1.7.D
The Standard
describe a length to the nearest whole unit using a number and a unit
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students measure an object's length using equal units. They report the nearest whole amount and include the unit name, such as 6 inches.
What Mastery Looks Like
- A student lines up an object correctly with the measuring tool and counts equal units. The student records a clear answer such as 8 centimeters.
Common Misconceptions
- Students may write only a number and leave out the unit. They may count ruler marks instead of spaces or start measuring away from zero.
How to Assess It
- Give each student a crayon and a ruler. Ask, "Measure the crayon to the nearest inch, then write the length with its unit."
Lesson moves
Ways to Teach It
Students line up connecting cubes beside classroom objects, find the nearest cube length, and label each result with a number and unit.
Ask, "Mia says the pencil is 7. What is missing, and why does it matter?" Students answer aloud or in writing.
Play a matching game with object cards, measured lengths, and unit labels, such as 6 inches or 10 centimeters.
Students measure whether a book, folder, or pencil box will fit on a shelf and record each length with its unit.
Keep exploring
Related Standards
- 4.4.G
round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
- 5.3.L
divide whole numbers by unit fractions and unit fractions by whole numbers
- 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
- 2.9.D
determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
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