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Lesson Topic: Lengths and Data

Grade level: 1
Bahar Baydere
Time: 2-3 weeks

Stage 1 – Desired Results


Content Standard(s):
MAS.M.MD.1.1 Order three objects by length; compare the lengths of two objects
indirectly by using a third object.

MAS.M.MD.1.2 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. Measure length,
height, weight, temperature (to 10 degrees). Measure the length of objects by repeating
a nonstandard unit or a standard unit.

MAS.M.MD.1.4 Organize, represent and interpret data with up to 3 categories: ask and
answer questions about the total number of data points, how many in each category
and how many more or less are in one category than in another. Represent, compare,
and interpret data using pictures, and picture graphs.

Understanding (s)/goals Essential Question(s):


 The attributes and events can be  Why do we have different units of
measured. measure?
 By using different units, you can  How does what we measure
measure the length of an object. influence how we measure?
 Can use a lot of tools to measure.  How does collecting data help us
 Standard units of measure allow us solve problems or make decisions
to interpret results or data. in our world?
 What kind of questions can a graph
 Data can be represented visually
answer?
using tables, charts, and graphs.
 When are we supposed to use
 A picture graph uses pictures to
graphs?
represent the data collected and
sorted.

Student objectives (outcomes):


 Any lengths can be compared with one or more objects.
 The length of an object can be the same size as the length units.
 We can measure things with units that are standard and not standard.
 We can compare data by using pictographs.

Stage 2 – Assessment Evidence


Performance Task(s): Other Evidence:
 Observation
Students will be given objects and they will  Self-reflection
measure each object using various types o  Homework
measurements, and then explain why they  Quiz
chose the particular measurement for the
object.
Students will be given poster board and
markers where they will pick an object or
more and make a pictograph, and draw
the different types of measurements they
can use to measure it.

Stage 3 – Learning Plan


Learning Activities:

I will begin by talking about what attribute means, then I will show them a piece of rock
and ask the students what attributes of the rock is. I will have a student write down on
the board the answers of the students. Then I will ask the students to work in groups
to find out how they can measure the attribute they listed on the board. Then I will ask
the students to make a pictograph about their results, and then ask them to share with
the rest of us. Then we will continue with the following worksheets.
AUTHENTIC ASSESSMENT:

Students will be given different types of objects and then will be asked to carry out
different measurement tasks. For example:

• Place objects in order of their size, length, and width.


• Measure using the standard and nonstandard units.
• Estimate by using the standard and nonstandard units an objects length, width, and/or
volume.