Mathematics
Grade 1: Measurement |
Planning: Term # Tracking: Ach. Level |
|||
Overall Expectations |
1 |
2 |
3 |
4 |
•estimate, measure, and
describe length, area, mass, capacity, time, and temperature, using non-standard
units of the same size; |
|
|
|
|
•compare, describe, and
order objects, using attributes measured in non-standard units. |
|
|
|
|
Specific Expectations
|
|
|
|
|
Attributes, Units and Measurement Sense |
|
|
|
|
•demonstrate an
understanding of the use of non-standard units of the same size (e.g.,
straws, index cards) for measuring(Sample problem: Measure the length of your
desk in different ways; for example, by using several different non-standard units
or by starting measurements from opposite ends of the desk. Discuss your
findings.); |
|
|
|
|
•estimate, measure (i.e., by
placing nonstandard units repeatedly,without overlaps or gaps), and record
lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a
pencil is about 3 toothpicks long); |
|
|
|
|
•construct, using a variety
of strategies, tools for measuring lengths, heights, and distances in non-standard
units (e.g., footprints on cash register tape or on connecting cubes); |
|
|
|
|
•estimate, measure (i.e., by
minimizing overlaps and gaps), and describe area, through investigation using
non-standard units (e.g.,“It took about 15 index cards to cover my desk, with
only a little bit of space left over.”); |
|
|
|
|
•estimate, measure, and
describe the capacity and/or mass of an object, through investigation using
non-standard units (e.g.,“My journal has the same mass as 13 pencils.” “The
juice can has the same capacity as 4 pop cans.”); |
|
|
|
|
•estimate, measure, and
describe the passage of time, through investigation using nonstandard units (e.g.,
number of sleeps; number of claps; number of flips of a sand timer); |
|
|
|
|
•read demonstration digital
and analogue clocks, and use them to identify benchmark times (e.g., times
for breakfast, lunch, dinner; the start and end of school; bedtime) and to
tell and write time to the hour and half-hour in everyday settings; |
|
|
|
|
•name the months of the year
in order, and read the date on a calendar; |
|
|
|
|
•relate temperature to
experiences of the seasons (e.g.,“In winter,we can skate because it’s cold
enough for there to be ice.”). |
|
|
|
|
Measurement Relationships |
|
|
|
|
•compare two or three objects
using measurable attributes (e.g., length, height, width, area, temperature,
mass, capacity), and describe the objects using relative terms (e.g., taller,
heavier, faster, bigger, warmer; “If I put an eraser, a pencil, and a metre
stick beside each other, I can see that the eraser is shortest and the metre
stick is longest.”); |
|
|
|
|
•compare and order objects
by their linear measurements, using the same non-standard unit (Sample
problem: Using a length of string equal to the length of your forearm, work
with a partner to find other objects that are about the same length.); |
|
|
|
|
•use the metre as a
benchmark for measuring length, and compare the metre with non-standard units
(Sample problem: In the classroom, use a metre stick to find objects that are
taller than one metre and objects that are shorter than one metre.); |
|
|
|
|
•describe, through
investigation using concrete materials, the relationship between the size of
a unit and the number of units needed to measure length (Sample problem:
Compare the numbers of paper clips and pencils needed to measure the length
of the same table.). |
|
|
|
|
Student Name: |
|
|
|
|
Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.