1st Grade Math Unit 19

Big Idea:

• Use measuring tools to measure the length of objects using non-standard units.

Student Expectations:

Priority TEKS

1.7B [Supporting] Illustrate that the length of an object is the number of same-size units of length that when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other;

Focus TEKS

1.7A [Supporting] Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;

1.7C [Supporting] Measure the same object/distance with units of two different lengths and describe how and why the measurement differ;

1.7D [Readiness] Describe a length to the nearest whole unit using a number and a unit;

Ongoing TEKS

1.2(A-C)Number and Operations - The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: (A) recognize instantly the quantity of structured arrangements; (B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones; (C) use objects, pictures, and expanded and standard forms to represent numbers up to 120.

1.3C [Supporting] Compose 10 with two or more addends with and without concrete objects;

1.3D [Supporting] Apply basic fact strategies to add & subtract within 20, including making 10 and decomposing a number leading to 10;

1.3E [Supporting] Explain strategies used to solve addition & subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences;

1.5F [Supporting] Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the 3 or 4 terms in the equation;

1.5C [Supporting] Use relationships to determine the number that is 10 more and 10 less than a given number up to 120;

1.5B [Supporting] Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

Student Learning Targets:

• I will use non standard units to measure the length of objects.
• I will measure an object end to end with no gaps or overlaps.
• I will compare non standard units and write about the differences.

Essential Questions:

• How can measurement be used to solve problems?

Extra Information:

Adopted Textbook: Pearson - enVision Math

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