Math K-7 IRP Shape and Space (Measurement)

Students describe and compare real-world phenomena using either direct or indirect measurement.


Prescribed Learning Outcomes Illustrated Examples
It is expected that students will:
  • classify, describe, and arrange objects using comparative language to compare length, size, area, weight, and volume
    		• -> Which teddy bear is tallest? Which bear is shortest? Put the three bears in order from shortest to tallest.

  • use comparative terms to describe time and temperature
    		• -> Is it warmer today than yesterday? How can you tell?
  • compare the relative sizes of non-standard units by measuring the same object using different units of measurement, and recognize that different objects may have the same mass
    		• -> Measure the width of the chalkboard using the wide part of your thumb as the unit of length. Measure the chalkboard again, but this time use the length of your pencil as the unit of measure. How does the number you got in each measurement compare to the size of the unit you used for measuring?
  • select an appropriate non-standard unit to estimate, measure, record, compare, and order objects and containers
    		• -> Find the volume of two different containers by using one of the following instruments: eye dropper, ruler, soup can, teaspoon, tablespoon, or drinking cup. Explain your choice of instrument. Record your measurements and tell which of the two containers has the greater volume.
  • estimate the number of uniform objects and irregular shapes that will cover a given area and verify their estimates by covering and counting
    		• -> Estimate the number of pairs of your shoes that could fit on the boot rack. Try fitting them on the rack. What did you discover? Did it matter how you arranged them? Tell what you found out.
  • compare and sequence events according to the duration of time (using non-standard units), time of day, days of the week, and the seasons
    		• -> Use clothespegs to hang up school activity cards in the order the activities will occur today.

    Is morning recess longer or shorter than a TV program? Is recess longer or shorter than a song?
  • recognize and name the value of pennies, nickels, and dimes
    		• -> Sort a collection of pennies, nickels, and dimes according to their value.

    ValueDimesNickelsPennies
    Set 1     
    Set 2     
    Set 3     


    Name the types of coins found in each set. What is the value of each type of coin?
  • use money as a form of exchange
    		• -> Imagine that you are in a store and you see some stickers that you like. Find out how much the stickers cost. Do you have enough pennies to buy one sticker? How do you know?
  • create equivalent sets of coins up to 10¢ in value
    		• -> Construct a set of coins equal in value to 10¢. Build a different set also equal in value to 10¢.
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    Maintained by: Mathematics Coordinator

    Revised: October 20, 1997

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