2.9a

2.9  The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions.  The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass.  The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time
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1.7a   Estimate and measure length using non-standard units such as paper clips or sides of color tiles	2.9a  Identify concrete models that approximate standard units of length and use them to measure length	3.11a  Use linear measurement tools to estimate and measure lengths using standard units
identify concrete models that approximate standard units of length use them (concrete models) to measure length identify—to recognize or establish as being a particular person or thing; verify the identity of use—to employ for some purpose; put into service; make use of

Activities:

• Construct your own rulers using one inch color tiles
• Choose reasonable tools to measure the length of objects around the room
• Discuss reasonableness for objects that are measured (Why does a smaller object take more to measure with than a larger object?)

Anchor Stations:

• Kim Sutton:  Measure the Path
• Let's Measure Packet of interactive activities
• Measure objects with 2 different units of measure and compare the lengths

Possible Test Questions:

2.11 b

2.11   The student organizes data to make it useful to interpreting information.
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1.10a  Draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs	2.11b  draw conclusions and answer questions based on picture graphs and bar-type graphs	3.13b  Interpret information from pictographs and bar graphs
draw conclusions based on picture graphs                                                   bar-type graphs answer questions based on picture graphs                                                    bar-type graphs draw—to sketch (someone or something) in lines or words; delineate; depict to frame or formulate; to draw a distinction answer—to speak or write in response to; reply to

Activities:

Anchor Stations:

Possible Test Questions:

2.11 a

2.11   The student organizes data to make it useful to interpreting information.
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1.9b  use organized ata to construct real-objects graphs, picture  graphs, and bar-type graphs	2.11a  construct picture graphs and bar-type graphs	3.13a  collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data
construct picture graphs construct bar-type graphs Construct— draw with suitable instruments and under specified conditions

Activities:

• Pick 5 objects to measure and graph the length of each object
• Identify and label all parts of the graph
• Daily graph based on a question of the day.
• Questions:  How many chose __and __ ?
• How many more chose ____ than ____?

Anchor Stations:

• File folder graph  with different objects to place on the graph
• make a tally chart from the objects and transfer the data to a graph

Possible Test Questions: