Students apply their grouping and counting skills to measure the length of a variety of objects using nonstandard units (e.g., connecting links) and make the transition to using standard units (inches). In the Rolling Along with Links lab, students have authentic reasons to measure the distances toy cars roll and concrete models to use when comparing measurements. Students practice good measurement techniques and learn that controlled variables keep everything "fair."
| EXPECTATIONS | |
|---|---|
| Use this list of expectations to assess students on the key concepts and skills in this unit. | |
| E1 | Represent and identify quantities using connecting links, coins, and symbols. |
| E2 | Connect representations of quantities (e.g., ten frames, connecting links, coins, symbols). |
| E3 | Skip count by fives and tens and count on to find the value of a set of coins. |
| E4* | Group and count objects by twos, fives, and tens and count on to count the leftovers. |
| E5 | Compare and order quantities (e.g., lengths using comparative language: shorter, longer, shortest, longest). |
| E6 | Solve addition problems involving length and whole numbers whose sums are less than 30 using tools (e.g., connecting links, tables, graphs). |
| E7 | Recognize that the measure of a length is dependent on the size of the unit of measure (e.g., a pencil is 4 large paper clips or 6 small paper clips). |
| E8 | Connect activities and events to the passage of time using actions, drawings, and stories. |
| E9* | Measure and estimate length using nonstandard units (e.g., paper clips) and standard units (e.g., inches). |
| E10 | Make a bar graph to find information about a data set. |
| E11 | Read a table or bar graph to find information about a data set. |
| E12 | Use mental math strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group C with sums to ten. |
| * Denotes Benchmark Expectation | |