MD-Measure+lengths+indirectly+&+by+iterating+length+units

1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2. 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.// || ===‍**Anchor Standard/Mathematical Practice(s)**=== 1.SE.1.1 Use technology hardware and software responsibly. 1.SE.1.2 Explain why safety is important when using the Internet. || ===‍ Revised Bloom's Level of thinking === understanding-comparing length of objects applying-odering objects by length ||
 * ===**Common Core Standard**s===
 * MP.2. Reason abstractly and quantitatively.**
 * MP.3. Construct viable arguments and critique the resoning of others.**
 * MP.4. Model with mathematics**
 * MP.5. Use appropriate tools strategically.**
 * MP.6. Attend to precision.**
 * MP.7. Look for and make use of structure.**
 * MP.8. Look for and express regularity in repeated reasoning.** ||
 * ===‍**Information Technology Standard**===

‍**I can...**
= I can put objects in order by length. =

‍**Essential Vocabulary**
longer, shorter, length, measure, units, tools

‍**Intervention: small group**
Have students draw pictures of animals / people/ creatures of different heights or lengths. Do a measuring scavenger hunt as a group. Model/practice how to line up tools to measure. ‍**Enrichment:** Do a measuring scavenger hunt independently. Introduce rulers. independent center

‍**Instructional Resources**
Measuring Penny by Loreen Leedy Inch by Inch by Leo Leonni Just the Right Size: Why Big Animals are Big and Little Animals are Little by Nichola Davies How Big is a Foot? By Rolf Mylier intro lessons cooperative learning activity

‍**Notes and Additional Information**
First Grade students typically measure and order objects by the length of each of the objects. Sometimes, the lengths are not known, but the relationships between the three objects are known. This concept is known as the transitivity principle for indirect measurement. First Graders use non-standard objects to measure objects which help students focus on the attribute being measured. A nonstandard object also lends itself to future discussions regarding the need for a standard unit. First Grade students use multiple copies of one object to measure the length larger object. Through numerous experiences and careful questioning by the teacher, students will recognize the importance of careful measuring so that there are not any gaps or overlaps in order to get an accurate measurement. This concept is a foundational building block for the concept of area in 3rd Grade.