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(MTR.4.1) 

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 and decide which attribute (height, length, weight, capacity or volume) they will compare. Give students time to discuss and record their findings using the sentence frames below.

activity about length and height weight volume/capacity

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

This benchmark is part of these courses.
5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 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 - 2024, 2024 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.K.M.1.AP.2: Directly compare two objects to determine which is longer/shorter or heavier/lighter.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Taller or Shorter:

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

Type: Formative Assessment

Longer Than:

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

Type: Formative Assessment

Compare Two Bags:

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

Type: Formative Assessment

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.

Type: Formative Assessment

Comparing Lengths:

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

Type: Formative Assessment

Lesson Plans

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. 

Type: Lesson Plan

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.

Type: Lesson Plan

Trains and Towers:

During this lesson students will learn to directly compare the length of objects. While building structures with connecting cubes the students will participate in collaborative conversations with a partner. This will allow students to use comparison language such as longer, taller, and shorter.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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. 

Type: Lesson Plan

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

Type: Lesson Plan

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.

Type: Lesson Plan

Problem-Solving Task

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.

Type: Problem-Solving Task

STEM Lessons - Model Eliciting Activity

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

MFAS Formative Assessments

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.

Compare Two Bags:

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

Comparing Lengths:

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

Longer Than:

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

Taller or Shorter:

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

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Problem-Solving Task

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.

Type: Problem-Solving Task

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Problem-Solving Task

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.

Type: Problem-Solving Task