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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.
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
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Problem-Solving Task
STEM Lessons - Model Eliciting Activity
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.
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
Students compare the lengths of two trains of cubes and are assessed in order to determine if they understand conservation of length.
Students compare the weights of two sandwich bags, one containing cotton balls and one containing rice.
Students compare their heights to that of a partner and describe the difference in their heights.
Student Resources
Problem-Solving Task
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
Problem-Solving Task
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
