Kindergarten Unit 4: Measuring and Analyzing Data

3 weeks
In this unit students will:
 Recognize, name, build, draw, compare, and sort simple two- and three-dimensional shapes
 Describe attributes and parts of two- and three-dimensional shapes
 Group objects according to common properties
 Investigate and predict the results of putting together and taking apart simple two- and three-dimensional shapes,
 Describe, name, and interpret relative positions in space and apply ideas about relative position,
 Recognize and represent shapes from different perspectives
 Recognize geometric shapes in the environment
 Pose information questions, collect data and organize and display results using objects, pictures and picture graphs.
Unit Resources:
Unit 4 Overview Video Parent Letter Parent Standards Clarification Number Talks Vocabulary Cards
Prerequisite Skills Assessment Sample Post Assessment Student Friendly Standards Concept Map
Topic 1: Measurement and Data
Big Ideas/Enduring Understandings:
 Attributes can be compared
 Objects can be described and compared by their measurable attributes.
 Comparing length, weight, capacity, and height of objects is important
 Students classify objects and count the number of objects in each category.
 The number of objects in a category is called a set
Essential Questions:
 How can I compare 2 objects by their size?
 What does it mean to measure something?
 What ways can I measure an object?
 How can I compare two objects by their size?
 What attributes of an object can be measured?
 What categories can I create to identify the different attributes of objects?
 Is there more than one way to sort objects?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that
exist among mathematical topics.
Describe and compare measurable attributes

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 MGSEK.MD.1 (EM150Q) Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe
is heavy! It is also really long!”
 MGSEK.MD.2 (EM150Q) Directly compare two objects with a measureable attribute in common, to see which object has “more of”/”less of” the attribute, and
describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category
 MGSEK.MD.3 (EM50Q) Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less
than or equal to 10)
Vertical Alignment
First Grade Measurement Standards Second Grade Measurement Standards
 MGSE1.MD.1 Order three objects by length; compare the lengths of two  MGSE2.MD.1 Measure the length of an object by selecting and using
objects indirectly by using a third object. appropriate tools such as rulers, yardsticks, meter sticks, and measuring
 MGSE1.MD.2 Express the length of an object as a whole number of length tapes.
units, by laying multiple copies of a shorter object (the length unit) end to  MGSE2.MD.2 Measure the length of an object twice, using length units of
end; understand that the length measurement of an object is the number of different lengths for the two measurements; describe how the two
same-size length units that span it with no gaps or overlaps. Limit to contexts measurements relate to the size of the unit chosen.
where the object being measured is spanned by a whole number of length  MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and
units with no gaps or overlaps meters.
 MGSE2.MD.4 Measure to determine how much longer one object is than
another, expressing the length difference in terms of a standard length unit.
Report Card Quarter 2 Standards-Based Grading
The report card is not able to assess students on all standards being taught in third grade. The following standards are the priority for mastery for this quarter:
 Count to 100 by ones
 Counts as many as 20 objects arranged in a line or array
 Compares 2 sets up to 10 objects and identifies greater or equal
 Describes and directly compares two objects with a measurable attribute
 Classifies and sorts objects into categories
Instructional Strategies
MD.1
This standard calls for students to describe measurable attributes of objects, such as length and weight, In order to describe attributes such as length and weight;
students must have many opportunities to informally explore these attributes.
 Students should state comparisons of objects verbally and then focus on specific attributes when making verbal comparisons for K.MD.2.
 They may identify measurable attributes such as length, width, height, and weight. For example, when describing a soda can, a student may talk about how tall,
how wide, how heavy, or how much liquid can fit inside. These are all measurable attributes. Non-measurable attributes include: words on the object, colors,
pictures, etc.

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This standard focuses on using descriptive words and does not mean that students should sort objects based on attributes.

It is critical for students to be able to identify and describe measureable attributes of objects. An object has different attributes that can be measured, like the height
and weight of a can of food. When students compare shapes directly, the attribute becomes the focus. Students need to know what a measureable attribute is. What is
an example of a measureable and non-measurable attribute? For example, let’s compare a rose and a duck. How can these two items be measured? Students can
look at the length of these items, the weight of both for an example of a measureable attribute. A non-measureable attribute would be the color, texture of these
items.

Students should be given many opportunities to compare directly where the attribute becomes the focus. For example, when comparing the volume of two different
boxes, ask students to discuss and justify their answers to these questions: Which box will hold the most? Which box will hold the least? Will they hold the same
amount? “How could you find out?” Students can decide to fill one box with dried beans then pour the beans into the other box to determine the answers to these
questions.

Have students work in pairs to compare their arm spans. As they stand back-to-back with outstretched arms, compare the lengths of their spans, then determine who
has the smallest arm span. Ask students to explain their reasoning.

Then ask students to suggest other measureable attributes of their bodies that they could directly compare, such as their height or the length of their feet.

MD.2
This standard asks for direct comparisons of objects. Direct comparisons are made when objects are put next to each other, such as two children, two books, two
pencils. For example, a student may line up two blocks and say, “This block is a lot longer than this one.” Students are not comparing objects that cannot be moved and
lined up next to each other. The objects do not have to be the same. A book might be compared to a pencil or a pencil to a crayon.

When making direct comparisons for length, students must attend to the “starting point” of each object and recognize that objects should be matched up at the end of
objects to get accurate measurements. For example, the ends need to be lined up at the same point, or students need to compensate when the starting points are not
lined up.

The black bar is longer than the white bar.

The is lighter than the

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Conservation of length includes understanding that if an object is moved, its length does not change; an important concept when comparing the lengths of two
objects). Since this understanding requires conservation of length, a developmental milestone for young children, children need multiple experiences to move beyond
the idea that…

“Sometimes this block is longer than this one and sometimes it’s shorter (depending on how I lay them side by side) and that’s okay.” “This block is always longer than
this block (with each end lined up appropriately).”

Before conservation of length: The blue block is longer or shorter than the plain block when they are lined up like this. But when I move the blocks around, sometimes
the plain block is longer than the blue block.

The tower of blue cubes is shorter than the other tower.

After conservation of length: I have to line up the blocks to measure them.

Language plays an important role in this standard as students describe the similarities and differences of measurable attributes of objects (e.g., shorter than, taller
than, lighter than, heavier than, the same as, etc.).

Students should have many opportunities to compare the lengths of two objects both directly (by comparing them with each other) and indirectly (by comparing both
with a third objects.

A student can be given an object as part of a scavenger hunt in the classroom and be asked to find one or two objects that are the same length as; two that are longer
and two that are shorter.

Students should state comparisons of objects verbally and then focus on specific attributes when making verbal comparisons. They may identify measurable attributes
such as length, width, height, and weight.
MD.3
This standard asks students to identify similarities and differences between objects (e.g., size, color, shape) and use the identified attributes to sort a collection of
objects.

Once the objects are sorted, the student counts the amount in each set. Once each set is counted, then the student is asked to sort (or group) each of the sets by the
amount in each set.

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For example, when given a collection of buttons, the student separates the buttons into different piles based on color (all the blue buttons are in one pile, all the
orange buttons are in a different pile, etc.). Then the student counts the number of buttons in each pile: blue (5), green (4), orange (3), purple (4). Finally, the student
organizes the groups by the quantity in each group (Orange buttons (3), Green buttons (4), Purple buttons with the green buttons because purple also had (4), Blue
buttons last (5).

Other possible objects to sort include: shells, shapes, beans, small toys, coins, rocks, etc. After sorting and counting, it is important for students to:
 explain how they sorted the objects;
 label each set with a category;
 answer a variety of counting questions that ask, “How many …”; and
 compare sorted groups using words such as, “most”, “least”, “alike” and “different”.

This objective helps to build a foundation for data collection in future grades. In later grade, students will transfer these skills to creating and analyzing various
graphical representations.

Provide categories for students to use to sort a collection of objects. Each category can relate to only one attribute, like Red and Not Red or Hexagon and Not Hexagon,
and contain up to 10 objects. Students count how many objects are in each category and then order the categories by the number of objects they contain.

Ask questions to initiate discussion about the attributes of shapes. Then have students sort a collection of two-dimensional and three-dimensional shapes by their
attributes. Provide categories like Circles and Not Circles or Flat and Not Flat.

Have students count the objects in each category and order the categories by the number of objects they contain.

Have students infer the classification of objects by guessing the rule for a sort. First, the teacher uses one attribute to sort objects into two loops or regions without
labels. Then the students determine how the objects were sorted, suggest labels for the two categories and explain their reasoning.

Engage NY Lessons are located in the topic file:

Topic Overview (lessons 1-3)
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Lesson 1: Compare lengths using taller than and shorter than with aligned and non-aligned endpoints
Lesson 2: Compare length measurements with string
Lesson 3: Make a series of longer than and shorter than comparisons
Topic Overview (Lessons 4-7)
Lesson 4: Compare the length of linking cubes sticks to a 5-stick
Lesson 5: Determine which linking cube stick is longer than or shorter than the other
Lesson 6: Compare the length of linking cube sticks to various objects
Lesson 7: Compare objects using same as
Topic Overview (lessons 8-12)
Lesson 8: Compare using heavier than and lighter than
Lesson 9: Compare objects using heavier than, lighter than, and the same as with balance scales
Lesson 10: Compare the weight of an object to a set of unit weights on a balance scale
Lesson 11: Observe a conservation of weight on the balance scale
Lesson 12: Compare the weight of an object with sets of different objects on a balance scale
Topic Overview (lessons 13-15)
Lesson 13: Compare volume using more than, less than, and same as by pouring
Lesson 14: Explore conservation of volume by pouring
Lesson 15: Compare using the same as with units
Topic Overview (lessons 16-19)
Lesson 16: Make informal comparison of area
Lesson 17: Compare to find if there are enough
Lesson 18: Compare using more than and the same as
Lesson 19: Compare using fewer than and the same as
Topic Overview (lessons 20-24)
Lesson 20: Relate more and less to length
Lesson 21: Compare sets informally using more, less, and fewer
Lesson 22: Identify and create a set that has the same number of objects
Lesson 23: Reason to identify and make a set that has 1 more
Lesson 24: Reason to identify and make a set that has 1 less
Topic Overview (lessons 29-32)
Lesson 29: Observe cups of colored water of equal volume poured into a variety of container shapes
Lesson 30: Use balls of clay of equal weights to make sculptures
Lesson 31: Use benchmarks to create and compare rectangles of different lengths to make a city
Lesson 32: Culminating task – describe measureable attributes of single objects
Common Misconceptions
MD.1
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Some students may experience difficulty in being able to classify the same object into different categories. They see it as belonging to only one category. Students may
also have difficulties with comparing unlike attributes (comparing the weight of this object to the length of that one).
MD.2
Many students have difficulty understanding that when an object is moved away from the object they are comparing it with, the length does not change. With multiple
opportunities, students learn that they have to line up the items they are comparing and/or measuring. (Conservation of Length: includes understanding that if an
object is moved, its length does not change; an important concept when comparing the lengths of two objects). Students may also have difficulties with placing the
units for measure (not placing the units side-by-side).
Differentiation
Increase the Rigor
MD.2
 Compare 3 objects (for example, Tommy is taller than Meg, but shorter than Allie).
Acceleration Intervention

Name of Snapshot of summary or

Cluster of Standards Materials Master
Intervention Student I can statement. . .

Worms and More Compare lengths from the same starting point
Copymaster 1
The Gingerbread Compare the length of two objects
Copymaster 2
Man Order objects by length
Copymaster 3
Compare the length of two objects
Time Capsule
Describe and compare Order objects by length
measurable attributes.
Compare a group of objects by length
MGSEK.MD.1
Teddy Bears and Measure length with non-standard units
MGSEK.MD.2 Friends Use measuring language to compare length, width,
and height
Compare a group of objects by length Copymaster 1
Taller, Wider, Measure length with non-standard units Copymaster 2
Longer Use measuring language to compare length, width, Copymaster 3
and height Copymaster 4

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 Classify objects and count the
number of objects in each
category. Sort objects and made a display of the data
I Like Trucks
collected

MGSEK.MD.3
Kindergarten Focused Math Intervention Kit for EIP:
Lesson 24: Make a Ten Page 245
Kindergarten Math Triumphs Intervention (came with the My Math adoption):
8.3: More or Less
8.4: Long or Short
8.5: Tall or Short
8.6: Heavy or Light
8.7: Full or Empty
9.1 Long, Longer, Longest
9.2: Tall, Taller, Tallest
9.3: Short, Shorter, Shortest
9.4: Heavy and Heavier
9.5: Light and Lighter
9.6 More and Most
9.7: Less and Least
Evidence of Learning
By completion of this lesson, students should be able to:
 Students describe measurable attributes of objects
 Direct comparisons are made when objects are put next to each other
 Students identify similarities and differences between objects
 Sort a collection of objects.
Additional Assessment
 Elementary Formative Assessment Lesson: MGSEK.MD.2 (Measurement – Comparing length, height, capacity, and weight of 2 objects)
 Shared Assessments: See formative assessment folder.

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Purchased Resources Purchased Online Resources Think Math (previous adoption)
My Math: My Math Chapter 3: Patterns and Sorting
Chapter 8: http://connected.mcgraw-hill.com/connected/login.do 3.1 What’s the same? What’s Different?
8.1 Compare length Teacher User ID: ccsde0(enumber) 3.2 Sorting in Different Ways
8.2 Compare height Password: cobbmath1 Chapter 5: Making and Breaking Numbers
8.4 Compare weight Student User ID: ccsd(student ID) 5.1 Grouping and Counting
8.5 Describe length, height, and weight Password: cobbmath1 5.2 Above, Below, In All
8.6 Compare Capacity 5.4 Sorting Table
Chapter 9: Exemplars Chapter 8: Measurement
9.1 Alike and Different http://www.exemplarslibrary.com/ 8.1 Capacity
9.3 Sort by Size User: Cobb Email 8.2 Comparing Capacity
9.4 Sort by Shape Password: cobbmath 8.6 Comparing Weights
9.5 Sort by Count  Sink or Float (MD.2 & MD.3) 8.9 Comparing Lengths
*These lessons are not to be completed in seven days as  Valentine M&M Problem (MD.3)
it is way too much material. They are designed to help
support you as you teach your standards.
Web Resources
K-5 Math Teaching Resources http://www.k-5mathteachingresources.com/kindergarten-measurement-and-data.html
Measurement Sentence Frames: Set 1
What is Heavy? (book template)
What is Long? (book template)
MD.2
Is it Longer?
Comparing Towers (ver.1)
Which is Heavier (ver.1)
MD.3
Which Has More? (ver.1)
2D Shape Sort (ver.1)
Button Sort
Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources. https://www.illustrativemathematics.org/
MD.1
Which is Heavier?
MD.2
Size Shuffle
Which Weighs More? Which Weighs Less?
Which is Heavier?

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Longer and Shorter
Which is Longer?
Which is Heavier?
MD.3
Sort and Count I
Sort and Count II
Goodie Bags
National Council of Teachers of Mathematics: http://illuminations.nctm.org/Lesson.aspx?id=713
The weight of Things

Curious George-How Tall: http://pbskids.org/curiousgeorge/games/how_tall/how_tall.html

Students are using different objects to measure the height of another object.

Sid the Science Kid-Fab Lab: http://pbskids.org/sid/fablab_crystalsrule.html

Students measure rocks using nonstandard units of measure.

Dinosaur Train, How Big Are You?: http://pbskids.org/dinosaurtrain/games/howbigareyou.html

Students use different animals to measure a variety of dinosaurs.

Flo and Zoe Sort It Out: http://www.scholastic.com/clifford/play/sortitout/sortitout.htm

Students sort object into two categories using a variety of attributes
The Cat in the Hat Swirly Whirly Pearl Hunt: http://pbskids.org/catinthehat/games/swph.html
Students listen to different directions to sort the fish by attribute
Suggested Manipulatives Vocabulary Suggested Literature
Objects to compare length The Best Bug Parade
Sorting circles weight George Shrinks
Objects to measure heavier Is it Larger? Is it Smaller?
lighter The Littlest Dinosaur
shorter Super Sand Castle Saturday
taller
lighter
compare
different
similar

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Task Descriptions
Scaffolding Task Tasks that build up to the learning task.
Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks.
Practice Task Tasks that provide students opportunities to practice skills and concepts.
Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to
give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of
mathematical reasoning.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical
Lesson (FAL) ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of
the standards.
3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for
3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki.
State Tasks

Task Type/
Task Name Standards Content Addressed Brief Description
Grouping Strategy
MGSEK.MD.1-3 3-Act Task Comparing height of 2 objects, Students work to compare and classify the
Lil’ Sister heights of two children.
Whole Group classifying objects into categories
MGSEK.MD.1 Students identify the different attributes
Measurement Constructing Task
Introduction to Measurement of an object and then compare their
and Me! Partners
object with their partner’s.
Does How I MGSEK.MD.1-2 Constructing Task Students compare and describe the
Comparing length of 2 objects lengths of two different objects.
Measure Matter? Partners
MGSEK.MD.1-2 Practice Task Students compare and describe the
Ribbon War Comparing length of 2 objects lengths of two ribbons.
Large Group, Partners
Shorter or MGSEK.MD.1-2 Students practice measuring and
Constructing Task
Longer? Comparing height of 2 objects comparing the height two objects.
Small Group or Partners
MGSEK.MD.1-2 Students compare the lengths of each
Rumplestiltskin Is Practice Task
Comparing length of 2 names student’s name. The students use only 2
My Name Partners
names at a time to compare.

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 MGSEK.MD.1-2 Students compare the lengths of two
Which is Longer? Constructing Task different sets of objects.
Comparing length of 2 sets of objects
Partners or Individuals

Using a Balance MGSEK.MD.1-2 Students practice using the balance scale

Constructing Task to compare the weight of 2 objects.
Scale Comparing weight of 2 objects
Partners

MGSEK.MD.1-2 Students choose two objects to compare

Practice Task in weight
How Heavy Is It? Comparing weight of 2 objects
Small Groups

MGSEK.MD.1-2 Students compare the capacity of two

Ordering Constructing Task different containers describing which
Comparing capacity of 2 objects
Containers Small Group holds more and less.
MGSEK.MD.1-2 Students compare the capacity of two
Comparing Practice Task different containers using a variety of
Comparing capacity of 2 objects
Containers Partners objects to fill the containers and describe
which holds more and less.
MGSEK.MD.1-2 Students use their knowledge of
Practice Task Comparing length, weight, height and measuring and comparing objects to
Riddle Me!
Partners or Individuals capacity of 2 objects answer riddle questions.
MGSEK.MD.3 Students practice sorting objects into
Fun with Sorting Practice Task categories by different attributes.
Classifying objects into categories
Small Group

MGSEK.MD.3 Students practice sorting money by

Practice Task different attributes.
Sorting Money! Classifying objects into categories
Partners

MGSEK.MD.3 Students practice sorting by using the

Who Lives at Your Practice Task types of people that live at their house.
Classifying objects into categories
House? Partners

MGSEK.MD.1-3 Students will use the knowledge gained

Culminating Task from previous tasks to guide their partner
Guess My Sort Classifying objects into categories
Partners in identifying their object.

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