Using Cuisinaire Rods in Math Instruction

In the primary grades, C-Rods can be used for both informal and formal measurement as well as a linear representation of quantity and length.

Kindergarten students can start by describing and directly comparing the rods, making observations such as "A blue rod is longer than a red rod." (KY.K.MD.1 and KY.K.MD.2)

First grade students measure lengths with informal tools. For example, they may determine that a paper is 3 orange rods long or their desk is 10 orange rods wide. (KY.1.MD.2) They use tools to compare lengths indirectly. For example, if a pencil box is "5 light greens" long and a paper is "6 light green rods" long, they conclude the paper is longer than the box. (KY.1.MD.1)

Second grade students measure the same object twice using different length units, discovering that the same length will be more of the smaller units. For example, if a student knows that a desk is 10 dark green rods long, they know that the desk will be more than 10 yellow rods long (because yellow rods are shorter) and will be fewer than 10 blue rods long (because blue rods are longer). (KY.2.MD.2) Second grade students transition to thinking about the white rod as "1 cm" and the orange rod as "10 cm" and understand that something which is 4 orange rods long is 40 centimeters long. They see the connection between measuring a length in cm rods (e.g. something is 6 cm long because it is 6 white rods long) to a length measured with a centimeter ruler. (KY.2.MD.1) They also use their experience to estimate the length of an object before measuring. For practice estimating and helping students see the relationships between the C-Rods, use KNP activity F7703.0 - Estimating C-Rods lengths and relationships

Second grade students also develop a formal understanding of a number line. In particular, they understand a number is located its distance from 0. For example, a student might use a red rod to mark the distance from 0 to 1. They understand that 6 would then be located 6 red rod lengths from 0. (See figure 1 below). (KY.2.MD.6)  Research has consistently shown that a deep understanding of number lines and linear models is linked to a greater understanding of number and number operations and connects to higher math achievement. Check out this video from Cathy Fosnot (3:35-6:00)  https://www.pinterest.com/pin/9007268000110430/ 

Learning Mathematics through Representations (LMR) is a research-based curriculum unit for the teaching and learning of integers and fractions in the elementary grades, using the number line as the principal representational context. Several lessons support students in developing these important ideas about whole numbers,  length, and number lines. See the Crosswalk  HERE for standards connections. Access LMR resources here:  https://www.kentuckymathematics.org/lmr.php