WRDSB Math LRP - G1 Measurement

Grade 1 - Tier 1

⭐ Connecting Measurment to Essential Key Concepts ⭐️

Exploring Measurement offers authentic opportunities to revisit the Essential Key Concepts of Number Sense & Addition/Subtraction:

B1.3 → Compare and order numbers to 50

Comparing and ordering lengths (e.g., from shortest to longest) allows students to revisit and solidify their understanding of comparing and ordering numbers.

B1.5 → Count to 50 by 1s, 2s, 5s, and 10s

Counting units such as cubes, paper clips, or other objects allows students to revisit and strengthen their counting skills.

B2.4 → Represent, describe, and solve addition and subtraction to 50

Finding the difference between measurements or combining measurements allows students to revisit and solidify their understanding of addition and subtraction.

E2.1 identify measurable attributes of two-dimensional shapes and three-dimensional objects, including length, area, mass, capacity, and angle
E2.2 compare several everyday objects and order them according to length, area, mass, and capacity
E2.3 read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and seasons

Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.

⛭ Related Mathematical Processes

Problem Solving, Communicating, Selecting Tools and Strategies, Reflecting

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore possible contexts to engage students in mathematically modelling relevant situations.

During this topic, pay attention to the students' ability to identify and manage emotions.

How do students respond to problems and prompts?
What feelings are demonstrated when math problems are posed to the class?
Do students show understanding of the feelings of others during math talks and collaborative learning tasks?

Concrete Learning Resources Tools:

A variety of containers and something pourable for filling them (e.g., rice or water)
Playdough or clay, mats and cutting tools
Cuisenaire rods
Linking cubes
String
Pan balance and objects of equal size and weight (e.g., coins, washers)
Papers of equal size (e.g., sticky notes, index cards)
Pattern blocks

Virtual Learning Resources and Tools:

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