Grade 1 Measurement Unit 2016

Name:_______________________________________________________

Grade1MeasurementAssessment

1. Circlethewordthatwouldmakethesentencestrue.

a. Thebatis(longer/shorter)thantheguitar.

b. Thespoonis(longer/shorter)thanthefork.
 Grade 1 Measurement Unit 2016

c. Themarkeris(longer/shorter)thanthepaintbrush.

d. Thedogis(longer/shorter)thantheshark.

2. Measurethelengthof
eachobjectwithyourcubes.
Completethestatement
 Grade 1 Measurement Unit 2016

below.

a. Thegluestickis______centimetercubeslong.

b. Theturtleis_______centimetercubeslong.

c. Thebusis_______centimetercubeslong.
Ordertheobjectsfromlongesttoshortest:
gluestickturtlebus

______________,________________,_______________
longestshortest

4.
 Grade 1 Measurement Unit 2016

Therakeis____centimeters.

Theshovelis____
centimeters.

The rakeis_____centimeterslonger
thanthe shovel.

Thesnakeis
_______ centimetercubes
long.

Thepencilis
_______ centimetercubes
long.
Thepencil is_____
 Grade 1 Measurement Unit 2016

centimeterslongerthanthesnake

 Grade 1 Measurement Unit 2016

5.Circleallofthepicturesthatshowacorrectmeasurement.isacentimetercube.

a. b.

c. d. e.







a. Whydidyoupickthese pictures?Circleallofthereasonswhy
theyarecorrect.

Cubeshavespacesbetweenthem. Cubeshavenospacesbetweenthem.

Paperclipsarethesamesize. Paperclipsaredifferentsizes.

Boneisatthecorrectstartingpoint. Boneisnotatthecorrectstartingpoint.

b. Whatwasthelengthmeasurementoftheboneforeachcorrectpicture?

_______centimetercubes_______paperclips

c. Whyarethemeasurementsfor(d)and(e)different?

___________________________________________________________

__________________________________________________________

 Grade 1 Measurement Unit 2016

End-of-Module Assessment Task Topics AD

Standards Addressed

Represent and solve problems involving addition and subtraction.

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Measure lengths indirectly and by iterating length units.
1.MD.1 Order three objects by length; compare the length of two objects indirectly by using a third object.
1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter
object (the length unit) end to end; understand that the length measurement of an object is the
number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the
object being measured is spanned by a whole number of length units with no gaps or overlaps.
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about
the total number of data points, how many in each category, and how many more or less are in one
category than in another.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that
students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The
learning goal for students is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and
celebrate what the students CAN do now and what they need to work on next.

 Grade 1 Measurement Unit 2016

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without a reasoning without a reasoning with a reasoning with a correct
and
correct answer. correct answer. correct answer or answer.
Standards evidence of solid
Assessed reasoning with an
incorrect answer.

(1 Point) (2 Points) (3 Points) (4 Points)

Student correctly identifies one Student correctly Student correctly Student correctly identifies all
1 identifies two of the four identifies three of the objects as either longer or
of the four objects as longer or
shorter. objects as longer or four objects as longer or shorter.
shorter. shorter.
1.MD.1

Student demonstrates Student accurately Student clearly and accurately:

2 Student demonstrates little to
some understanding of measures the three items
no understanding of how to Measures the glue stick (7
measure or order the items. how to measure and but does not order them cm), turtle
order the items. correctly. (5 cm), and bus (9 cm).
1.MD.1
Orders the items by length
1.MD.2 (bus, glue stick, turtle).
1.OA.1

Student clearly and
3 Student demonstrates little
accurately completes
understanding by completing
one to two of the components three of the six out of the six
correctly. components.
1.MD.1
1.MD.2
1.OA.1
The student demonstrates
4 The student demonstrates
some understanding of accurately:
little to no understanding of
the proper measurement or proper measurement
techniques by either
1.MD.4 reasoning behind it.
selecting or measuring the
1.OA.1 correct items, but cannot
explain his/her thinking
clearly or accurately.
Or, the student
demonstrates some
understanding of his/her
thinking behind
measurement methods,
but cannot measure or
Student clearly and Student clearly and accurately:
accurately completes four
Measures the rake (8 cm),
shovel (6 cm),
components.
snake (7 cm), and pencil (10 cm).
Solves the comparison
problem correctly by
identifying the rake as 2cm
longer than the shovel and
the pencil as 3cm longer
than the snake.
Student clearly and Student clearly and accurately:
Identifies (b) and (d) as
Identifies (b) and (d) as
having the proper
having the proper measurement.
measurement. Circles three key elements
Circles two key to measuring accurately (no
elements to measuring spaces, correct starting
accurately (no spaces, point, same-sized length
correct starting point, units.)
same-sized length Identifies two correct
units.)
measurements
Identifies two correct (2 paper clips and
measurements 4 centimeters; units are
(2 paper clips and required).
4 centimeters; units are
Clearly explains that measuring with
 Grade 1 Measurement Unit 2016

identify measurements required). different lengths of units (small

accurately. Explains that measuring or large paper clips) can result
with different lengths of in different quantities of
units (small or large paper measurement for the same
clips) can result in length item.
different quantities of
measurement for the
same length item.