Math

Unit 6 Measurement

Students will independently use their learning to …

TG1 Solve problems in everyday life by applying their understanding of measurement concepts.

Students will understand that…

U1 Measurement is the comparison of an attribute and a tool or system.
U2 Measurement systems are made up of relative measures within each
system.
U3 Measurement systems have increasing levels of precision.

Students will keep considering …

EQ1 How do I know what to measure?
EQ2 How exact does a measurement have to be?

Students will know …

K1 length is a continuous attribute.
K2 that a number line shows distance.
K3 length can be measured in standard units.
K4 the numbers on a ruler indicate the number of units of length.
K5 that area is the number of square units it takes to cover a rectangle
without gaps or overlaps.
K6 there is an inverse relationship between the size of the unit and the
number of units needed.
K7 the number of minutes in an hour
K8 the meaning of a.m. and p.m.

Students will be skilled at …

S1 using concrete models to find length.

S2 using measuring tools appropriately.

S3 finding the distance between two numbers on a number line.

S4 measuring length with different standard units to the nearest whole unit.

S5 identifying the length of an object or distance and the unit of measure.

S6 explaining why one object can have more than one measurement.

S7 explaining the relationship between the size of the unit and the number of

units needed to measure length.

S8 solving problems involving length.

S9 finding the area by covering a rectangle with square units.

S10 reading time to the nearest minute on an analog and digital clock.

S11 writing time to the nearest minute.

S12 distinguishing between a.m. and p.m. to describe when events occur.

S13 applying the mathematical process standards.

Critical Tools
yardstick

ruler
measuring tape
meter stick

Standards

2.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

2.9 The student applies mathematical process standards to select and use units to describe length, area, and time.

(A) find the length of objects using concrete models for standard units of length

(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

(D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

(E) determine a solution to a problem involving length, including estimating lengths

(F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit

(G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

Texas Focal Point 3: Measuring length