Measuring & Plotting Lengths

PROCEDURAL

Mathematics›Measurement|Ages 7—8|ID: mt_mayItsxMUu

Generate measurement data by measuring lengths to the nearest whole unit and display the data on a line plot

Mastery Evidence

Measure the lengths of several objects and record the data
Create a line plot with a horizontal scale marked in whole-number units
Interpret a line plot to answer questions about the data

Assessment Prompt

“If [child] measures the length of ten leaves to the nearest cm and records the results, can they display the data on a simple number-line plot — grouping leaves of the same length?”

Curriculum Standards1 alignment

2.MD.9Common Core State Standards for Mathematics

Generate measurement data and line plots

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Measurement and Data

Prerequisites2

Sorting into categories (age 6+)
softAges 6—8
Measuring length (age 7+)
hardAges 7—8

Show full prerequisite tree

Sorting into categories (age 6+) soft
Line plots build on data interpretation skills
- Asking Questions soft
  Cross-subject: interpreting categorical data by asking/answering questions relies on the English skill of asking relevant questions to seek information
  - Question Words hard
    Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
    - Listening and responding soft
      Listening and responding supports learning question words
  - Listening and responding hard
    Listening and responding needed before asking questions
  - Exploring Ideas Through Talk soft
    Related speaking skill supports this topic
    - Feeling of not understanding soft
      Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
      - Asking for Help hard
        Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Sorting Data into Categories hard
  Interpreting data requires having data organised and represented first
  - How Many in Total? soft
    Counting data in categories requires understanding cardinality
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Pictograms and tally charts (age 6+) hard
    Organising and representing data requires data, tally, frequency, and category vocabulary
  - Sorting into categories hard
    Organising data in categories builds on classifying and counting objects in categories
    - Comparing groups: more or fewer soft
      Sorting categories by count benefits from ability to compare quantities
      - Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
    - Counting objects to 20 hard
      Counting objects in each category requires being able to count sets of objects
      - How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
Measuring length (age 7+) hard
Generating measurement data requires measuring lengths with tools
- Measuring length (age 6+) hard
  Using standard measurement tools extends measuring with non-standard units
  - Measuring length and height (age 5+) hard
    Measuring with iterated units extends Y1 beginning to measure length
    - Comparing Lengths & Heights hard
      Measuring length with units requires first being able to compare lengths directly
      - Measurable Attributes of Objects hard
        Comparing lengths/heights requires first identifying length as a measurable attribute
  - Measuring length soft
    Measuring with units benefits from ability to order and compare lengths
    - Comparing Lengths & Heights hard
      Ordering 3 objects by length and indirect comparison extends direct length comparison
      - Measurable Attributes of Objects hard
        Comparing lengths/heights requires first identifying length as a measurable attribute
- Choosing measurement units soft
  Choosing appropriate tools builds on choosing appropriate units
  - Capacity and volume hard
    Using standard units for capacity extends from beginning to measure capacity
    - Comparing Capacity hard
      Measuring capacity with units requires first being able to compare capacities
      - Measurable Attributes of Objects hard
        Comparing capacity requires understanding capacity as a measurable attribute
  - Measuring length and height (age 5+) hard
    Using standard units for length extends from beginning to measure length
    - Comparing Lengths & Heights hard
      Measuring length with units requires first being able to compare lengths directly
      - Measurable Attributes of Objects hard
        Comparing lengths/heights requires first identifying length as a measurable attribute
  - Measuring mass and weight hard
    Using standard units for mass extends from beginning to measure mass
    - Measuring mass and weight (age 4+) hard
      Measuring mass with units requires first being able to compare masses directly
      - Measurable Attributes of Objects hard
        Comparing mass/weight requires first identifying mass as a measurable attribute

Unlocks2

Halves and quarters (age 8+)
hardAges 8—9
Working with money
softAges 7—8