1.7.B
The Standard
illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students cover an object's length with same-size units placed end-to-end. They avoid gaps and overlaps, then count the units to find the length.
What Mastery Looks Like
- Students line up same-size units from one endpoint to the other with no gaps or overlaps. They count the units and state the object's length using the unit name.
Common Misconceptions
- Students may leave gaps, overlap units, or begin measuring past the object's endpoint. They may use units of different sizes or count the marks between units incorrectly.
How to Assess It
- Give each student a crayon and same-size cubes. Ask them to measure it, then draw the cube arrangement and write its length.
Lesson moves
Ways to Teach It
Students measure pencils, crayons, and craft sticks by placing same-size linking cubes end-to-end, then record each length.
Show two cube measurements of one object, one correct and one with gaps, and ask students to explain which is accurate.
Pairs play Measure and Check by measuring classroom objects with tiles, recording answers, and checking each other's unit placement.
Students measure books with paper clips to decide which book needs the longest shelf space.
Keep exploring
Related Standards
- 2.9.A
find the length of objects using concrete models for standard units of length
- 1.7.A
use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
- 2.9.B
describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
- 1.7.C
measure the same object/distance with units of two different lengths and describe how and why the measurements differ
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