Unit Plan 30 (Grade 1 Math): Measurement Review—Compare & Graph
Solve length and data problems by comparing measurements, creating simple graphs, and writing equations to show how many more/less using smart tool choices.
Focus: Solve length and data problems; choose tools strategically and represent comparisons with equations (>, =, <; “how many more/less”).
Grade Level: 1
Subject Area: Mathematics (Measurement & Data)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
Students review length comparison and nonstandard measurement (cubes, paper clips), then plan and carry out a small data investigation. They record and interpret picture/bar graphs and write equations to show comparisons. Emphasis is on choosing the right tool, using consistent units, and clearly explaining how many more/less.
Essential Questions
- How do I compare and order lengths accurately?
- Which tool (cube train, paper clip, ruler as a straightedge) should I choose and why?
- How do graphs help me answer “how many more/less,” and how do I show that with an equation?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Order and compare lengths of objects directly and indirectly using a third object.
- Measure with nonstandard units (same-size iterated units) and explain why same unit matters.
- Collect, organize, and represent data using tallies, picture graphs, and bar graphs (single-unit scale).
- Interpret graphs to answer “how many more/less” and write equations to represent those comparisons.
- Choose tools (manipulatives, number line, graph template) appropriately and justify choices.
Standards Alignment — CCSS Grade 1 (threaded across the unit)
- 1.MD.1: Order three objects by length; compare indirectly.
- 1.MD.2: Express length with same-size units; understand unit iteration.
- 1.MD.3: (Light spiral) Read/write time to the hour/half hour when graphing schedule categories.
- 1.MD.4: Organize, represent, and interpret data with tallies, picture graphs, bar graphs; answer “how many more/less.”
- Mathematical Practices: MP.4 (Model with mathematics), MP.5 (Use appropriate tools) emphasized; MP.6 threaded.
Success Criteria — Student Language
- I can measure with the same unit and tell which is longer/shorter.
- I can make a graph that is labeled and easy to read.
- I can answer “how many more/less” and show it with an equation.