### Examples

*Example*: A piece of paper can be measured using paper clips.

### Clarifications

*Clarification 1:*Non-standard units of measurement are units that are not typically used, such as paper clips or colored tiles. To measure with non-standard units, students lay multiple copies of the same object end to end with no gaps or overlaps. The length is shown by the number of objects needed.

**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 have been measured correctly. 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*

### Instructional Items

*Instructional Item 1*

How many paperclips long is the flower?

**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 Tasks

## Tutorial

## STEM Lessons - Model Eliciting Activity

In this MEA, students will help pick a flower that will be the focus of the Spring Festival. They will practice counting pictures and representing the number of pictures with a written numeral.

## MFAS Formative Assessments

Students are asked to use cubes to determine the length of different sized edges of a book.

Students determine their heights determined by cutting a length of string to show this measurement. Then using snap cubes they measure the length of the string.

Note: The measurement of the string will extend past 20 units, use this task with students who demonstrate a readiness to go beyond the measurement of 20 units.

Students use color tiles to measure the lengths of two figures shown on the accompanying worksheet.

## Student Resources

## Problem-Solving Tasks

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

The purpose of this task is to help students learn how to take measurements.

Type: Problem-Solving Task

## Tutorial

In this video tutorial from Khan Academy, called, "Measuring a golden statue", we see an example of how to solve a problem in which we measure an object with same-size length units that span it with no gaps or overlaps.

Type: Tutorial

## Parent Resources

## Problem-Solving Tasks

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

The purpose of this task is to help students learn how to take measurements.

Type: Problem-Solving Task

In this task, students work in pairs to measure a block using paperclips.

Type: Problem-Solving Task

## Tutorial

In this video tutorial from Khan Academy, called, "Measuring a golden statue", we see an example of how to solve a problem in which we measure an object with same-size length units that span it with no gaps or overlaps.

Type: Tutorial