Module 3:
Ordering and Comparing Length Measurements
as Numbers
Module 3 begins by extending students’ kindergarten experiences with direct length comparison to indirect comparison whereby the length of one object is used to compare the lengths of two other objects. Longer than and shorter than are taken to a new level of precision by introducing the idea of a length unit. Students then explore the usefulness of measuring with similar units. The module closes with students representing and interpreting data.
New or Recently Introduced Terms
Centimeter (standard length unit within the metric system)
Centimeter cube (pictured to the right, also used as a length unit in this module)
Centimeter ruler (measurement tool using length units of centimeters)
Data (collected information)
Endpoint (the end of an object, referenced when aligning for measurement purposes)
Height (measurement of vertical distance of an object)
Length unit (measuring the length of an object with equal-sized units)
Poll(survey)
Table or graph (organized charts visually representing data)
Students will be making indirect comparisons (Building off their knowledge of direct comparisons) -When two items are measured to see which one is less than or more than the other. Indirect comparisons involve 3 or more items.
ex: My crayon is shorter than the string. The string is shorter than the book. So my crayon is shorter than the book too!
Length Units
Students will start off using centimeter cubes as a length unit. We remind the students to measure at the endpoint, no gaps between, and no overlaps. We will make the connection from centimeter cubes to centimeters on a ruler which are standard units.
Students will be Comparing Lengths of 3 objects
Students will build on knowledge of shorter than and longer than from Kindergarten by comparing three items using centimeter cubes.
The pencil measures 10 centimeters.
The crayon measures 6 centimeters.
The book measures 20 centimeters.
SO:
The book is longer than the pencil, and the pencil is longer than the crayon, so the book is longer than the crayon.
Students will be measuring With Non-Standard Units
Students must know to use the same-sized length units to get consistent measurement results.
A pencil measured with 2 different non-standarized units will give you inaccurate
results.
Students will be Comparing 2 objects with Difference Unknown
How much longer is the pencil than the marker?
Marker= 7 cm Pencil= 9 cm
9 - 7 = 2 cm
The pencil is 2 cm longer than the marker.
Students will Represent and Interpret Data
They will collect and organize data in up to three categories and show on a chart.
Students will learn to organize the data into 5-groups, which we will show them can go from pictures to tally marks.
Students will be asked to answer questions about the data, such as:
How many students chose football as the sport they like best?
How many students chose basketball as the sport they like best?
How many students chose soccer as the sport they like best?
What is the total number of students who like soccer or basketball the best?
Which sport received the most votes?
Students will "Put together" with result unknown
“How many students were polled in all?”
___ + ___ + ___ = ____
Students will Compare with difference unknown
“How many more students preferred broccoli to string beans?”
or
"How many fewer students preferred string beans to broccoli?"
____ - ____ = ____
Module 3 Assessment will be given the around the 2nd week of February. We will then be starting Module 4- Place Value, Comparison, Addition and Subtraction to 40.