ALEX Resources

   View Standards     Standard(s): [SC2015] (2) 5 :

5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

[MA2019] (3) 19 :

19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).

a. Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.

[MA2019] (0) 17 :

17. Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Example: Directly compare the heights of two children and describe one child as "taller" or "shorter."

[MA2019] (0) 15 :

15. Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

a. Categorize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

[MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 17 :

17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.

[MA2019] (2) 20 :

20. Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.

[MA2019] (2) 15 :

15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.

   View Standards     Standard(s): [MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

[MA2019] (2) 17 :

17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.

2020 Arkansas Teacher of the Year, Joel Lookadoo, talks about standard and non-standard measurements and shares a rhyme about how to take accurate measurements of objects. The worksheet that accompanies this video provides students the opportunity to put their skills to work as they practice measuring various objects in both standard and non-standard units.

   View Standards     Standard(s): [ARTS] DAN (1) 16 :

16) Observe and describe dance movements from a specific genre or culture.

[ARTS] DAN (1) 21 :

21) Observe and perform a dance from a familiar culture that utilizes multiple elements of dance.

[ARTS] DAN (2) 16 :

16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.

[ARTS] DAN (2) 21 :

21) Observe and perform a dance from a culture and relate the movement to the people or environment from which the dance was created and performed.

[MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

[MA2019] (2) 26 :

26. Partition a rectangle into rows and columns of same-size squares, and count to find the total number of squares.

Students will perform the African-American dance Zudio using locomotor and non-locomotor movements. They will calculate the area needed to perform the dance. There are three options provided depending on the time allotted.  

   View Standards     Standard(s): [MA2019] (1) 17 :

17. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

[MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

Module 3, Topic B adds a new level of precision to measurement by introducing the idea of a length unit. In Lesson 4, centimeter cubes are laid alongside the length of objects as students learn that the total number of cubes laid end to end with no gaps or overlaps is the length measure of that object. The objects being measured by students include many of the same objects measured in Topic A so that students can add greater precision to their measurements as they specify the number of units equal to the length of the objects being compared. For example, the length of the crayon can now be described not only as shorter than the paper strip but more precisely as 9 centimeter cubes (1.MD.2). In Lesson 5, students lay those same centimeter cubes alongside a ruler, recognizing the meaning of the numbers on the ruler as describing the number of centimeter length units up to that number. The centimeter then connects students to their world, as they come to realize that the centimeter unit is used by first-grade students in Brazil, by the restaurant owner across the street, and even by their families. Students explore the question, “Why would we use a standard unit to measure?” As the use of rulers to measure is a Grade 2 standard, students in Grade 1 simply rename their centimeter cube as a centimeter, as they continue to use the cubes to measure objects. The progressions document suggests that students engage in standard unit measurement in order to develop a solid understanding of why and how to measure, rather than measuring using a plethora of nonstandard measurement units. The topic closes with Lesson 6, where students measure and compare sets of three items with centimeter cubes, returning to the transitive statements of Topic A but with more sophisticated insights: “The pencil measures 10 centimeters. The crayon measures 6 centimeters. The book measures 20 centimeters. In order from shortest to longest is the crayon, the pencil, the book. The book is longer than the pencil, and the pencil is longer than the crayon, so the book is longer than the crayon” (1.MD.1). Students finally solve compare with difference unknown word problems, determining how much longer a given object is than another.