This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials - 2 clear plastic cups for each pair of students - 4 bean seeds for each pair - soil - unifix cubes - a plant or math journal to record data ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Unifix cubes * Large blocks in different sizes or varying lengths of sentence strips Note: The large blocks or the cut-up lengths of senten...

This lesson is to help students work in small groups or pairs to find items around the classroom to measure in non-standard and then standard units of measurement.  It helps focusing on the unit of measurement, organizing a ruler, and how to continue measuring in the case it is longer than a ruler.Materials:Attached Measuremnt SheetInchwormsPaperclipsInch RulersCentimeter Rulers Lesson:I begin by handing out the measurement actiivty sheet.  I get my students into small groups or parnters.  They then choose three items in the room they woudl like to measure.  You could brainstorm as a class a variety of items they could measure before hand to better control what the students are measuring.  I begin the first day having students write the item or drawing it.  They then begin to measure with paper clips and then do it again with inch worms.  We discuss what the answers are and if there are any outliers, why this may be.  If time allows, we then bring in our inch rulers.  The groups discuss how to measure if they run out of their ruler.  They then measure with inches and centimeter rulers, keeping track of the data.  We reconveine as a class to record and collect the data found; searching for any outliers again.  In the end, we review the importance of measurement, why using standard vs. non-standard units are beneficial and some basic "rules" to follow when measuring.

Express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps.

Module 3 begins by extending students’ kindergarten experiences with direct length comparison to indirect comparison whereby the length of one object is used to compare the lengths of two other objects.  Longer than and shorter than are taken to a new level of precision by introducing the idea of a length unit.  Students then explore the usefulness of measuring with similar units. The module closes with students representing and interpreting data.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this math lesson, learners read the book "How Big Is a Foot?" by Rolf Myller. Then, learners create non-standard units (using their own footprints) and use the footprints to make "beds." As a result, learners explore the need for a standard unit of measure. This lesson guide includes questions for learners, assessment options, extensions, and reflection questions.

Students work in pairs to measure length by lining up cubes along the longest side of an item. They count and record length by counting the number of cubes.

The activities in this four-lesson unit enable students to use their knowledge of number, measurement, and geometry to solve interesting problems. Planning and visualizing, estimating and measuring, and testing and revising are components of the ladybug activities. Students design "virtual paths" that enable a ladybug to either hide under a leaf or go through a maze. They develop navigational skills by testing their path and revising it. Two interactive Java applets (Ladybug Mazes and Hiding Ladybug, cataloged separately) support student solutions.

This lesson introduces students to the measurable attribute of length and provides practice in measuring length using non-standard units. The lesson is launched using the story Ladybug on the Move by Richard Fowler. Lesson objectives, teaching ideas, and handouts are included.

Students will explore estimation of length.
K student will use the non standard unit (ladybugs) to measure the length of something longer than the given unit (e.g., their workspace).
There are suggestions to vary the lesson for each grade level (K-2).
There are other related resources linked within this lesson.

In this 5-lesson unit, students engage in measurement activities involving length, area, volume, time, and weight, using objects, pictures and symbols. Students practice measuring using standard and nonstandard units. Some lessons are introduced using children's literature.

This resource First Grade Math Talks and was inspired by learning within The Power of Early Mathematics, 2024, a WISELearn Innovation Grant funded WI Department of Public Instruction learning series. powerofearlymath 

In this task students work with partners to measure themselves by laying multiple copies of a shorter object that represents the length unit end to end. It gives students the opportunity to discuss the need to be careful when measuring.

In this math lesson, learners measure distances using an outline cutout of their own feet. This enables learners to practice using nonstandard units. This activity is recommended as a follow up to the "Measuring with Teacher's Feet" lesson (see related resources). This lesson guide includes questions for learners, assessment options, extensions, and reflection questions.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 3 comienza extendiendo las experiencias de jardín de infantes de los estudiantes con una comparación de longitud directa con la comparación indirecta por la cual la longitud de un objeto se usa para comparar las longitudes de otros dos objetos. Más largo que y más corto que se llevan a un nuevo nivel de precisión al introducir la idea de una unidad de longitud. Luego, los estudiantes exploran la utilidad de medir con unidades similares. El módulo se cierra con estudiantes que representan e interpretan datos.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Module 3 begins by extending students’ kindergarten experiences with direct length comparison to indirect comparison whereby the length of one object is used to compare the lengths of two other objects.  Longer than and shorter than are taken to a new level of precision by introducing the idea of a length unit.  Students then explore the usefulness of measuring with similar units. The module closes with students representing and interpreting data.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This is a great resource for exploring standard vs. non-standard units of measurement.  Students will explore, either in whole group, or in small groups the benefits of using non-standard measurements and standard.You can start this lesson out with a great participation from your own classroom.  Have a strip going down your classroom in a line.  (I like to use painters tape)  I then choose a student from the class.  We take their shoe and my shoe.  Before walking along the line, we discuss how we think we should measure with this non-standard unit of measure.   Kids will usually express having the shoe touch toe to heel.  The class then counts the students feet and record on the board.  The class then counts the teachers amount of shoes.  We discuss why this took more.  Afterwards, we then start to talk about using a ruler.  How is this different than a shoe?  Why is more useful?  These are posed to the class and open to discuss.  You want to surface that the ruler never changes no matter the person.  We then use the ruler to measure the same strip and compare to the shoe findings.  This is a great introduction to non-standard and standard unit of measurement.  I use this before I begin using centimeter cubes or inch units of measurement to show the difference between standard and non-standard units of measurement.