Colorado Academic Standards Online

Colorado Essential Skills and Mathematical Practices:

1. Consider the correctness of another students’ measurement in which they lined up three large and four small blocks and claimed a path was “seven blocks long.” (MP3)
2. Choose between different measurement tools depending on the objects they need to measure. (MP5)
3. Determine when it is appropriate to estimate an object’s length or when a more precise measurement is needed. (MP6)

Inquiry Questions:

1. What do the numbers on a ruler represent?
2. What is the more appropriate tool for measuring the length of your school hallway, a \(1\)-foot ruler or a \(25\)-foot measuring tape?
3. When is it appropriate to estimate length? When is it not appropriate?

Coherence Connections:

1. This expectation represents major work of the grade.
2. In Grade 1, students measure lengths indirectly and by iterating length units.
3. In Grade 2, this expectation connects with relating addition and subtraction to length and with representing and interpreting data.
4. In Grade 3, students (a) develop understanding of fractions as numbers, (b) solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects, and (c) use concepts of area and relate area to multiplication and to addition.

Colorado Essential Skills and Mathematical Practices:

1. Recognize problems involving lengths and identify possible solutions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
2. Build on experiences with measurement tools to understand number lines as a more abstract tool for working with quantities. (MP2)
3. Use mathematical representations, like drawings and equations, to model scenarios described in word problems. (MP4)

Inquiry Questions:

1. When might it be necessary to measure parts of objects and then combine those parts together?
2. How is a number line like a ruler?

Coherence Connections:

1. This expectation represents major work of the grade.
2. In Grade 1, students add and subtract within \(20\) and express the length of an object as a whole number of length units.
3. In Grade 2, this expectation connects with measuring and estimating lengths in standard units and with representing and interpreting data.
4. In Grade 3, students develop an understanding of a fraction as a number on a number line.

Colorado Essential Skills and Mathematical Practices:

1. Tell and manage time to be both personally responsible and responsible to the needs of others. (Personal Skills: Personal Responsibility)
2. Make sense of word problems involving money. (MP1)
3. Recognize that time is a quantity that can be measured with different degrees of precision. (MP6)

Inquiry Questions:

1. If the time is 2:25, where would the minute hand be pointing on an analog clock?
2. Does the size of a coin indicate the value of the coin?
3. How is money like our base-ten number system, where it takes ten of one unit to make the next unit (ten ones makes a ten, ten tens make a hundred)? In what ways is it different?

Coherence Connections:

1. This expectation supports the major work of the grade.
2. In Grade 1, students tell and write time in hours and half-hours using analog and digital clocks.
3. In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction.
4. In Grade 3, students tell and write time to the nearest minute and measure time intervals in minutes.

Colorado Essential Skills and Mathematical Practices:

1. Organize objects according to measures or categories to help make sense of problems. (MP1)
2. Organize measurement and categorical data into categories based on size or type so comparisons can be made between categories instead of between individual objects. (MP2)
3. Discuss ways in which bar graph orientation (horizontal or vertical), order, thickness, spacing, shading, colors, etc. make the graphs easier or more difficult to interpret. (MP5)

Inquiry Questions:

1. How is organizing objects by length measurements, rounded to the nearest unit, similar to and different from organizing objects by categories?
2. (Given a bar graph representation of up to four categories of animals) How many more birds are there than hippos? How many more giraffes would there need to be in order for the number of giraffes to equal the number of elephants?

Coherence Connections:

1. This expectation supports the major work of the grade.
2. In Grade 1, students organize, represent, and interpret data with up to three categories and compare how many more or less are in one category than another.
3. In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and with relating addition and subtraction to length.
4. In Grade 3, students draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.