorter or heavier/lighter.


Related Resources

Formative Assessments

Name Description
Taller or Shorter

Students compare their heights to that of a partner and describe the difference in their heights.

Longer Than

Students are asked to compare the lengths of their arms to items around the classroom.

Compare Two Bags

Students compare the weights of two sandwich bags, one containing cotton balls and one containing rice.

Compare Lengths of Cubes

Students compare the lengths of two trains of cubes and are assessed in order to determine if they understand conservation of length.

Comparing Lengths

Students are asked to compare the lengths of two pieces of string.

Lesson Plans

Name Description
Tell Me About Your Stuffed Animal (Lesson 2)

In this integrated lesson plan, students will use stuffed animals and objects from lesson 1 to directly compare the measurable attributes of two objects.  They will work in groups and practice decision making by comparing various objects. 

Short or Tall? Compare Them All!

In this lesson, students will use the measurement language 'taller' and 'shorter' to compare their height to another classmate and to the heights of items in the classroom.

Moving on Up

This MEA lesson is designed for a Kindergarten grade level. Students will be working in small groups to figure out what moving company is best for a family that is moving to a different state and they will learn about weight by differentiating between heavy items and lighter items. The students will be using criteria such as pricing, moving of vehicles, speed, safety and overall rating.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Tightrope!

In this lesson, students will practice measuring items within the classroom to explore differences in length. The teacher will give a specific measurement size for the students to match with common classroom objects to explore longer and shorter lengths.

Weight a Minute!

This lesson uses an "I do, We do, You do" approach to comparing and describing objects using weight. The students will use manipulatives to investigate and compare the weight of given objects. This lesson covers only one attribute of the standard. This lesson is a great way to get students involved in their learning and to help foster a love of math. Included in the lesson is a formative and summative assessment to help monitor the students' progress and understanding of the lesson.

Balancing Equations

This is an engaging, hands-on lesson to help the students understand the meaning of the equal sign. The lesson is written using a pan/equal arm balance but may be done with just connecting cubes.

Fishy Lengths - Which fish is right for my aquarium?

Students explore lengths of fish to determine if fish are too long to fit in different sized aquariums. Students will use non-standard units and measuring tools to compare the lengths of fish and boxes without being able to directly hold the fish near the boxes.

Every Group Counts!

The students will be working in whole group, small group and individually to discover measurable attributes of objects and sort the objects into categories. Students will also count and compare the number of objects in each category. 

Sports Equipment Store

Students will help Mr. Bob Fitness choose a piece of sports equipment for his new store. Students will work with three-dimensional shapes and determine a procedure in choosing the equipment.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

The Long and Short of Candy {Exploring Measurement}

In this lesson, students will describe and compare measurable attributes of candy bars as well as work to find objects that are longer than and shorter than a specified object.

Problem-Solving Task

Name Description
Measure Me!

The purpose of this task is for students to measure something that interests them (namely themselves) by laying multiple copies of a shorter object that represents the length unit end to end. This task provides students an opportunity to discuss the need to be careful when measuring as it is very likely that some of them will get incorrect comparisons of their leg length with their partner's leg length.

Student Resources

Problem-Solving Task

Name Description
Measure Me!:

The purpose of this task is for students to measure something that interests them (namely themselves) by laying multiple copies of a shorter object that represents the length unit end to end. This task provides students an opportunity to discuss the need to be careful when measuring as it is very likely that some of them will get incorrect comparisons of their leg length with their partner's leg length.



Parent Resources

Problem-Solving Task

Name Description
Measure Me!:

The purpose of this task is for students to measure something that interests them (namely themselves) by laying multiple copies of a shorter object that represents the length unit end to end. This task provides students an opportunity to discuss the need to be careful when measuring as it is very likely that some of them will get incorrect comparisons of their leg length with their partner's leg length.



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