enVision Mathematics Topic 12
1st Grade; March – April (2 weeks); 3rd Trimester
Embedded Files
Topic Title(s):
Measure Lengths
Prepared Graduates:
MP2. Reason abstractly and quantitatively.
MP3. Construct viable arguments and critique the reasoning of others.
MP5. Use appropriate tools strategically.
MP6. Attend to precision.
Standard(s):
3. Data, Statistics, and Probability
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
1.MD.A. Measurement & Data: Measure lengths indirectly and by iterating length units.
Order three objects by length; compare the lengths of two objects indirectly by using a third object. (CCSS: 1.MD.A.1)
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. (CCSS: 1.MD.A.2)
Abstract comparisons between lengths using statements like A > B. (MP2)
Use the transitive property to explain if A is longer than B, and B is longer than C, then A must be longer than C. (MP3)
Devise different ways to represent the same data set and discuss the strengths and weaknesses of each representation. (MP5)
Consider the endpoints of objects when measuring and making comparisons. (MP6)
Inquiry Questions
How is it possible for 5 sticks placed end-to-end to be equal in length to 6 sticks placed end-to-end?
Which is longer, the total length of two sticks placed end-to-end vertically or the same two sticks placed end-to-end horizontally?
What objects in this classroom are the same length as (or longer than, or shorter than) your forearm?
Coherence Connections
This expectation represents major work of the grade.
In kindergarten, students directly compare two objects with a measurable attribute in common.
In Grade 1, this expectation is part of a progression of learning that develops conceptions of comparison, conservation, seriation, and iteration.
In Grade 2, students measure and estimate lengths in standard units.
Academic Vocabulary & Language Expectations:
Length, longer, longest, shorter, shortest, measure
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topic 12
Additional enVision Mathematics Resources
Let's Investigate! Estimation I Spy (TE) (supports Lessons 12-3, 12-4)
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: Measuring Length, Order by Length, Compare Lengths
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