Grade One Math  January 8 - April 18 

Unit 1/1: Measurement  Kyla Sacrey 

Unit Name: Measurement

Unit Length: 11 weeks at 30 minutes per week.

General Outcome(s):
Students will…
Use direct and indirect measurement to solve problems.

Date SLO(s) Resource(s) / Material Learning Activity(/ies)

1. Demonstrate an -Measurement 1. ​Goal​: To introduce students to

understanding of worksheets the vocabulary used to measure,
measurement as a describe, and compare different
process of -Measurement objects.
comparing by: powerpoint with visuals
• identifying 2. Display visuals to students that
attributes that can correspond with length, weight,
be compared capacity, and area. Explain each to
students and have them repeat after
the teacher.

3. Go through the visuals one at a

time and have students perform
actions that correspond to each of
the words (for example, for
“longer” have students reach up
January high, for “shorter” have students
11 crouch down low, etc.).
(30 min)
4. Model writing the attributes and
have students write the attributes on
their own handouts

Time permitting: Have students

arrange themselves from tallest to
shortest to emphasize that
measurement is all about
comparing.

Assessment: 4​ - Students can correctly label common attributes (such as length

(height), mass (weight), volume (capacity) and area), that could be used to compare
two given objects. / ​3​ - Students can correctly label ​most​ common attributes (such as
length (height), mass (weight), volume (capacity) and area), that could be used to
compare two given objects / ​2​ - Students can correctly label ​some​ common attributes
(such as length (height), mass (weight), volume (capacity) and area), that could be

1 
Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

used to compare two given objects. / ​1​ - Students cannot correctly label common
attributes (such as length (height), mass (weight), volume (capacity) and area), that
could be used to compare two given objects

Differentiation: ​Students can demonstrate their learning through their written sheets
or through communication with the teacher and their peers. Students can demonstrate
their understanding with visuals (pointing or holding up images) or through speech.

1. Demonstrate an For each pair or group: NOTE: MATH COULD

understanding of -Glue stick POTENTIALLY BE TAKEN UP BY
measurement as a -String MUNSCHORAMA - if this is the
process of -Crayon case, this lesson will be moved to
comparing by: -Pencil January 25th and subsequent
• identifying -manipulatives lessons will be pushed accordingly
attributes that can
be compared -One worksheet per 1. ​Goal​: To have students practice
• ordering objects student comparing the length (height) of
• making statements different items.
of comparison
2. In pairs or small groups, students
will use manipulative blocks to
compare the length of different
items. Students will record the
equivalent height in blocks on their
handouts. The teacher will model
this process prior to allowing
January
18
students to work on it on their own.
(30 min)
3. Students will then record which
item is the longest and which is the
shortest,

4. We will compare worksheets as a

class.

Extension / Time permitting:

Students will order the objects from
longest to shortest

Assessment: 4​ - Students can do all of the following / ​3​ - Students can do two of three
of the following / ​2​ - Students can do one of the following / ​1​ - Students cannot do the
following:

❏ Compare two given objects, and identify the attributes used to compare.
❏ Determine which of two or more given objects is the longest/shortest by
matching, and explain the reasoning.

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

❏ Order a set of objects by length and explain their ordering.

Differentiation: ​Students can work in small groups and ask questions to one another.
Students can demonstrate their understanding through writing or through
communication with the teacher.

1. Demonstrate an -blocks 1. ​Goal​: To have students problem

understanding of -string solve by comparing the length of
measurement as a -paperclips two mazes.
process of -map handout for each
comparing by: student 2. The teacher will model the
• identifying following process with a different
attributes that can maze before allowing students to
be compared perform the task on their own.
• ordering objects
• making statements 3. Arrange students in small groups
of comparison of 3-5 around the classroom. At
each group, provide students with
blocks, string, and paperclips. Have
students determine which of the two
paths on the page is shorter. After
they have determined the length,
have students write ​how they know
January which is shorter on the bottom or
25 back of their page.
(Time)
4. Compare students’ reasons and
answers as a class.

Assessment: 4​ - Students can do both of the following in full

❏ Compare two given objects, and identify the attributes used to compare.
❏ Determine which of two or more given objects is the longest/shortest by
matching, and explain the reasoning.
3​ - Students understand the attributes used to compare the two maps, they can compare
the given maps and determine which is the longest or shortest but cannot explain their
reasoning / ​2​ - Students can compare the given maps and determine which is the
longest or shortest but cannot explain their reasoning / ​1​ - Students cannot correctly
determine which of the maps is the shortest or longest and cannot explain their
reasoning.

Differentiation: ​Students can collaborate in their groups or can work individually,

students can communicate their understanding in writing or through communication
with the teacher.

February 1. Demonstrate an -Book: ​Mighty Maddie 1. ​Goal​: To have students

1 understanding of by Stuart J. Murphy understand that mass is not
(30 min)

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

measurement as a dependent upon size.

process of -pillow
comparing by: -can of soup 2. Prior to reading explain that a
• identifying -stuffed animal large object can weigh less than a
attributes that can -block small object. Ask students if they
be compared think a pillow or a can of soup will
• making statements -Heavy and light bag have more mass. Ask students if
of comparison handout for each student they think a stuffed animal or a
block will be heavier and why.
-”Which bag would I
carry?” handout for each 3. Read ​Mighty Maddie​ as a class.
student.
4. Have students draw a picture of a
very heavy object followed by a
lighter object. Then, have students
fill in the worksheet where they
explain which bag they would
rather carry around school.

Assessment: 4​ - Students can determine which of two or more given objects is

heaviest/lightest by comparing, and explain their reasoning using appropriate
vocabulary / ​3​ - Students can determine which of two or more given objects is
heaviest/lightest by comparing, and explain their reasoning / ​2​ - Students can
determine which of two or more given objects is heaviest/lightest by comparing / ​1​ -
Students do not successfully determine which of two or more given objects is
heaviest/lightest by comparing and cannot explain their reasoning.

Differentiation: ​If students have difficulty communicating during whole class

instruction, they can demonstrate their learning on their comparison sheet.

February 8 ~ No School ~

1. Demonstrate an -scales for each group 1. ​Goal​: To have students practice

understanding of -feathers comparing the mass (weight) of
measurement as a -books different items.
process of -erasers
comparing by: -rocks 2. In pairs or small groups, students
• identifying will use manipulative blocks to
February attributes that can compare the mass of different
15
(30 min) be compared items. Students will record the
• ordering objects equivalent mass in blocks on their
• making statements handouts. The teacher will model
of comparison this process prior to allowing
students to work on it on their own.

3. Students will then record which

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

item is the heaviest and which is the

lightest

4. We will compare worksheets as a

class.

Extension / Time permitting:

Students will order the objects from
lightest to heaviest

Assessment: 4​ - Students can determine which of two or more given objects is

heaviest/lightest by comparing, and explain their reasoning using appropriate
vocabulary / ​3​ - Students can determine which of two or more given objects is
heaviest/lightest by comparing, and explain their reasoning / ​2​ - Students can
determine which of two or more given objects is heaviest/lightest by comparing / ​1​ -
Students do not successfully determine which of two or more given objects is
heaviest/lightest by comparing and cannot explain their reasoning.

Differentiation: ​Students can collaborate in their small groups and demonstrate their
learning via their worksheets and communication.

February 18-22 ~ February Break, No School ~

1. Demonstrate an -spoon 1. ​Goal​: To have students practice

understanding of -milk carton, comparing the capacity of different
measurement as a -milk jug items.
process of -juice box
comparing by: -water for filling items 2. Explain that capacity means how
• identifying much something can hold. Set up a
attributes that can -handouts, scissors, and spoon, a milk carton, a milk jug,
be compared glue for each student and a juice box and ask students
• ordering objects which one they believe has the most
• making statements capacity. Have students cut out the
of comparison images on their sheets and order
March 1
(30 min) them from least to most capacity.
Ask students to volunteer to come
to the smart board and place the
item in the correct box (corresponds
to their handout).

Assessment: 4​ - Students can determine which of two or more given objects holds the
most/least, and explain their reasoning using appropriate vocabulary. Students can also
order a set of objects by volume (capacity) and explain their ordering / ​3​ - Students
can determine which of two or more given objects holds the most/least, and briefly
explain their reasoning / ​2​ - Students can determine which of two or more given
objects holds the most/least, but cannot explain their reasoning / ​1​ - Students cannot

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

determine which of two or more given objects holds the most/least

Differentiation: ​Students can work with their table partner if they are having
difficulties.

1. Demonstrate an One of the following 1. ​Goal​: To have students

understanding of items for each group: independently (or in small groups)
measurement as a -milk jug (or smaller compare the capacities of different
process of bucket due to time items.
comparing by: constraints)
• identifying -Plastic cup 2. Explain and model the activity to
attributes that can -Mug students ​prior t​ o arranging them
be compared -Tablespoon into small groups of 2-4.
• ordering objects -set of manipulative
• making statements blocks 3. Handout the recording sheet and
of comparison explain that students should record
• filling, covering or -Recording handout for how many manipulatives fit into
matching each student each of the indicated items. They
should record the number of blocks
and then determine which item has
the ​most​ capacity and which has the
least​ capacity.
March 8
(30 min)
4. We will compare worksheets as a
class.

Extension / Time permitting:

Students will order the objects from
lightest to heaviest

Assessment: 4​ - Students can determine which of two or more given objects holds the
most/least by filling, and explain their reasoning using appropriate vocabulary / ​3​ -
Students can determine which of two or more given objects holds the most/least by
filling and ​briefly​ explain their reasoning / ​2​ - Students can determine which of two or
more given objects holds the most/least by filling / ​1​ - Students cannot successfully
determine which of two or more given objects holds the most/least by filling or
explain their reasoning

Differentiation: ​The teacher will model the process prior to having students complete
the activity. Students may choose to collaborate in their small groups.

March 15 ~ No School ~

March 1. Demonstrate an -Dice 1. ​Goal​: To have students assess the

22 understanding of -Post-it notes area​ of different classroom items.
(30 min) measurement as a -Door

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

process of -Sheet of paper 2. Remind students of the definition

comparing by: -scale handout and of area.
• identifying visual cut-and-paste
attributes that can handout for each student 3. As a class, assess the area of the
be compared following items by comparing them
• ordering objects to one another:
• making statements ● Dice
of comparison ● Post-It Note
• filling, covering or ● Door
matching ● Sheet of paper

4. Have students arrange the items

from the greatest area to least area
by cutting and pasting item visuals
to a scale.

ALTERNATIVELY: S ​ tudents may

work with a partner to compare the
items in the class on their own

Assessment: 4​ - Students can determine which of two or more given objects have the
greatest/least area by covering, and explain their reasoning using appropriate
vocabulary / ​3​ - Students can determine which of two or more given objects have the
greatest/least area by covering, and ​briefly e​ xplain their reasoning / ​2​ - Students can
determine which of two or more given objects have the greatest/least area by covering
/ ​1​ - Students cannot determine which of two or more given objects have the
greatest/least area by covering, and cannot​ ​explain their reasoning

Differentiation: ​The teacher will model the process. Students may choose to work
independently or quietly with a partner for support.

1. Demonstrate an Handout, scissors, 1. ​Goal​: Students will cover a grid

understanding of crayons, and glue for with different shapes to determine
measurement as a each student those with the greatest and least
process of area.
comparing by:
• identifying 2. The teacher will model the
March attributes that can process prior to having students
29 be compared complete the activity alone or in
(30 min) • making statements small groups (alternatively: this
of comparison activity may be done as a class
• filling, covering or using the smart board should
matching. students require additional support)

3. Have students begin by colouring

and cutting out the shapes on their

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

sheet. Then, have them glue the

shapes onto the larger grid (​not on
top of one another​). Have students
determine which of the shapes has
the greatest and least area, and draw
a line to the corresponding word
and shape.

Assessment: 4​ - Students can determine which of two or more given objects have the
greatest/least area by covering, and explain their reasoning using appropriate
vocabulary / ​3​ - Students can determine which of two or more given objects have the
greatest/least area by covering, and ​briefly e​ xplain their reasoning / ​2​ - Students can
determine which of two or more given objects have the greatest/least area by covering
/ ​1​ - Students cannot determine which of two or more given objects have the
greatest/least area by covering, and cannot​ ​explain their reasoning

Differentiation: ​The teacher will model the process. Students may choose to work
independently or quietly with their table partner for support.

1. Demonstrate an -”more or less” 1. ​Goal​: To review attributes used

understanding of presentation to measure and compare items.
measurement as a
process of -”more or less 2. As a class, students will go
comparing by: worksheet” for each through a presentation with the
• identifying student teacher and decide which item has
attributes that can the most of least of a given
be compared attribute. Students will then
• making statements complete their own comparison
of comparison worksheets with a partner.

April 5 Assessment: 4​ - Students can correctly label common attributes (such as length
(30 min) (height), mass (weight), volume (capacity) and area), that could be used to compare
two given objects. Students can also correctly assess which items have more for each
attribute. / ​3​ - Students can correctly label ​most​ common attributes (such as length
(height), mass (weight), volume (capacity) and area), that could be used to compare
two given objects / ​2​ - Students can correctly label ​some​ common attributes (such as
length (height), mass (weight), volume (capacity) and area), that could be used to
compare two given objects. / ​1​ - Students cannot correctly label common attributes
(such as length (height), mass (weight), volume (capacity) and area), that could be
used to compare two given objects

Differentiation: ​Students can demonstrate their learning through their written sheets
or through communication with the teacher and their peers.

April 12 1. Demonstrate an A set of “playing cards” 1. ​Goal​: To have students working

(30 min) understanding of for each player at a in centres to compare the

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Grade One Math  January 8 - April 18 
Unit 1/1: Measurement  Kyla Sacrey 

measurement as a given centre. measurable attributes of different

process of items
comparing by:
• identifying 2. Prior to class, the teacher will set
attributes that can up centres with “playing cards.”
be compared There will be four centres: one for
• making statements length, one for weight, one for
of comparison capacity, and one for area.

3. Students will move from centre

to centre and will turn their top card
up to and compare it to their
partner’s card. The player’s who’s
card has the greater length, mass,
capacity, or area, keeps both cards
on their side. The player with the
most cards at the end wins.
Emphasize that the winner does not
matter and students can play again,
this time the player with the least
length, mass, capacity, or area,
keeps both cards on their side.

Assessment: ​Students should be able to respectfully communicate and compare two

given objects, and identify the attributes used to compare.

Differentiation: ​Students can communicate verbally or can simply use the visuals to
indicate their choice for comparison.

9