Unpacked Math MD

CCSS Measurement and Data (MD)
Unpacking the Standards
Grade K
Standard: K.MD.1 Cluster (a/s)
Math Practices: MP4, MP5, MP6, MP7
Related CA Standard
MG 1.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a
single object.
Essential Skills/Concepts
Teaching Notes/Strategies
Distinguish measurable (e.g., length,
area, volume) from non-measurable
attributes (e.g., big or bigger)
(Ex: Students should say, “That pencil is
longer “rather than “That pencil is
Formal whole class discussions and
informal exploration of attributes
through the use of real objects or
picture representations of objects (i.e.,
pencils, desks, people, toys,
manipulatives, etc.)
Student conversations about the
During whole class discussions, use the
measurable language and encourage
students to go beyond “big” or “small” or
describing the color or design of an
Academic Vocabulary:
Measurable attribute vocabulary
such as long, heavy, wide, thin,
empty, full, etc.
Draw pictures of objects and label with
measurable language to describe the
object (i.e., a empty milk carton is light,
taller than my finger, and empty)
Real objects available in the classroom
Chart paper
Anchor chart of measurable attributes
with examples
Standard: K.MD.2 Cluster (a/s)
Math Practices: MP2, MP4, MP6, MP7
Related CA Standard
MG 1.1
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of”
the attribute, and describe the difference. For example, directly compare the heights of two children and
describe one child as taller/shorter.
Essential Skills/Concepts
Prerequisite: use measurable attribute
vocabulary when describing objects
Compare two objects that have a
measurable attribute in common.
Use correct language such as “more
of”/”less of” the attribute to describe
the difference. (i.e., compare the
heights of two children and describe
one child as being taller/shorter). More
examples of correct language are below
in the academic vocabulary box.
Note: When comparing two objects for length/height,
be sure the ends are lined up at the same point so that
students develop an understanding of conservation of
length (if an object is moved, its length does not
Academic Vocabulary:
Measurable attribute vocabulary
such as longer than, heavier than,
wider than, thinner than, emptier
than, fuller than, the same as, etc.
Teaching Notes/Strategies
Using the objects used for K.MD.1, compare
objects that are similar and different modeling
correct language and having students repeat.
Draw representations of objects being compared
and label them with correct language (i.e. two
pencils with the words “This pencil is longer.”) 
Play a comparison game using cards with pictures
representing objects that have a common
attribute that can be compared. Looking at two
comparison cards, students hold up the object
that is heavier/lighter or taller/shorter when
the teacher cues them.
Students should have conversations about
objects they are comparing.
Station Exploration
Ask questions and have students justify their
--Which box will hold more?
--Which box will hold the least?
--Will they hold the same amount?
--How could you find out?
Then you could test their answers using beans or
some other material that the box would hold.
Real objects available in the classroom
Chart paper
Anchor chart of measurable attributes
being compared
Cards for the comparison game (see
description to the left )
Standard: K.MD.3 Cluster (m/s/a)
Math Practices: MP1, MP2, MP3, MP6, MP7
Related CA Standard
AF 1.1
Classify objects into given categories; count the numbers of objects in each category and sort the categories by
Essential Skills/Concepts
Prerequisite: Counting and ordering
skills and understandings (K.CC.4-7)
Prerequisite: Know basic
colors/shapes/sizes to do sorting.
Identify similarities and differences
between objects (e.g., size, color, shape)
and use these attributes to sort a
collection of objects.
Be able to count the numbers of objects
in each category.
Sort the categories by count.
Academic Vocabulary:
Teaching Notes/Strategies
Separate PDIM on each task: sorting,
counting, and grouping before putting it
all together as one task.
Pattern blocks
Counting objects
Class discussions/examples
Document camera to show sorting and
counting to whole class
Student-to-students conversations
about sorting, counting, and grouping
Sample problem: From a collection of
buttons, students separate the buttons into
different piles based on color.
--Next, they count the number of buttons in
each pile (e.g., blue—5, green—4, orange—3,
--Finally, they organize the groups by the
quantity in each group (from the smallest to
the largest and groups with the same
number are grouped together.
--Students should be able to tell how they
sorted the object; how they labeled each
set with a category; answer a variety of
counting questions such as “How many..”; and
compare the sorted groups using words such
as “most”, “least”, “same”, and “different”.
Sorting Stations
Anchor chart of different steps of this
standard (sorting, counting, grouping)
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