Before You Begin this Unit…  Unit at a Glance  
Investigation 1 requires students to consider what it is to measure accurately. They must be able to measure an object end to end, even when the object has curves, like a fish. Students get additional practice with this skill in Measure Me!, in which students measure a partner.
During this unit, students must develop an understanding of the inverse relationship between the size of the unit and the amount of the unit needed to measure an object. That is, the longer the unit, the fewer copies of the unit needed to measure an object. Students explore that relationship in How Long. They choose an object in the classroom and measure the same object using 4 different units. Ask students to compare the length of the various units used to how many copies of those units were needed. 
Suggested Dates:January 5 January 22Expected Duration: 13 Days * Investigation 1: 6 lessons (replace 1.5 with 1.5A) * Investigation 2: 5 lessons * Investigation 3A: SKIP


Standards Addressed in the Unit  
Click here for the NCDPI CCSS Unpacking Document This unit focuses on the Measurement and Data strand. It also requires students to count in order to determine the length of objects (Numbers and Operations in Base Ten).
Extend the counting sequence.
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Measure lengths indirectly and by iterating length units.
1.MD.1. Order three objects by length; compare the lengths 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 samesize 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. 