Rumplestiltskin Is My Name MCC.K.MD.1-2 Practice Task Partners Comparing length of 2 is Longer? MCC.K.MD.1-2 Constructing Task Partners or Individuals Comparing length of 2 sets of objects Using a Balance Scale MCC.K.MD.1-2 Constructing Task Partners Comparing weight of 2 objects MCC.K.MD.1-2 FAL Comparing length, height, capacity and weight of 2 objects How Is It? MCC.K.MD.1-2 Practice Task Small Groups Comparing weight of 2 objects Ordering Containers MCC.K.MD.1-2 Constructing Task Small Group Comparing capacity of 2 objects Comparing Containers MCC.K.MD.1-2 Practice Task Partners Comparing capacity of 2 objects Riddle Me! MCC.K.MD.1-2 Practice Task Partners or Individuals Comparing length, weight, height and capacity of 2 objects Fun with Sorting MCC.K.MD.3 Practice Task Small Group Classifying objects into categories Sorting Money! MCC.K.MD.3 Practice Task Partners Classifying objects into categories Who Lives at Your House? MCC.K.MD.3 Practice Task Partners Classifying objects into categories Guess My Sort MCC.K.MD.1-3 Culminating Task Partners Classifying objects into categories Each task is suggested but not required. Teachers should choose the most appropriate tasks based on the needs of their students. For more information on these tasks in this unit please refer to the unit webinar found at
Provide the student with copies of “Does How I Measure Matter? recording sheet and copies of cut outs. The student can use these pictures and measurement description to scaffold their learning. TECHNOLOGY Sid the Science Kid-Fab Lab Dinosaur Train, How Big Are You? ADDITIONAL RESOURCES: NCTM: Navigation Series – Navigating through Measurement in Pre-kindergarten – Grade 2 String Lengths: p. 18 -20 Illuminations: Ladybug Lengths Name_______________ Does How I Measure Matter? 1. A is longer than a . 2. A is shorter than a .
Name_______________ Shorter or Longer? My of 10 is shorter than longer than My tower of 10 is shorter than longer than My tower of 10 is shorter than longer than My tower of 10 is shorter than longer than My tower of 10 is shorter than longer than My tower of 10 is shorter than longer than My tower of 10 is shorter than longer than My tower of 10 is shorter than longer than Name_______________ of Five
CONSTRUCTING TASK: USING A BALANCE SCALE Approximately 1 day This lesson is adapted from “Using a Balance Scale” found at K-5_MathTeachingResources.com STANDARDS FOR MATHEMATICAL CONTENT MCC.K.MD.1 Describe measureable attributes of objects, such as length or weight. Describe several measureable attributes of a single object. MCC.K.MD.2 Directly compare two objects with a measureable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. BACKGROUND KNOWLEDGE Kindergarten students most likely will have no prior knowledge of using a balance scale. You may want to discuss with them that when something heavy is placed in our hand, our hand drops down from the weight. Then discuss that on a balance scale, the heavier an object is, the lower that side of the scale drops. Objects have multiple measureable attributes. Remind the students that it is important to identify the attribute being measured. Remember: It is important that the students clearly identify the attribute being measured. It is important that the students realize that BOTH objects must share the attribute before a comparison can be made. For more information common misconceptions, please refer to the unit overview. ESSENTIAL QUESTIONS Does how I measure matter? How can I compare two objects by their size? What attributes of an object can be measured? How can I organize my information?