Eureka Math

What is Math

Level 1: Module 4 Comparison and Composition of Length Measurements

In module 4, students explore units within the context of measurement. After comparing lengths indirectly, students iterate length units, such as centimeter cubes and 10-centimeter sticks, to describe and compare lengths.

Standards

1.NBT.C.5Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.

1.OA.D.7Understand the meaning of the equal sign (e.g., 6 = 6; 5 + 2 = 4 + 3; 7 = 8 – 1). Determine if equations involving addition and subtraction are true or false.

Terminology

New:
digit

Numbers like 7 and 5 are called digits. When we write digits next to each other, we make another number. For example, we write the digits 7 and 5 next to each other to make 75. (Lesson 2)

compose

To compose means to be put together, or group. (Lesson 3)

place

A digit’s place is its position in a number. Numbers with two digits have two places: the tens place and the ones place. (Lesson 3)

value

Value is how much something is worth. For example, in the number 53, the 5 is in the tens place, so it has a value of 50. (Lesson 3)

Familiar:

addend greater take away

cent less ten(s)

compare minus total

dime number sentence true

efficient one(s) unit

equal part unknown

equation partners

expression penny

false represent

fewer subtract

Kindergarten
Students identified height and length as measurable attributes. They directly compared the length of two objects by aligning the endpoints, and used terms such as taller, longer, and shorter to describe the relationship between them. They informally explored the relationship of number and unit size to length.

Grade 1 Module 2
Students drew pictures to solve comparison with difference unknown word problems. They answered the question How many more? rather than How much longer or shorter?

Grade 1 Module 3
Students prepared for measuring lengths with 10-centimeter sticks and cubes by representing concrete and pictorial quantities as tens and ones using unit form, number bonds, and number sentences.

Standards

Module Content Standards

Represent and solve problems involving addition and subtraction.

1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all

positions, involving situations of add to, take from, put together/take apart, and

compare. Use objects, drawings, and equations with a symbol for the unknown

number to represent the problem. NOTE: While start unknown situations

may be introduced in first grade, they are not expected to be mastered until

second grade.

Extend the counting sequence.

1.NBT.A.1 Count to 120, by ones, twos, and fives starting at any multiple of that number.

Count backward from 20. Read and write numbers to 120 and represent

a quantity of objects with a written number.

1.NBT.A.2 Recognize, describe, extend, and create patterns when counting by ones,

twos, fives, and tens and use those patterns to predict the next number in the

counting sequence up to 120 through counting or building with concrete

materials. For example: 1, 3, 5, ...; 2, 4, 6, ...; 5, 10, 15, ...; etc.

Understand place value.

1.NBT.B.3 Know that the digits of a two-digit number represent groups of tens and

ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens

and 9 ones).

1.NBT.B.4 Compare two two-digit numbers based on the meanings of the digits in each

place and use the symbols >, =, and < to show the relationship.

212

EUREKA MATH2 Tennessee Edition

1 ▸ M4

Measure lengths indirectly and by iterating length units.

1.MD.A.1 Order three objects by length. Compare the lengths of two objects indirectly

by using a third object. For example, to compare indirectly the heights of Bill

and Susan: if Bill is taller than mother and mother is taller than Susan, then Bill

is taller than Susan.

1.MD.A.2 Measure the length of an object using non-standard units (paper clips, cubes,

etc.) and express this length as a whole number of units.

Standards for Mathematical Practice

MP1 Make sense of problems and persevere in solving them.

MP2

Reason abstractly and quantitatively.

MP3

Construct viable arguments and critique the reasoning of others.

MP4 Model with mathematics.

MP5

Use appropriate tools strategically.

MP6

MP7

MP8

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.

3. Discuss and articulate mathematical ideas.

4. Write mathematical arguments.

Terminology

New:
length

Length is the space between the endpoints of an object; when we measure up and down, we sometimes call it height. (Lesson 4)

Technically, height is also a measurement of length. Colloquially, we distinguish between length and height depending on whether we are measuring “side to side” or “up and down.”

measure

To measure is to use a tool to find out how long or tall something is. (Lesson 4)

In grade 1, students only measure length. However, other attributes, such as weight or volume, can also be measured with different tools.

Familiar:
compare