General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Measurement
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 develop the foundation for measuring with given units. Though students will take measurements using non-standard units or objects, this will provide a foundation for standard units of measurement in later grades (MTR.5.1).- Instruction emphasizes the naming of units when recording or giving measurements.
- For example, the pencil is 6 paperclips long.
- Instruction uses objects that can be measured in whole units, or close enough that there will be no misconceptions or errors related to rounding or estimating.
- Instruction includes concrete objects as well as images and context for students to measure (MTR.7.1).
- Instruction includes students measuring an object using various non-standard units (erasers, paperclips or candy bars), comparing the results and seeing that when the unit is larger the number required is smaller (MTR.2.1).
Common Misconceptions or Errors
- Students may leave gaps or overlaps between objects when measuring, leading to inaccurate results.
- Students may mix different size units in the same measurement.
Strategies to Support Tiered Instruction
- Instruction includes discussions about measurement during activities or tasks and should emphasize to students the idea that units of measure must be equal in length and size; and that each length unit must be touching the next. Tasks can include presenting students with identical objects that show a length of measure, some of which are incorrectly measured. Encourage students to evaluate and verbalize their thinking to justify why or how each object is measured correctly or not.
- For example, images or pictures can be shown to students that include both examples and non-examples of the same object, such as a straw, that has been measured. Students can justify their thinking about how the object was measured, label each image with a “yes (green)” or a “no (red),” and then tell how to fix the mistake
- Teacher models using one-inch grid paper cut into strips to place next to or below an object when measuring. One-inch square tiles are then placed on the grid paper strip to be used as a guide to place each unit precisely, with no gaps or overlaps. As students find success with tile placement, the grid paper strip can be used next to or below the placement of the tiles, until it is no longer needed.
- Example:
Instructional Tasks
Instructional Task 1(MTR.2.1)
You will need objects to use as a unit of measurement (paperclips, tiles or other non-standard units) and various items to measure. In a group, have students pick which unit they will use to measure the objects with. (It is okay if students have different objects to measure with, but should all measure the same item.) Students will measure and report their findings to the group. The teacher will lead a discussion around their findings and compare responses.
The ____________________ is ______ paper clips long, but it is ______ color tiles long.
The group can discuss why they had different results even though they measured the same item. (The paperclip is shorter than the tile, so more paper clips are needed than tiles.). After the discussion, repeat the task. Students can be encouraged to make predictions based on the previous discussion.
Instructional Items
Instructional Item 1
How many paper clips long is the pencil?
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.