suggested pacing is 2 weeks
Teacher Tips :
This is an opportunity for students to begin measuring and comparing lengths of items.
This is an opportunity for students to use appropriate tools in order to measure objects' lengths.
▉Students will use appropriate tools to measure lengths while attending to precision. (1.MD.1) (SMP5, SMP6)
▉ Students will recognize longer and shorter objects and using appropriate tools measure lengths while attending to precision. (1.MD.1) (1.MD.2) (SMP5, SMP6)
I can recognize when an object is longer or shorter. (1.MD.1)
I can understand that length is the number of same-sized objects that span it. (1.MD.1) (SMP5)
I can choose appropriate tools for measuring. (SMP5)
I can compare the lengths of two objects using a third object. (1.MD.1) (SMP5)
I can measure and compare lengths with precision. (1.MD.1) (SMP6)
I can express the length of an object as a whole number. (1.MD.2)
I can measure lengths with non-standard units with no gaps or overlaps. (1.MD.2) (SMP6)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
end-to-end width height tallest length taller long tall
longer shortest longest shorter measure short unit
1st grade number talk guide printable & 1st grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Use/Bridge a ten Bridge ten Math Flips
Doubles/near rekenrek
Break apart by place value math flips add/subt 1 and 10
Subtraction Strategies
count up/think addition math flips within 20
I can recognize when an object is longer or shorter. (1.MD.1)
I can understand that length is the number of same-sized objects that span it. (1.MD.1) (SMP5)
I can choose appropriate tools for measuring. (SMP5)
I can compare the lengths of two objects using a third object. (1.MD.1) (SMP5)
I can measure and compare lengths with precision. (1.MD.1) (SMP6)
Ready Teacher Toolbox Lesson 25: Compare and Order Lengths-Sessions 1-5
Assessment Tasks 1.MD.1 Frayer Model Assessment Proficiency Rubrics 1.MD.1
Math in Practice: 1.MD.1 & MD.2- Module 10 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 25 Longest & Shortest Scavenger Hunt
Ready Teacher Toolbox Lesson 26: Measure Length-Sessions 1-5
Assessment Tasks 1.MD.2 Frayer Model Assessment Proficiency Rubrics 1.MD.2
Math in Practice: 1.MD.1 & MD.2- Module 10 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 26 The Long & Short of It
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
K.MD.1-2: Measuring Miguel Measurement Sentences Jump Rope Math Two Towers
Nearpod Math lessons
These are activities to give students mixed, spaced practice based on the big ideas for 1st grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.