SALTA 1st Grade Curriculum Map

Focus

Standards

Curriculum Supports – enVision 2.0

Vocabulary

Strand: Measurement and Data

1.MD.1 1.MD.2 (1.MD.A)

Topic 12: Measure Lengths (pp. 661I-661J)

Topic 12:

First grade students will measure lengths indirectly and by iterating length units.

12-1 Compare and Order by Length (pp. 667-672) 12-2 Indirect Measurement (pp. 673-678) 12-3 Use Units to Measure Length (pp. 679-684) 12-4 Continue to Measure Length (pp. 685-690) 12-5 Math Practices and Problem Solving: Use Appropriate Tools (pp. 691-696)

• length • longer

• longest • shorter • shortest • measure • length unit

Standard 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Standard 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.

Assessment Options:

Topic 12 Assessment – Measure Lengths (print or online) (pp. 701-702)

Topic 12 Performance Assessment – Measure Lengths (pp. 703-704)

Team Created Assessment District Wide Standards-Based Assessment #3 (Window: April 16 – May 7) Assessment Tasks – Topic 12 USBE 1 st Grade Standards Assessments Procedural Check Application Task

1.MD.1

Given three objects, students will order them from longest/tallest to shortest, or shortest to longest/tallest.

Here are some sample problem tasks: Johnny, Sally, and Juan are students in first grade. Johnny is taller than Sally. Sally is shorter than Juan. Who is the tallest? Who is not the tallest and not the shortest? Write to explain how you know.

(DOK 1)

(DOK 3)