0% found this document useful (0 votes)

422 views

Math g1 m3 Full Module

The document provides an overview of a mathematics curriculum for first grade students. It covers four topics related to ordering and comparing length measurements: indirect comparison of length, use of standard length units like centimeters, use of both standard and non-standard units, and interpreting data using length measurements. It also includes learning goals and how the topics build upon one another and prior knowledge.

Uploaded by

Rivka Share

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

422 views

Math g1 m3 Full Module

Uploaded by

Rivka Share

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 213

New York State Common Core

GRADE

Mathematics Curriculum
GRADE 1 MODULE 3

Table of Contents

GRADE 1 MODULE 3
Ordering and Comparing Length Measurements as Numbers
Module Overview ........................................................................................................ 2
Topic A: Indirect Comparison in Length Measurement ................................................ 9
Topic B: Standard Length Units .................................................................................. 59
Topic C: Non-Standard and Standard Length Units .................................................... 98
Topic D: Data Interpretation .................................................................................... 136
End-of-Module Assessment and Rubric ................................................................... 181
Answer Key .............................................................................................................. 193

NOTE: Student sheets should be printed at 100% scale to preserve the intended size of figures for
accurate measurements. Adjust copier or printer settings to actual size and set page scaling to none.
Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Module Overview 13

Grade 1 Module 3

Ordering and Comparing Length

Measurements as Numbers
OVERVIEW
Grade 1 Module 3 opens in Topic A by extending students Kindergarten experiences with direct length
comparison to the new learning of indirect comparison whereby the length of one object is used to compare
the lengths of two other objects (1.MD.1). My string is longer than your book. Your book is longer than my
pencil. That means my string is longer than my pencil! Students use the same transitivity, or indirect
comparison, to compare short distances within the classroom in order to find the shortest path to their
classroom door, which is helpful to know for lining up and for emergencies. Students place one endpoint of a
length of string at their desks and then extend the string toward the door to see if it will reach. After using
the same piece of string from two students desks, they make statements such as, Mayas path is shorter
than the string. Baileys path is longer than the string. That means Baileys path to the door is longer than
Mayas path.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Module Overview 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Topic B takes longer than and shorter than to a new level of precision by introducing the idea of a length unit.
Centimeter cubes are laid alongside the length of an object as students learn that the total number of cubes
laid end to end with no gaps or overlaps represents the length of that object (1.MD.2). The Geometric
Measurement Progressions Document expresses the research indicating the importance of teaching standard
units to Grade 1 students before non-standard units. Thus, Grade 1 students learn about the centimeter
before exploring non-standard units of measurement in this module. Simply lining the cubes up to the ruler
allows students to see that they are using units, which relate to a tool used around the world. One of the
primary reasons why we recognize standard units is because they are ubiquitous, used on rulers at Grandmas
house in the Bronx, in school, and in local shops. Students ask and answer the question, Why would we use
a standard unit to measure? The topic closes with students measuring and comparing sets of three items
using centimeter cubes. They return to the statements of Topic A, but now with more sophisticated insights,
such as The pencil measures 10 centimeters. The crayon measures 6 centimeters. The book measures
20 centimeters. I can put them in order from shortest to longest: the crayon, the pencil, the book. The book
is longer than the pencil, and the pencil is longer than the crayon, so the book is longer than the crayon
(1.MD.1).
Topic C explores the usefulness of measuring with similar units. Students measure the same objects from
Topic B using two different non-standard units, toothpicks and small paper clips, simultaneously to measure
one object and answer the question, Why do we measure with same-sized length units? (1.MD.2).
They realize that using iterations of the same unit will yield consistent measurement results. Similarly,
students explore what it means to use a different unit of measurement from their classmates. It becomes
obvious to students that if we want to have discussions about the lengths of objects, we must measure with
the same units. Students answer the question, If Bailey uses paper clips and Maya uses toothpicks, and they
both measure things in our classroom, will they be able to compare their measurements? With this new
understanding of consistent measurement, Topic C closes with students solving compare with difference
unknown problems. Students use standard units to answer such questions as, How much longer is the pencil
than the marker? (1.OA.1).
Topic D closes the module as students represent and interpret data (1.MD.4). They collect data about their
classmates and sort that information into three categories. Using same-sized pictures on squares, students
represent this sorted data so that it can be easily compared and described. Students interpret information
presented in the graphs by first determining the number of data points in a given category, for example,
How many students like carrots the best? Then, students combine categories, for example, How many
total students like carrots or broccoli the best? The module closes with students asking and answering
varied questions about data sets, such as How many students were polled in all? (put together with result
unknown) and How many more students preferred broccoli to string beans? (compare with difference
unknown) (1.OA.1). Their work with units representing data points is an application of students earlier work
with length as they observe that each square can be lightly interpreted as a length unit, which helps them
analyze the data.

Notes on Pacing for Differentiation

Students need Module 3s fluency before advancing to Module 4. In the event that there are critical pacing
issues, consider moving Topic D (Lessons 1013, focusing on graphing and data interpretation) to another
time in the day (e.g., science, morning routine).
Note that Lessons 2, 4, 6, and 9 are the most essential lessons of Module 3.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Module Overview 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Focus Grade Level Standards

Represent and solve problems involving addition and subtraction. 1
1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.

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 same-size 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.

Represent and interpret data.

1.MD.4

Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or
less are in one category than in another.

The balance of this cluster is addressed in Module 2.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Module Overview 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Foundational Standards
K.CC.5

Count to answer how many? questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 120, count out that many objects.

K.CC.6

Identify whether the number of objects in one group is greater than, less than, or equal to the
number of objects in another group, e.g., by using matching and counting strategies.
(Include groups with up to ten objects.)

K.CC.7

Compare two numbers between 1 and 10 presented as written numerals.

K.MD.1

Describe measurable attributes of objects, such as length or weight. Describe several

measurable attributes of a single object.

K.MD.2

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.

Focus Standards for Mathematical Practice

MP.2

Reason quantitatively and abstractly. Students describe and compare lengths using longer
than and shorter than and numerically represent relationships among and between lengths.
This takes place in the context of comparing sets within data collection as well as comparing
objects with different length units. For example, students compare the number of peers who
enjoy one hobby with the number of peers who enjoy a different hobby. Students also
compare the length of one object, in centimeter cubes, with the length of a second object,
in centimeter cubes.

MP.3

Construct viable arguments and critique the reasoning of others. Students describe and
explain their process of finding accurate length measurements and challenge each other to
measure precisely.

MP.6

Attend to precision. Students use measuring tools, such as centimeter cubes, precisely and
explain precisely the cause of errors in using the tools.

MP.7

Look for and make use of structure. Students use transitivity to compare multiple objects.
My string is longer than the pencil. My string is shorter than the book. That means the book
is longer than the pencil. In this case, students use the string as the structure to compare the
book and the pencil.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Module Overview 13

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives
1.MD.1

1.MD.1
1.MD.2

1.OA.1
1.MD.2

1.OA.1
1.MD.4

Days

A Indirect Comparison in Length Measurement

Lesson 1:
Compare length directly and consider the importance of aligning
endpoints.

Lesson 2:

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.

Lesson 3:

Order three lengths using indirect comparison.

Standard Length Units

Lesson 4:
Express the length of an object using centimeter cubes as length
units to measure with no gaps or overlaps.
Lesson 5:

Rename and measure with centimeter cubes, using their

standard unit name of centimeters.

Lesson 6:

Order, measure, and compare the length of objects before and

after measuring with centimeter cubes, solving compare with
difference unknown word problems.

Non-Standard and Standard Length Units

Lesson 7:
Measure the same objects from Topic B with different nonstandard units simultaneously to see the need to measure with a
consistent unit.
Lesson 8:

Understand the need to use the same units when comparing

measurements with others.

Lesson 9:

Answer compare with difference unknown problems about

lengths of two different objects measured in centimeters.

D Data Interpretation
Lessons 1011: Collect, sort, and organize data; then ask and answer questions
about the number of data points.

Lessons 1213: Ask and answer varied word problem types about a data set with
three categories.
End-of-Module Assessment: Topics AD (assessment day, return day,
remediation or further applications 1 day)
Total Number of Instructional Days

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

2
15

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Module Overview 13

Terminology
New or Recently Introduced Terms

Centimeter (standard length unit within the metric system)

Centimeter cube (pictured to the right, also used as a length unit in this module)
Centimeter ruler (measurement tool using length units of centimeters)
Data (collected information)
Endpoint (the end of an object, referenced when aligning for measurement purposes)
Height (measurement of vertical distance of an object)
Length unit (measuring the length of an object with equal-sized units)
Poll (survey)
Table or graph (organized charts visually representing data)

Familiar Terms and Symbols 2

Less than
Longer than/taller than
More than
Shorter than
Tally marks

Suggested Tools and Representations

Centimeter cubes
Centimeter rulers (simply for the purpose of naming the centimeter)
Non-standard units (toothpicks, small and large paper clips)
String lengths of about 25 centimeters
Tally marks

Homework
Homework at the K1 level is not a convention in all schools. In this curriculum, homework is an opportunity
for additional practice of the content from the days lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the appropriate use of homework for his or her students.
Fluency exercises can also be considered as an alternative homework assignment.

These are terms and symbols students have seen previously.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Module Overview 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Scaffolds3
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to How to Implement A Story of Units.

Assessment Summary
Type

Administered

End-of-Module
Assessment Task

After Topic D

Format

Standards Addressed

Constructed response with rubric

1.OA.1
1.MD.1
1.MD.2
1.MD.4

Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

New York State Common Core

Mathematics Curriculum

GRADE

GRADE 1 MODULE 3

Topic A

Indirect Comparison in Length

Measurement
1.MD.1
Focus Standard:

1.MD.1

Instructional Days:

Coherence -Links from:

GKM3

Comparison of Length, Weight, Capacity, and Numbers to 10

G2M2

Addition and Subtraction of Length Units

G2M7

Problem Solving with Length, Money, and Data

-Links to:

Order three objects by length; compare the lengths of two objects indirectly by using a
third object.

The module opens in Topic A by extending students Kindergarten experiences with direct length
measurement to indirect measurement whereby the length of one object is used to compare that of two
other objects (1.MD.1).
Students explore direct comparison in Lesson 1, comparing the length of two objects by paying close
attention to the endpoints of each to ensure accurate comparisons. Students draw on their Kindergarten
experiences as they use longer than and shorter than as they compare.
In Lesson 2, students begin to use indirect comparison (or transitivity) as they compare each item to one
consistent item, such as a piece of string or a strip of construction paper of a specific length. Items are then
compared to each other through indirect comparison. For instance, if the crayon is shorter than the paper
strip, and the pencil is longer than the paper strip, we can say that the crayon is also shorter than the pencil.
As a way to prove their conclusions from indirect comparisons, students use direct comparison to verify their
claims.
Lesson 3 extends the use of indirect comparison to compare distances between
objects that cannot be moved next to each other for direct comparison. Students use
the same transitive process to compare short distances within the classroom in order
to find the shortest path to their classroom door, which is helpful to know for lining up
and for emergencies. After measuring each path from their desks to the door with the
same piece of string, students are able to make statements, such as Mayas path is
shorter than the string. Baileys path is longer than the string. That means Baileys
path to the door is longer than Mayas path. Using grid lines on classroom floor tiles
and on provided maps of city blocks, students compare distances of various paths.

Topic A:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Indirect Comparison in Length Measurement

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Topic A 13

NYS COMMON CORE MATHEMATICS CURRICULUM

A Teaching Sequence Toward Mastery of Indirect Comparison in Length Measurement

Objective 1: Compare length directly and consider the importance of aligning endpoints.
(Lesson 1)
Objective 2: Compare length using indirect comparison by finding objects longer than, shorter than, and
equal in length to that of a string.
(Lesson 2)
Objective 3: Order three lengths using indirect comparison.
(Lesson 3)

Topic A:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Indirect Comparison in Length Measurement

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Lesson 1 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1
Objective: Compare length directly and consider the importance of
aligning endpoints.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(15 minutes)
(5 minutes)
(30 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (15 minutes)

Speed Writing 1.NBT.1

(2 minutes)

Tens and Ones 1.NBT.2

(3 minutes)

Sprint: Subtracting Ones from Teen Numbers 1.OA.6

(10 minutes)

Speed Writing (2 minutes)

Materials: (S) Personal white board
Note: This fluency activity provides students practice with writing numbers while reinforcing place value
understanding.
Tell students to write their numbers from 10 to as high as they can in one minute while they whisper count
the Say Ten way. Teachers may also want to instruct students to organize their numbers in a column so that
the patterns in the tens and ones columns become visible.

Tens and Ones (3 minutes)

Materials: (T) 100-bead Rekenrek
Note: This activity addresses the Grade 1 standard requiring students to understand that two-digit numbers
represent amounts of tens and ones.
Practice decomposing numbers into tens and ones using the Rekenrek.
T:
S:
T:
S:

(Show 16 on the Rekenrek.) How many tens do you see?

1.
How many ones?
6.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:

Say the number the Say Ten way.

Ten 6.
Good. 1 ten plus 6 ones is?
16.
(Slide over 10 from the next row.) How many tens do you see?
2.
How many ones?
6.
Say the number the Say Ten way.
2 tens 6.
Good. 2 tens plus 6 ones is?
26.

Slide over the next row and repeat. Continue with the following suggested sequence within 40: 15, 25, 35;
17, 27, 37; and 19, 29, 39.

Sprint: Subtracting Ones from Teen Numbers (10 minutes)

Materials: (S) Subtracting Ones from Teen Numbers Sprint
Note: This Sprint addresses the Grade 1 standard of adding and subtracting within 20 and provides continued
practice from the lessons at the end of Module 2.

Application Problem (5 minutes)

Nigel and Corey each have new pencils that are the same length.
Corey uses his pencil so much that he needs to sharpen it several
times. Nigel doesnt use his at all. Nigel and Corey compare
pencils. Whose pencil is longer? Draw a picture to show your
thinking.
Note: In this Application Problem, students use their prior
experiences to consider what happens to a pencil after
repeated use and then use that knowledge to compare a new
with a used pencil. Students have the opportunity to draw to
show their understanding of length and of the term longer.
During the Student Debrief, students discuss drawings in light
of todays lesson, making statements such as, Coreys pencil
is shorter than Nigels pencil. Nigels pencil is longer than
Coreys pencil.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (30 minutes)

Materials: (T) Folder, new crayon, pencil, dry erase marker, jumbo glue stick, longer than and shorter than
sentence frames (Template) (S) Folder, 5 strips of paper (of varying lengths) per pair, various
classroom objects
Have students sit in a meeting area in a semicircle.
T:

S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:

(Prop up a folder on the floor. Hold a dry erase marker and a

pencil behind the folder, making the marker appear taller than
the pencil.) Which of these items, the marker or the pencil,
is longer?
The marker!
How do you know?
The marker is taller. The pencil is shorter.
(Call up a student.) Please take away the folder and reveal whats
behind it.
(Takes away the folder.)
(Keep the way the marker and the pencil were held.)
Now, can you tell which one is longer? Turn and talk to your
partner.
The marker is longer because the top of it is taller.
The pencil is taller. Look at how much higher up the
NOTES ON
marker is in the air. Its hard to tell.
MULTIPLE MEANS
(Stand both items on the floor, side by side.) Now, can
OF REPRESENTATION:
you tell which one is longer?
Highlight the critical vocabulary for
Yes! The pencil is longer!
English language learners by showing a
(Project the sentence frame with longer than from the
visual representation of new words.
Vocabulary that should be highlighted
Template.) Which is longer? Use this sentence frame
includes shorter than, longer than, and
to say your answer.
endpoint. Without understanding
The pencil is longer than the marker.
these words, English language learners
(Project the sentence frame with shorter than.)
may have difficulty with this module.
Which is shorter? Use this sentence frame to say your
answer.
The marker is shorter than the pencil.
Are you sure about your answer?
Yes.
Turn and talk to your partner about what I did differently to help you be sure that the pencil is longer
than the marker.
You put both things on the floor. They started at the same place.
So, what do we have to make sure to do when we compare two different objects to see which is
longer?

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 13

NYS COMMON CORE MATHEMATICS CURRICULUM

S:
T:
T:

S:
T:

You have to start at the same spot. Thats the fair way to see which is longer.
Youre right. We have to pay close attention and make sure we line up the very end of each object,
which we call the endpoint, so that we can accurately compare which is longer or shorter.
Lets try it again. (Hold up the crayon in the other hand
in a fist and the jumbo glue stick in the other fist,
making the crayon appear longer.) Which is longer?
Turn and talk to your partner.
The crayon. No. We cant tell. We dont know if they are
starting from the same place.
Good thinking! You cant be sure which is longer because Im
hiding the endpoints. Turn and talk to your partner about how
you would arrange these items so we can accurately figure out
which is longer.

Students discuss as the teacher circulates to choose a volunteer with the idea of aligning the endpoints.
T:
S:
T:
S:

(Call up a student to demonstrate.) What did he do to make sure we can be accurate about which
item is longer?
He lined up the endpoints!
Which is longer, the crayon or the glue stick? Use the sentence frame to say your answer.
The glue stick is longer than the crayon.

Allow students to fool their friends with varying endpoints.

Pass out the paper strips and folders. Partner A hides behind
the folder and selects two paper strips. She holds them up, and
Partner B guesses which one is longer. Partner A can then
reveal the actual lengths. Students should discuss Partner Bs
guess and why it was accurate or inaccurate. After discussion,
they can switch roles.
T:

Now that we know about endpoints, lets practice

lining things up! Go on a scavenger hunt. Find two
items of different lengths, one longer or shorter than
the other. You have one minute to bring those items
to your table.

NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Students may need some extra practice
understanding how to compare lengths
of different objects accurately. Help
them to understand the importance of
endpoints. Offer opportunities for
student leadership as teacher for
those students who understand the
concept of an endpoint.

Students look around the room to find two items of different

lengths.
T:
T:
S:
T:
S:

Show how you can compare the length of your two items. Then, make two statements to your
partner using the sentence frames.
I saw you making sure to line up your items. Now try this: Flip just one of your items, and make it
stand upside down. Does this change which item is longer or shorter?
(Flip and compare.) No.
Why not?
Because it doesnt matter if you have them standing the regular way or upside down as long as you
line up the endpoints.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:

I observed so many students lining up their endpoints by making them stand from the table.
Can you show a different way to line up the endpoints? (Have students share the different ways in
which they can align the endpoints.)
You can lay them down, one on top of the other. Just make sure the endpoints are starting at the
same line. You can use the edge of the table and lay down the items so they both start from the
same place.

If time allows, give students several one-minute periods to look for more objects and practice comparing
lengths by aligning endpoints and making accurate statements.

Problem Set (8 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 8 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5,
Use Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the purposeful
sequencing of the Problem Set guide your selections so
that problems continue to be scaffolded. Balance word
problems with other problem types to ensure a range of
practice. Consider assigning incomplete problems for
homework or at another time during the day.

Student Debrief (10 minutes)

Lesson Objective: Compare length directly and consider
the importance of aligning endpoints.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.

When we compare lengths of different objects, what do we need to do to make sure we are
comparing accurately?
When you compare two objects and see that one of them is longer, can you make an accurate
statement about which is shorter without looking? How?

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 13

NYS COMMON CORE MATHEMATICS CURRICULUM

I saw one student compare the length of two

objects by standing both objects on the table
instead of standing the objects on the floor.
Will the student be able to compare them
accurately? Why or why not?
Look at the bats in Problem 4. Were the
endpoints aligned? Could you still see which bat
has the longer wingspan? How?
Look at the pencils and bones from Problems 6
and 7. Compare a pencil to a bone, and talk
about how they are longer or shorter than one
another and how you know.
Look at your drawings from todays Application
Problem. Do your drawings show an accurate
way to compare the length of these two pencils?
If not, redraw your solution based on what you
now know about endpoints.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that were presented in todays lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

3-3=

13 - 3 =
3-2=

13 - 2 =
4-2=

14 - 2 =
4-3=

14 - 3 =

14 - 10 =
7-6=

17 - 6 =

17 - 10 =
6-3=

16 - 3 =

16 - 10 =

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

13 - 1 =

13 - 2 =
14 - 3 =
14 - 4 =

14 - 10 =
17 - 5 =
17 - 6 =

17 - 10 =
8-=5

18 - = 15
18 - = 13
19 - = 12
- 2 = 17

17 3 = 16 -
19 6 = - 5

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

14 - 1 =

2-2=

16.

12 - 2 =

17.

2-1=

18.

12 - 1 =

19.

3-3=

20.

13 - 3 =

21.

3-2=

22.

13 - 2 =

23.

18 - 10 =

13 - 10 =

24.

7 - = 5

25.

17 - = 15

26.

17 - = 13

27.

19 - = 13

28.

- 3 = 16

29.

17 4 = 16 -

30.

19 7 = - 6

10.
11.
12.
13.
14.
15.

6-5=

16 - 5 =

16 - 10 =
4-2=

14 - 2 =

14 - 10 =

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

14 - 2 =
15 - 3 =
15 - 4 =

15 - 10 =
18 - 5 =
18 - 6 =

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Write the words longer than or shorter than to make the sentences true.
1.

Abby

Spot

B is ________________A.

Abby is __________________ Spot.

The American flag hat

is _____________________________

The darker bats wingspan

is ___________________________

the chef hat.

the lighter bats wingspan.

B
A

Guitar B is

_____________________
Guitar A.
Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Pencil A

light bone

Pencil B
dark bone

6. Pencil B is ________________________ Pencil A.

7. The dark bone is ________________________ the light bone.
8. Circle true or false.
The light bone is shorter than Pencil A.

True or False

9. Find 3 school supplies. Draw them here in order from shortest to longest.
Label each school supply.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 1 Exit Ticket 13

Date

Write the words longer than or shorter than to make the sentence true.

A
B
Shoe A is ____________________ Shoe B.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Follow the directions. Complete the sentences.

1. Circle the longer rabbit.

2. Circle the shorter fruit.

Peter

Floppy

_ is longer than _.

_is shorter than _.

Write the words longer than or shorter than to make the sentences true.
3.

The glue

The dragonflys wingspan

is ___________________

is __________________

the ketchup.

the butterflys wingspan.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Paintbrush A
Spoon
Fork

Paintbrush B

5. Paintbrush A is ________________________ Paintbrush B.

6. The spoon is ________________________ the fork.
7. Circle true or false.
The spoon is shorter than Paintbrush B.

True or False

8. Find 3 objects in your room. Draw them here in order from shortest to longest.
Label each object.

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1 Template 13

The __________ is longer

than the __________.

The __________ is shorter

than the __________.

longer than and shorter than sentence frames

Lesson 1:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length directly and consider the importance of aligning

endpoints.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2
Objective: Compare length using indirect comparison by finding objects
longer than, shorter than, and equal in length to that of a string.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(13 minutes)
(5 minutes)
(32 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (13 minutes)

Happy Counting 1.OA.5, 1.NBT.5

(3 minutes)

Hide Zero Number Sentences 1.NBT.2, 1.NBT.4

(3 minutes)

Addition with Cards 1.NBT.6

(7 minutes)

Happy Counting (3 minutes)

Note: In the first two modules, students practiced counting by ones, tens, twos, and fives, both the regular
way and the Say Ten way. Reviewing these counting patterns within 40 prepares students for Module 4 while
strengthening their understanding of place value and their ability to add and subtract.
Choose a counting pattern and range based on the classs skill level. If students are proficient up to 40, start
at 40, and quickly go up to 80. If they are proficient between 40 and 80, Happy Count between 80 and 120.
To reinforce place value, try alternating between counting the regular way and the Say Ten way.
T:
T/S:

ten 9

2 tens 1 (pause)

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

ten 9

(pause)

2 tens 1

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Hide Zero Number Sentences (3 minutes)

Materials: (S) Hide Zero cards with 09 and 10, 20, 30, 40 (Fluency Template 1)
Note: This fluency activity strengthens the understanding of place value and prepares students for Module 4.
If students already have Hide Zero cards from previous work, only the final page (10, 20, 30, 40) needs to be
copied and distributed.
Show students a number from 10 to 40 with Hide Zero cards (e.g., 15). Students say an addition sentence
with 10 as an addend (e.g., 10 + 5 = 15). As students say the sentence, break apart the Hide Zero cards to
model the equation. Alternate asking students to say the numbers the Say Ten way and the regular way.
Use the following suggested sequence: 15, 25, 35; 14, 24, 34; and 16, 26, 36.

Addition with Cards (7 minutes)

Materials: (S) Numeral cards 010 (Fluency Template 2), counters (if needed)
Note: This review fluency activity strengthens students abilities to add within and across ten. Numeral cards
from previous modules can be used if they have already been produced. Numeral cards 1115 are needed in
later lessons.
Students sit in partnerships. Students shuffle or mix their numeral cards. Each partner places her deck of
cards face down. Each partner flips over two cards and adds her cards together. The partner with the greater
total keeps the cards played by both players that round. For example Player A draws 4 and 5 and gives the
total 9. Player B draws 9 and 4 and gives the total, 13. Since 9<13, Player B keeps the cards. If the sums are
equal, the cards are set aside, and the winner of the next round keeps the cards from both rounds. At the
end of the game, the players will each be left with 1 card. They each flip their last card over and the player
with the highest card says the sum and collects the cards. Students continue to play as time allows.

Application Problem (5 minutes)

Jordan has 3 stuffed animals: a giraffe, a bear, and a monkey. The giraffe
is taller than the monkey. The bear is shorter than the monkey. Sketch the
animals from shortest to tallest to show how tall each animal is.
Note: This problem directly relates to todays lesson, providing an
opportunity to circulate and uncover students prior understandings and
possible misconceptions. Students drawings should demonstrate the
proper alignment of endpoints when they are sketching to show the
comparison between the animals. During the Student Debrief, be sure to
discuss the use of the terms taller than and longer than when comparing
objects. Reinforce the connection between the two terms: that sometimes
we describe length in terms of how tall something is when the length is a
type of height, going from the ground straight up toward the sky.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (32 minutes)

Materials: (T) 2 feet of string, 9 cm long strip of paper, scissors, various classroom objects shorter and longer
than the teachers foot (e.g., board eraser, piece of 9 12 construction paper, 8 11 paper
on a bulletin board) (S) 1 foot of string, scissors, various classroom objects for measuring length,
personal white board with indirect comparison statements (Template), 9 cm long strips
(e.g., paper, pipe cleaners, or twist ties)
Have students place their personal white boards at their tables and sit in the meeting area in a semicircle.
T: (Place the string and a strip of paper on the floor for students to see.) Im looking to see if I can find
any items that are longer than or shorter than my foot. Oh, I see one! I really want to compare the
length of the paper on the bulletin board to my foot. (Walk over to the bulletin board, and hoist up
foot to compare.) Wow. I really want to compare, but its not easy. What should I do? Talk with
your partner to come up with a plan for how I can compare the length of my foot to the length of the
paper on the bulletin board. (Answers may vary.)
T: (If students do not mention using a string as a tool to measure the teachers foot, direct their
attention to the activity materials.) Wow. Those were some great ideas! I wonder if using any of
these items might also help me. Im going to get some string and cut it so that it is equal in length to
my foot. A string is much easier to use than trying to put my foot against everything I want to
compare it to!
T: (Demonstrate measuring foot with a string and cut.)
So, this is the same length as?
NOTES ON
S: Your foot!
MULTIPLE MEANS
T: Now, I can walk over to the bulletin board and
OF ACTION AND
compare to see if the paper is longer or shorter than
EXPRESSION:
my foot. What do I need to do to make sure that we
have an accurate comparison?
Some students benefit from extra
practice when determining which
S: Line up the endpoints!
objects are longer than, shorter than,
T: (Align endpoints and measure.) Which is longer, the
or equal in length to. These students
string or the paper?
may still be trying to comprehend the
idea of an endpoint, so the extra
S: The paper.
practice helps secure their
T: So, the paper is longer than the string, and the string is
understanding of these terms.
the same length as my foot. So, which is longer, my
foot or the paper?
S: The paper is longer than your foot.
T: (Write on the board: The paper is longer than my foot.) I wonder if I can find something thats
shorter than my foot. Oh, the white board eraser! Lets check. (Hold up the string.) This string is
the same length as?
S: Your foot.
T: Can I use the string to see if my foot is longer or shorter than the eraser?
S: Yes.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:

MP.7 S:

T:
S:
T:
T:
T:
S:
T:
T:

I need to make sure?

The endpoints line up!
NOTES ON
(Align endpoints and measure.) What do you see?
MULTIPLE MEANS
The string is longer than the eraser. That means
OF ENGAGEMENT:
your foot is longer than the eraser. The eraser is
Provide challenging extensions for
shorter than your foot.
students who are able to compare
length indirectly with a string. Offer
(Write on the board: The eraser is shorter than my
them a longer string to use with longer
foot.) Great! The string was such an easy way to
objects, and have them present their
compare the length of my foot to the length of the
findings to the class. Alternatively,
other objects. Can we figure out which is longer, the
students can use their foot length to
paper or the eraser? Turn and talk to your partner,
compare two items that are both
and explain your thinking.
longer than their foot, or students can
The paper is longer than the eraser.
compare objects that are close in
length.
We didnt compare the paper and the eraser by lining
them up by their endpoints. How did you know which
was longer?
The paper was longer than your foot, but the eraser was shorter than your foot, so the paper has to
be longer than the eraser!
Lets check. (Bring the eraser to the paper on the bulletin board, line up the endpoints, and
compare.) You are correct!
(Write on the board: The paper is longer than the eraser.) Great thinking!
(Hold up a piece of construction paper.) This piece of construction paper is longer than my foot.
The paper from the board was longer than my foot, too. Can I tell which type of paper is longer now
that Ive compared both with my foot? Talk with your partner.
(Discuss.) No, you cant tell. They are both longer, so you dont know which one is the longest.
You would have to have something thats in between the two sizes.
Thats right. Both the pieces of paper are longer than my foot, but I cannot tell if the construction
paper is longer than the paper on the board.
Now its your turn. Youll go on a scavenger hunt to find three items, one that is longer than your
foot, one that is shorter than your foot, and lastly, one that is about the same length as your foot.
But you wont be able to use your foot to measure! Instead, I will give you a piece of string to use!

Demonstrate how students can work with their partners to measure and cut their piece of string to match
their foot (or shoe). Allow five minutes for students to prepare the strings and to look for their items.
Have students then return to their seats to fill in their comparison statements on their personal white boards
and share their findings with a partner. Have them repeat this process as time allows.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes.
For some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students should solve these problems using the
RDW approach used for Application Problems.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Note: Students use a 9 cm paper strip, pipe cleaner, or

twist tie instead of a string to measure each picture in the
Problem Set. Explain to students that the paper strip is
used in the same fashion as the string, as a measuring
tool. Model measuring the first picture (baseball bat)
using the paper strip. Prepare todays Problem Set on two
separate pieces of paper to avoid having students flip over
their papers as they use information from Page 1 to
complete Page 2.
Note that students need to take a paper strip home to
complete the homework.

Student Debrief (10 minutes)

Lesson Objective: Compare length using indirect
comparison by finding objects longer than, shorter than,
and equal in length to that of a string.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to
lead the discussion.

What did we use to compare the length of

different objects? (A string and a paper strip.)
How were these tools helpful?
How were you able to figure out the length of
different objects when you didnt compare them
side by side?
The index card is longer than the string.
The sticky note is shorter than the string.
Which is longer, the index card or the sticky note?
The marker is shorter than the string. The string
is shorter than the crayon. Which is shorter, the
marker or the crayon?
The folder is longer than the string. The book is
longer than the string. Which is longer, the folder
or the book? (We cant tell.) Explain how you know this.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 13

NYS COMMON CORE MATHEMATICS CURRICULUM

How was using the paper strip in the Problem Set

similar to or different from using the string?
How did using the paper strip help you compare
the objects in the pictures? Use an example from
the Problem Set to explain your thinking.
Look at the pictures from Page 1. Can we
compare the baseball bat and the tube? Why or
why not?
Look at Problem 2(a). How did you set up your
paper strip when you measured the cup
compared to the tube? Are you still measuring
the length of each object? (Yes. It still tells us
how long something is. We can measure length
in different directions.)
In the Application Problem today, we were
comparing the lengths of three stuffed animals,
which can also be considered their heights.
When we measure length from the ground
toward the sky, we usually call that the height.
Did any of you compare the length of two objects
based on their height? Share your example.

Exit Ticket (3 minutes)

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 2 Problem Set 13

Date

1. Use the paper strip provided by your teacher to measure each picture. Circle the
words you need to make the sentence true. Then, fill in the blank.

longer than
The baseball bat is

shorter than

the paper strip.

the same length as

longer than
The book is

shorter than

the paper strip.

the same length as

The baseball bat is ____________________________ the book.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

2. Complete the sentences with longer than, shorter than, or the same length as to
make the sentences true.
a.

The tube is ____________________________ the cup.

The iron is ____________________________ the ironing board.

Use the measurements from Problems 1 and 2. Circle the word that makes the
sentences true.
3. The baseball bat is (longer/shorter) than the cup.
4. The cup is (longer/shorter) than the ironing board.
5. The ironing board is (longer/shorter) than the book.
6. Order these objects from shortest to longest:
cup, tube, and paper strip

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2 Problem Set 13

Draw a picture to help you complete the measurement statements. Circle the words
that make each statement true.
7. Sammy is taller than Dion.
Janell is taller than Sammy.
Dion is (taller than/shorter than) Janell.

8. Lauras necklace is longer than Mihals necklace.

Lauras necklace is shorter than Sarais necklace.
Sarais necklace is (longer than/shorter than) Mihals necklace.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 Exit Ticket 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Draw a picture to help you complete the measurement statements. Circle the words
that make each statement true.
Tanyas doll is shorter than Alines doll.
Miras doll is taller than Alines doll.
Tanyas doll is (taller than/shorter than) Miras doll.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 2 Homework 13

Date

Use the paper strip provided by your teacher to measure each picture. Circle the
words you need to make the sentence true. Then, fill in the blank.
1.

longer than
The sundae is

shorter than

the paper strip.

the same length as

longer than
The spoon is

shorter than

the paper strip.

the same length as

The spoon is ____________________________ the sundae.

The balloon is ____________________________ the cake.

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2 Homework 13

The ball is shorter than the paper strip.

So, the shoe is ____________________________ the ball.
Use the measurements from Problems 13. Circle the word that makes the sentences
true.
4. The spoon is (longer/shorter) than the cake.
5. The balloon is (longer/shorter) than the sundae.
6. The shoe is (longer/shorter) than the balloon.
7. Order these objects from shortest to longest:
cake, spoon, and paper strip

Lesson 2:

2015 Great Minds. eureka-math.org

12 13 14 15
numeral cards

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2 Template 13

If __________ is longer than

my foot and
(classroom object)

_________ is shorter than my

foot, then
(classroom object)

_________ is longer than

(classroom object)

_________.
(classroom object)

My foot is about the same

length as __________.
(classroom object)

indirect comparison statements

Lesson 2:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Compare length using indirect comparison by finding objects

longer than, shorter than, and equal in length to that of a string.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 3
Objective: Order three lengths using indirect comparison.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(16 minutes)
(5 minutes)
(29 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (16 minutes)

Beep Counting 1.NBT.1

(3 minutes)

Rekenrek Addition and Subtraction 1.OA.6, 1.NBT.5

(3 minutes)

Sprint: Adding and Subtracting Teen Numbers and Ones 1.OA.6

(10 minutes)

Beep Counting (3 minutes)

Note: This fluency activity strengthens students ability to understand number relationships and to recognize
counting patterns.
Say a series of three or more numbers, but replace one of the numbers with the word beep (e.g., 15, 16,
beep). When signaled, students say the number that was replaced by the word beep in the sequence.
Scaffold number sequences, beginning with easy sequences and moving to more complex ones. Be sure to
include forward and backward number sequences and to change the sequential placement of the beep.
Continue with the following suggested sequences: 15, 16, beep; 25, 26, beep; 35, 36, beep; 12, 11, beep; 22,
21, beep; 32, 31, beep; 8, beep, 10; 18, beep, 20; 38, beep, 40; beep, 9, 8; beep, 19, 18; and beep, 29, 28.
After practicing beep counting by ones, try beep counting by tens, twos, or fives.

Rekenrek Addition and Subtraction (3 minutes)

Materials: (T) 20-bead or 100-bead Rekenrek
Note: This fluency activity reviews the grade level standard of addition and subtraction within 20.
T:
S:
T:
S:

(Show 14 on the Rekenrek.) Say the number.

14.
Say it the Say Ten way.
Ten 4.

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:

What will my number be if I take out ten?

4.
Lets check. (Take out 10.) Yes!

Follow the paradigm to review the following problem types: adding a ten to some ones (e.g., 4 + 10),
subtracting a ten from a teen number (e.g., 16 10), adding some ones to a teen number (e.g., 13 + 3), and
subtracting some ones from a teen number (e.g., 17 4).

Sprint: Adding and Subtracting Teen Numbers and Ones (10 minutes)
Materials: (S) Adding and Subtracting Teen Numbers and Ones Sprint
Note: This Sprint addresses the Grade 1 core fluency standard
of adding and subtracting within 10 and builds the connection
between addition and subtraction within 10 to addition and
subtraction with teen numbers.

A NOTE ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:

Application Problem (5 minutes)

When using words unfamiliar to English

language learners, be sure to illustrate
their meanings by using real objects or
by showing pictures while speaking.

Draw one picture to match both of these sentences:

The book is longer than the index card. The book is shorter than
the folder.
Which is longer, the index card or the folder? Write a statement
comparing the two objects. Use your drawings to help you answer
the question.
Note: This problem applies students understanding of indirect
comparison from Lesson 2. In todays lesson, students continue to
work with indirect comparisons, focusing on comparing distances.

Concept Development (29 minutes)

Materials: (T) Masking tape (two colors, if possible), piece of string or yarn approximately 610 feet long
(depending on dimensions of the classroomthe string should reach from the door to the middle
of the classroom), projector, city blocks grid (Template) (S) Personal white board with city blocks
grid (Template)
Note: Prior to math class, choose a spot in the middle of the classroom that diagonally faces the door.
From this point, create two paths to the door using different colored masking tape for each path on the floor.
One path (the red path) should be shorter (and less circuitous) than the other (the blue path). If the
classroom floor has tiles, use their lines to guide the paths. If not, use a string to measure the length of each
later in the lesson, or mark the tape with length units in black marker to denote unit lengths without referring
to them as such.

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Invite students to gather in the meeting area.

(Project the city blocks grid.) Mary and Anne are trying to figure out whose path to the park is
longer. Here is a map showing Marys path and Annes path from each of their houses to the park.
How can we figure out which path is longer?
S: Look and see which one seems longer. Count the
boxes from one endpoint to the other.
Measure the paths with a string and compare.
Count each line on the path.
T: Yes! These lines are like city blocks. When you trace
from one line to the other line, thats a city block.
So, we can count how many city blocks they need to
walk in order to get to the park. We dont want to
count the squares because we need to trace the path,
which is made up of lines, not squares.
T: Im going to trace Marys path with my marker so
I dont lose track. Count the city blocks with me.
Marys and Annes paths on the
S/T: 1, 2, 3, . (Count until the tracing reaches the park.)
city blocks grid
T: How many city blocks long is Marys path?
S: 11 city blocks long.
T: (Write the number and unit next to Marys path.)
T: Its your turn to count the city blocks on Annes path by
tracing it with your marker.
A NOTE ON
S: (Trace each city block, and count as the teacher
MULTIPLE MEANS
circulates.)
OF REPRESENTATION:
T: How many city blocks long is Annes path?
If students have trouble tracing and
counting the distance of the paths,
S: 9 city blocks long.
guide them to write numbers on the
T: Help me count as I trace Annes path.
lines of the paths as they count.
T: (Trace and write the number and unit.) Whose path is
longer? Marys or Annes?
S: Marys path.
T: If a new girl, Beth, moves into the neighborhood and walks a longer path to get to the park than
Mary, whose path is longer, Beths or Annes? Turn and talk to your partner about how you know.
S: Beths path will be longer than Annes because you said Beths path is longer than Marys, and we
MP.7
figured out that Marys path is longer than Annes. So, Beths path has to be longer than Annes.
T: Order the paths from longest to shortest on your personal white board.
S: (Write Beth, Mary, Anne.)
T: Great job comparing the lengths of different paths from the map! Lets try the same thing in our
classroom. Im trying to figure out a path to the door to line up for recess. Should we find the
longest path to the door or the shortest path to the door, and why? Talk to your partner.
S: The shortest path because it helps us get to recess sooner!

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:
T:
S:
T:
S:
T:

T:
S:
T:

MP.7

T:
S:
T:
S:
T:

Good thinking. So, lets do some comparing with the paths Ive created in the classroom. What do
you notice about these two paths?
The blue one seems longer. It looks like its making a lot of turns. The red one seems shorter
because I see a lot more of the blue color on the floor.
How can we check which is shorter or longer precisely?
(Replies vary depending on how the room is set up for this component.) Count the lines just like we
counted the city blocks. We can use a string, just like we did to measure yesterday. Our floor
has squares. We can count those lines.
Lets check by counting the tile lines just like we counted the city blocks. (Choose two student
volunteers to either step on each line or trace each line as the class counts to figure out the length of
each path. Adjust this as necessary according to how the room is set up for the activity.)
Which is longer?
The blue path.
Good job! Do you think theres a shorter way to get to the door than these two paths? Turn and
talk to your partner.
Yes. Dont make any turns. Just go straight to the door!
You are right! (Walk over to and stand where the two paths start. Place a string on the starting
point and hold it. Choose a student to take the other end of the string and to walk straight to the
door.) Heres the straight line for the shortest path you have suggested. (Cut the string that
measures this straight path.)
How can we make sure this is the shortest path compared to the other paths?
Put the string on the other paths and check.
(Have students help hold down the string at every corner as you measure the red path. Stop when
the string runs out.)
Which path is longer, the straight path or this red path? How can you tell?
The red path. It keeps going, but the string ran out. The shortest path is the straight line!
So, if the red path is longer than the string that measures the straight path, which is longer, the
straight path or the blue path? Turn and talk to your partner.
The blue path is longer because the blue path is longer than the red path, and the red path is longer
than the straight path.
Excellent job figuring out the shortest path to the door.

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Order three lengths using indirect
comparison.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
In addition, this is a great place to show the strategy of
marking the line segments as they are counted. This
strategy could help students with tracking issues.
Any combination of the questions below may be used to
lead the discussion.

Look at the city blocks grid. Think back to the

shortest path we made to the door from the
middle of the classroom. Draw the shortest path
from Annes house to the park. What does the
path look like? Explain why this path is the
shortest path.
What other tools can help measure the shortest
distance between the middle of the classroom
and the door? How does using a string help
measure different paths?
Can you think of an example where the shortest
path that you could take to the door would not be
a straight line? (One or more desks might be in
the way, etc.)

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Explain to your partner how to solve Problem 4.

Explain to your partner how to solve Problem 6.
How was solving Problem 3 similar to solving Problem 5?
Look at todays Application Problem. Order the items from longest to shortest.

Exit Ticket (3 minutes)

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number. Pay attention to the + and signs.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

5+2=

15 + 2 =
2+5=

12 + 5 =
7-2=

17 - 2 =
7-5=

17 - 5 =
4+3=

14 + 3 =
3+4=

13 + 4 =
7-4=

17 - 4 =
17 - 3 =

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

13 + 6 =
3 + 16 =
19 - 2 =
19 - 7 =

4 + 15 =
14 + 5 =
18 - 6 =
18 - 2 =

13 + = 19
- 6 = 13

14 + = 19
- 4 = 15
- 5 = 14

13 + 4 = 19 -
18 6 = + 3

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number. Pay attention to the + and signs.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

5+1=

15 + 1 =
1+5=

11 + 5 =
6-1=

16 - 1 =
6-5=

16 - 5 =
4+5=

14 + 5 =
5+4=

15 + 4 =
9-4=

19 - 4 =
19 - 5 =

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

12 + 7 =
2 + 17 =
18 - 2 =
18 - 6 =

3 + 16 =
13 + 6 =
17 - 4 =
17 - 3 =

12 + = 18
- 6 = 12

13 + = 19
- 3 = 16
- 3 = 17

11 + 6 = 19 -
19 5 = + 3

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. In a playroom, Lu Lu cut a piece of string that measured the distance from the doll
house to the park. She took the same string and tried to measure the distance
between the park and the store, but she ran out of string!
Which is the longer path? Circle your answer.
the doll house to the park
the park to the store

The Doll
House

The Store
The Park

Use the picture to answer the questions about the rectangles.

A
C
B

2. Which is the shortest rectangle? __________________

3. If Rectangle A is longer than Rectangle C, the longest rectangle is ____________.
4. Order the rectangles from shortest to longest:
_______________
Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

_______________

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Use the picture to answer the questions about the students paths to school.

Caitlyns
Path

School

Tobys
Path

Joes
Path

5. How long is Caitlyns path to school? ________________ blocks

6. How long is Tobys path to school? _____________ blocks
7. Joes path is shorter than Caitlyns. Draw Joes path.
Circle the correct word to make the statement true.
8. Tobys path is longer/shorter than Joes path.
9. Who took the shortest path to school? _____________________
10. Order the paths from shortest to longest.
________________

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

________________

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Exit Ticket 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use the picture to answer the questions about the students paths to the museum.

Kims
Path

Museum

Ikos
Path

1. How long is Kims path to the museum? ________________ blocks

2. Ikos path is shorter than Kims path. Draw Ikos path.
Circle the correct word to make the statement true.
3. Kims path is longer/shorter than Ikos path.
4. How long is Ikos path to the museum? ________________ blocks

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. The string that measures the path from the garden to the tree is longer than the
path between the tree and the flowers. Circle the shorter path.
the garden to the tree
the tree to the flowers

Flowers

Garden
Tree

Use the picture to answer the questions about the rectangles.

B
A
C

2. Which is the longest rectangle? __________________

3. If Rectangle A is longer than Rectangle C, the shortest rectangle is
_______________.

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

4. Order the rectangles from shortest to longest.

_______________

Use the picture to answer the questions about the childrens paths to the beach.

Jons Path

Beach

Cams Path

Sals Path

5. How long is Jons path to the beach? ________________ blocks

6. How long is Cams path to the beach? ________________ blocks
7. Jons path is longer than Sals path. Draw Sals path.

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Circle the correct word to make the statement true.

8. Cams path is longer/shorter than Sals path.
9. Who took the shortest path to the beach? _____________________
10. Order the paths from shortest to longest.
_______________

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

_______________

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 3 Template 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Marys
House

Annes

Park

House

city blocks grid

Lesson 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order three lengths using indirect comparison.

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

New York State Common Core

Mathematics Curriculum

GRADE

GRADE 1 MODULE 3

Topic B

Standard Length Units

1.MD.1, 1.MD.2
Focus Standards:

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 same-size 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.

Instructional Days:

Coherence -Links from:

GKM3

Comparison of Length, Weight, Capacity, and Numbers to 10

G2M2

Addition and Subtraction of Length Units

G2M7

Problem Solving with Length, Money, and Data

-Links to:

Topic B adds a new level of precision to measurement by introducing the idea of a length unit. In Lesson 4,
centimeter cubes are laid alongside the length of objects as students learn that the total number of cubes laid
end to end with no gaps or overlaps is the length measure of that object. The objects being measured by
students include many of the same objects measured in Topic A so that students can add greater precision to
their measurements as they specify the number of units equal to the length of the objects being compared.
For example, the length of the crayon can now be described not only as shorter than the paper strip, but
more precisely as 9 centimeter cubes (1.MD.2).
In Lesson 5, students lay those same centimeter cubes alongside a ruler, recognizing the meaning of the
numbers on the ruler as describing the number of centimeter length units up to that number. The centimeter
then connects students to their world as they come to realize that the centimeter unit is used by first-grade
students in Brazil, by the restaurant owner across the street, and even by their families. Students explore the
question, Why would we use a standard unit to measure? As the use of rulers to measure is a Grade 2
standard, students in Grade 1 simply rename their centimeter cube as a centimeter as they continue to use
the cubes to measure objects. The Geometric Measurement Progressions Document suggests that students
engage in standard unit measurement in order to develop a solid understanding of why and how to measure,
rather than measuring using a plethora of nonstandard measurement units. 1

See the K5 Geometric Measurement progression.

Topic B:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Standard Length Units

5/4/15

59
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Topic B 13

The topic closes with Lesson 6 where students measure and compare sets of three items using centimeter
cubes, returning to the transitive statements of Topic A, but with more sophisticated insights (1.MD.1):
The pencil measures 10 centimeters. The crayon measures 6 centimeters. The book measures
20 centimeters. The order from shortest to longest is the crayon, the pencil, and the book. The book is
longer than the pencil, and the pencil is longer than the crayon, so the book is longer than the crayon.
Students finally solve compare with difference unknown word problems, determining how much longer a
given object is than another.
A Teaching Sequence Toward Mastery of Standard Length Units
Objective 1: Express the length of an object using centimeter cubes as length units to measure with no
gaps or overlaps.
(Lesson 4)
Objective 2: Rename and measure with centimeter cubes, using their standard unit name of
centimeters.
(Lesson 5)
Objective 3: Order, measure, and compare the length of objects before and after measuring with
centimeter cubes, solving compare with difference unknown word problems.
(Lesson 6)

Topic B:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Standard Length Units

5/4/15

60
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Lesson 4 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 4
Objective: Express the length of an object using centimeter cubes as
length units to measure with no gaps or overlaps.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(13 minutes)
(5 minutes)
(32 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (13 minutes)

Race and Roll Addition 1.OA.6

(4 minutes)

Speed Writing by Twos 1.OA.5

(3 minutes)

Subtraction Within 20 1.OA.6

(6 minutes)

Race and Roll Addition (4 minutes)

Materials: (S) 1 die per pair
Note: This fluency activity reviews the grade level standard of adding within 20.
Partners start at 0. Partners take turns rolling a die and then saying a number sentence by adding the
number rolled to the total. (For example, Partner A rolls 6 and says, 0 + 6 = 6. Partner B rolls 3 and says,
6 + 3 = 9.) They continue rapidly rolling and saying number sentences until they get to 20, without going
over. Partners stand when they reach 20. (For example, if partners are at 18 and roll 5, they take turns
rolling until one of them rolls 2 or 1 two times. Then, they both stand.)

Speed Writing by Twos (3 minutes)

Materials: (T) Timer (S) Personal white board
Note: This fluency activity provides students practice with writing numbers while reinforcing adding 2.
Time students as they count by twos on their boards from 0 to 40 as fast as they can. Students stand and
hold up their boards when they get to 40. To add excitement to the game, give the class a point each time a
student gets to 40, and see how many points the class can earn in two minutes.
Record the points to use as a motivator the next time students speed write by twos.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Subtraction Within 20 (6 minutes)

Materials: (T) Hide Zero cards (Lesson 2 Fluency Template 1) enlarged (S) Personal white board
Note: This review fluency activity helps strengthen students understanding of the take from ten and take
from the ones subtraction strategies as well as their ability to recognize appropriate strategies based on
problem types.
T:
S:
T:
S:
T:
S:
T:
S:
T:

(Show 14 with Hide Zero cards.) How can I take 14 apart to help me subtract?
10 and 4.
I want to subtract 2 from 14. Write a number sentence to show whether I should subtract 2 from
the 4 or the 10.
(Write 4 2 = 2.)
Why wouldnt I take from my 10?
You dont need to because you have enough ones.
Yes! Its much easier to just subtract from my ones! Since 4 2 = 2, 14 2 is what? Write the
subtraction sentence.
(Write 14 2 = 12.)
(Replace the 4 Hide Zero card with a 2.) Yes!

Repeat with 14 5, eliciting that students need to take from ten because there are not enough ones.
Repeat with similar problems.

Application Problem (5 minutes)

Joe ran a string from his room to his sisters room to
measure the distance between them. When he tried to use
the same string to measure the distance from his room to
his brothers room, the string didnt reach! Which room
was closer to Joes room, his sisters or his brothers?
Note: This problem directly applies students learning from
Lesson 3 as students use indirect comparison to compare
distances. For many students, such problems can be
challenging to visualize on the first read. After reading,
encourage students to draw a picture to show each part before
answering the question. Reread the problem, pausing long
enough for students to draw a picture of the comparison of the
string and Joes sisters room before moving on to read the next
sentence. Pictures may vary in many ways. As long as the
picture demonstrates that Joes sisters room is closer than
Joes brothers room, any formation can provide an appropriate
representation.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

A NOTE ON
MULTIPLE MEANS
OF ENGAGEMENT:
Challenge students who finish early to
try drawing a different way to show
their answer or to create their own
related problem.

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (32 minutes)

Materials: (T) Projector, new crayon (9 cm), unsharpened pencil (19 cm), small glue stick (8 cm), dry erase
marker (12 cm), centimeter cubes (S) Bag with 20 centimeter cubes; bag with a new crayon,
unsharpened pencil, small glue stick, dry erase marker, jumbo craft stick (15 cm), and small paper
clip (3 cm); measurement recording sheet (Template)
Note: Student bags contain items that are used throughout Topic B, although not all items in the bag are
used during todays lesson. Collect the bags at the end of the lesson, and keep them in a safe place for future
use. Also, collect the bags with centimeter cubes. The centimeter cubes are sent home for use in completing
homework for todays lesson and for Lessons 5 and 6.
Have students sit in the meeting area in a semicircle.
T:

(Hold up a new crayon.) How can we find out the length of this crayon?
Turn and talk to your partner.
S: Use a string. Use a ruler.
T: (Project centimeter cubes lined up in a column.) Lets find out how
long this crayon is using these centimeter cubes. What do you notice
about the centimeter cubes?
S: They are all exactly the same size. They have the same length.
T: Since they have the same length, we can figure out how many
centimeter cubes long this crayon is. Count with me as I lay down
each centimeter cube to match the length of the crayon. (Lay out the
first centimeter cube without aligning it to the crayons endpoint.)
T/S: 1 centimeter cube.
T: Am I off to a good start?
S: No! You have to line up the endpoints. The edge of the centimeter
cube is not starting at the same place as the end of the crayon.
T: You are right! Who can come and start us off on the right foot?
S: (Aligns endpoints.) 1 centimeter cube!
T: Now that our endpoints line up, I can continue to see how many
centimeter cubes long this crayon is. (Lay down 3 more centimeter
cubes correctly.)
MP.3
T/S: 2 centimeter cubes! 3 centimeter cubes! 4 centimeter cubes!
T: (Partly overlap the rest of the centimeter cubes by creating an
uneven, almost stacked look as pictured to the right.)
T/S: 5 centimeter cubes, 6 centimeter cubes, , 11 centimeter cubes!
T: Great. The end of this eleventh centimeter cube lines up with the end of the crayon. So, the crayon
is as long as 11 centimeter cubes. Do you agree? Turn and talk to your partner.
S: The centimeter cubes were not laid out correctly. Some parts of the centimeter cubes are under
others. Some of them overlap!

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
MP.3

S:
T:

S:
T:
S:
T:
S:
T:

S:
T:
S:

You are right. That is not an accurate way to measure this crayon. Let me fix it. (Fix some, but leave
a gap between two centimeter cubes.) Okay. So, there are no overlaps. Is this correct?
No. Theres a space between the centimeter cubes. Thats not an accurate way to measure.
We cant have any spaces between the centimeter cubes.
You are right! The crayon isnt broken with a space in the middle, so
the centimeter cubes have to be all connected, without overlaps or
gaps. Who would like to come up and fix the centimeter cubes?
(Choose a student.)
(Lays out 9 centimeter cubes correctly.)
Are the centimeter cubes laid out correctly? Are we ready to count
and find out how many centimeter cubes long this crayon is?
Yes! (Count as teacher points to each centimeter
cube.) 1 centimeter cube, 2 centimeter cubes, ,
9 centimeter cubes!
A NOTE ON
How many centimeter cubes long is the crayon?
MULTIPLE MEANS
9 centimeter cubes long!
OF ENGAGEMENT:
Every centimeter cube is exactly the same length, so
The abstract term about may be
we can use them as length units. Lets try measuring
difficult for English language learners
the pencil with our length units. (Hold up the pencil
to understand. While teaching the
lesson and using the word about, show
and the crayon.) What is our length unit called?
a visual representation of the objects
A centimeter cube.
whenever possible.
Compared to the crayon, do you think it will take more
or fewer of these length units to measure the pencil?
Turn and talk to your partner.
The pencil will need more centimeter cubes because it is longer than the crayon.

Distribute the bags of measuring materials and recording sheets, and have students practice measuring and
recording the length of each object from the bag. Students work with their partners as they check each
others work for accuracy. Circulate to provide support for struggling students. If time allows, choose other
objects to measure. Long objects can be measured by combining bags of centimeter cubes.
Note: Use the term about to describe the length of an object that is not exactly a certain number of
centimeter cubes long. For example, if the pencil is closer to 4 centimeter cubes long than to 5, say it is
about 4 centimeter cubes long.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.
For this Problem Set, all objects are measured horizontally
unless otherwise noted by a vertical line next to the
object.

Student Debrief (10 minutes)

Lesson Objective: Express the length of an object using
centimeter cubes as length units to measure with no gaps
or overlaps.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

A length unit is what we use to measure how

long something is. When we measure, we have
to be careful that all of the length units were
using are the same size. What length unit did we
measure with today? (Centimeter cubes.)
How is measuring with our new length unit
different from measuring with a string, as we did
in the last lesson?
What are the ways in which we need to use the
centimeter cubes to accurately measure the
length of an object? Explain why these are
important.
Look at Problem 10. What mistake might
someone make in answering this question?

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Look at Problem 11. How would you fix the example showing the incorrect way of measuring?
Use your own centimeter cubes to correctly measure the length of the smaller bat.
Can you use the word tall to describe the length of an object? Which objects in the Problem Set
could be described as being a certain number of centimeter cubes tall?
Look at your Application Problem. What was Joe using as his tool to compare lengths? Use your
hands to show me the length you imagined for his string. Explain your thinking.

Note: Be sure to send the bag of centimeter cubes home for students to complete their homework.

Exit Ticket (3 minutes)

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Problem Set 1 3

Date

Measure the length of each picture with your cubes. Complete the statements below.

1. The pencil is ______ centimeter cubes long.

2. The pan is ______ centimeter cubes long.

3. The shoe is ______ centimeter cubes long.

4. The bottle is ______ centimeter cubes long.

5. The paintbrush is ______ centimeter cubes long.

6. The bag is ______ centimeter cubes long.

7. The ant is ______ centimeter cubes long.

8. The cupcake is ______ centimeter cubes long.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 Problem Set 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

9.
The cow sticker is ______ centimeter cubes
long.

10.
The vase is ______ centimeter cubes long.

11. Circle the picture that shows the correct way to measure.
A

3 centimeter cubes

5 centimeter cubes

12. How would you fix the picture that shows an incorrect measurement?
_______________________________________________________________
_______________________________________________________________

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Exit Ticket 1

Date

1.
The picture frame is about ______ centimeter cubes long.

2.
The boys crutch is about ______ centimeter cubes long.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Homework 1 3

Date

Measure the length of each picture with your cubes. Complete the statements below.
1. The lollipop is ______ centimeter cubes long.

2. The stamp is ______ centimeter cubes long.

3. The purse is ______ centimeter cubes long.

4. The candle is ______ centimeter cubes long.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 Homework 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

5. The bow is ______ centimeter cubes long.

6. The cookie is ______ centimeter cubes long.

7. The mug is about ______ centimeter cubes long.

8. The ketchup is about ______ centimeter cubes long.

9. The envelope is about ______ centimeter cubes long.

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 Homework 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

10. Circle the picture that shows the correct way to measure.
B

3 centimeter cubes
D

4 centimeter cubes

11. Explain what is wrong with the measurements for the pictures you did NOT circle.
______________________________________________________________
______________________________________________________________
______________________________________________________________

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Template 1 3

Date

Classroom Objects
glue stick

Length Using Centimeter Cubes

_____ centimeter cubes long

dry erase marker

craft stick

_____ centimeter cubes long

paper clip

_____ centimeter cubes long

_____ centimeter cubes long
_____ centimeter cubes long
_____ centimeter cubes long

measurement recording sheet

Lesson 4:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Express the length of an object using centimeter cubes as length units

to measure with no gaps or overlaps.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5
Objective: Rename and measure with centimeter cubes, using their
standard unit name of centimeters.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(17 minutes)
(5 minutes)
(28 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (17 minutes)

Race and Roll Subtraction 1.OA.6

(4 minutes)

Happy Counting 1.OA.5, 1.NBT.5

(3 minutes)

Sprint: Subtraction Within 20 1.OA.6

(10 minutes)

Race and Roll Subtraction (4 minutes)

Materials: (S) 1 die per pair
Note: This fluency activity reviews the grade level standard of subtracting within 20.
Partners start at 20. Partners take turns rolling the die and saying a number sentence to subtract the number
rolled from the total. (For example, Partner A rolls 3 and says, 20 3 = 17. Partner B rolls 2 and says,
17 2 = 15.) They continue rapidly rolling and saying number sentences until they reach 0. If they roll a
number greater than the number they are subtracting from (minuend), they reroll or forfeit their turn.
Partners stand when they reach 0. (For example, if partners are at 1 and roll 4, they would take turns rolling
until one of them rolls a 1. They would then say, 1 1 = 0, and both partners would stand.) Repeat the
game as time permits.

Happy Counting (3 minutes)

Note: Practice with counting forward and backward by tens and ones strengthens students understanding of
place value. Counting by twos and fives builds students ability to count on or back and strengthens addition
and subtraction skills.
Repeat the Happy Counting activity from Lesson 2. Choose a counting pattern and range based on the skill
level of the class. If students are proficient with counting by ones, twos, fives, and tens up to 40, start at 40,
and quickly go up to 80. If they are proficient between 40 and 80, Happy Count between 80 and 120.
To reinforce place value understanding, alternate between counting the regular way and the Say Ten way.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Sprint: Subtraction Within 20 (10 minutes)

Materials: (S) Subtraction Within 20 Sprint
Note: This Sprint addresses the Grade 1 standard of subtracting within 20.

Application Problem (5 minutes)

Amy used centimeter cubes to measure the length of her book. She used
8 yellow centimeter cubes and 4 red centimeter cubes. How many centimeter
cubes long was her book?
Remind students to use the RDW process. After reading (or listening to) the
problem, they must be sure to draw, write a number sentence, and write a
statement that answers the question.
Note: This problem uses the context of measurement while enabling
students to review their processes for adding single digits with a sum of a
teen number. Take note of the strategies students are using independently.
Are they making ten first? Are they counting on? Are they counting all after drawing the
picture? During the Student Debrief, students have the opportunity to connect, or rename,
the length unit of centimeter cube to the more common length unit of centimeter.

Concept Development (28 minutes)

Materials: (T) Projector, centimeter cubes, string, scissors, centimeter ruler (S) Per pair: bag with at least
12 centimeter cubes (used in Lesson 4), centimeter ruler, pair of dice
Have students sit in the meeting area in a semicircle.
T:

S:
T:
S:
T:
T:
S:

I need your help solving a problem. My mom is traveling to different countries. She wants to get me
bracelets from Korea, Brazil, and France. The problem is she wants to make sure they fit, but the
bracelets are over there and my wrist is here! What can she do? Is there any way we can help her?
Talk to your partner.
We could measure your wrist with centimeter cubes! That seems hard though; her wrist isnt
straight. We could measure your wrist with a string then!
I love all of your ideas about the different tools we can use. I knew I could rely on you for some great
problem solving! Which will be easier to use first, the string or the centimeter cubes?
The string because it can wrap around your wrist.
(Wrap a string around your wrist.) Ill pretend that the string is the bracelet. Im going to leave a
little room so its not so tight. (Cut.)
(Project the string on the board.) How can we figure out how long this string is? Turn and talk to
your partner about how we can measure accurately.
Use centimeter cubes. Line up the endpoints. Dont leave any gaps between the cubes.
Dont overlap the cubes.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:

S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:

These are important rules for measuring accurately. Lets count and see how many centimeter
cubes long the string is as I lay down each cube.
1 cube, 2 cubes, , 18 cubes!
(Project a centimeter ruler.) Heres a tool that my mom is able to use to measure the length of the
bracelet. She said every store, no matter what country shes in, uses the centimeter ruler to
measure their bracelets. In fact, no matter where you live in the world, people use these tools to
measure the length of any items. This tool is called a?
Ruler!
When have you seen a ruler used before? Turn and talk to your partner.
We used it to draw straight lines in kindergarten. I used it to learn my counting numbers with my
aunt. My grandpa uses it to measure the picture frames he makes.
(Project the centimeter ruler.) What do you notice on the ruler?
There are numbers going in order. There are longer lines next to each number. There are some
shorter lines, too.
Lets see how the ruler compares to our centimeter cubes that we used to measure my wrist.
Im going to lay these 18 centimeter cubes alongside the ruler. I need to line up the first cube with
the endpoint of the ruler. Heres 1 centimeter cube. (Lay down 1 cube.) What do you notice?
The other end of the centimeter cube lines up with the 1 on the ruler!
When something reaches this line (point to 1 cm mark on the ruler), we say that it is 1 centimeter
long. So, how long is this centimeter cube?
1 centimeter!
(Lay down the second cube.) What do you notice now?
The end of the second centimeter cube lines up with
A NOTE ON
the 2 on the ruler!
MULTIPLE MEANS
How many centimeters long are these 2 cubes
OF REPRESENTATION:
together?
Students may continue to use
2 centimeters!
centimeter cubes if they do not
demonstrate an understanding of the
(Repeat for the third and fourth cubes.) If I lay down
relationship between a centimeter and
the next centimeter cube, with what number will it line
centimeter cubes.
up?
5. Thats 5 centimeters.
(Continue with all the cubes, eliciting responses and
checking them by laying down cubes.) How many
centimeters long are all of these centimeter cubes?
18 centimeters!
When we are measuring with centimeter cubes, we are using the same length unit as the people
who use rulers! With this ruler, we are measuring in centimeters. Thats the length unit, so we have
a special name for this ruler. We call it the centimeter ruler. So, did we solve the problem?
What should I tell my mom about buying the right length bracelet?
Yes! Tell her to buy bracelets that are 18 centimeters long! She can use the ruler to measure
18 centimeters.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Thank you for helping me solve this problem! I will write to her and let her know! From now on,
when we measure, we can say that the length of the item is
centimeters instead of saying
____ centimeter cubes. Now, its your turn to determine for sure that 1 centimeter cube is
1 centimeter long, 3 centimeter cubes are 3 centimeters long, and 6 centimeter cubes are?
6 centimeters long.

Distribute a bag to each pair of students. Have students practice laying down their centimeter cubes
alongside the centimeter ruler and renaming centimeter cubes as centimeters by following these steps:
1. Roll the dice (e.g., 2 and 5).
2. Partner 1 lays down the centimeter cubes alongside
the ruler to show the number from the first die
(gets to 2 centimeters on the ruler by laying down
2 centimeter cubes). He says, I measured to
2 centimeters.
3. Partner 2 adds more centimeter cubes alongside
the ruler based on the second die (gets to
7 centimeters on the ruler by laying down
5 centimeter cubes). She says, Now, we measured
to 7 centimeters.
4. Say the addition sentence that tells the length of
your cubes. (2 centimeters + 5 centimeters =
7 centimeters.)

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Students with disabilities may need
some assistance lining up and
measuring with centimeter cubes.
Model how to use them one on one,
and then help with a few
measurements.

Note: If time permits, provide an opportunity for students

to work with their partners to measure their own bracelet
size or watch size. Students loop string around their
wrists, cut it, and use centimeter cubes to determine the
length. An ELA connection could include having students
write home to their families about the size of their wrists,
just as the teacher communicated with her family.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Student Debrief (10 minutes)

Lesson Objective: Rename and measure with centimeter
cubes, using their standard unit name of centimeters.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

What is the new length unit we used to measure

length accurately? (Centimeters.)
How can you prove to another first grader that
1 centimeter cube is the same as 1 centimeter?
How are centimeter cubes similar to and
different from the centimeters on a centimeter
ruler?
Do you think centimeter rulers in Asia or Europe, or anywhere else, look the same as centimeter
rulers here? Explain your thinking.
Why do you think people all over the world use centimeters as a length unit? Why is it important
that we all use the same length unit, like centimeters?
Look at Problem 2. Explain why your measurements are the same or different.
How did you solve todays Application Problem? Tell your partner your answer using the new length
unit as if we used a ruler to measure the length of Amys book.

Note: Send the bags of centimeter cubes home with students for use in completing their homework.

Exit Ticket (3 minutes)

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Sprint 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

17 - 1 =

16.

19 - 9 =

15 - 1 =

17.

18 - 9 =

19 - 1 =

18.

11 - 9 =

15 - 2 =

19.

16 - 5 =

17 - 2 =

20.

15 - 5 =

18 - 2 =

21.

14 - 5 =

18 - 3 =

22.

12 - 5 =

18 - 5 =

23.

12 - 6 =

17 - 5 =

24.

14 - = 11

10.

19 - 5 =

25.

14 - = 10

11.

17 - 7 =

26.

14 - = 9

12.

18 - 7 =

27.

15 - = 9

13.

19 - 7 =

28.

- 7 = 9

14.

19 - 2 =

29.

19 5 = 16 -

15.

19 - 7 =

30.

15 8 = - 9

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Sprint 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

16 - 1 =

16.

19 - 9 =

14 - 1 =

17.

18 - 9 =

18 - 1 =

18.

12 - 9 =

19 - 2 =

19.

19 - 8 =

17 - 2 =

20.

18 - 8 =

15 - 2 =

21.

17 - 8 =

15 - 3 =

22.

14 - 5 =

17 - 5 =

23.

13 - 5 =

19 - 5 =

24.

12 - = 7

10.

16 - 5 =

25.

16 - = 10

11.

16 - 6 =

26.

16 - = 9

12.

19 - 6 =

27.

17 - = 9

13.

17 - 6 =

28.

- 7 = 9

14.

17 - 1 =

29.

19 4 = 17 -

15.

17 - 6 =

30.

16 8 = - 9

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Problem Set 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Circle the object(s) that are measured correctly.

3 centimeters long

5 centimeters long

4 centimeters long

2. Measure the paper clip in 1(b) with your cubes. Then, check the cubes with your
centimeter ruler.
The paper clip is _________ centimeter cubes long.

Be ready to explain why

these are the same or

The paper clip is _________ centimeters long.

different during the

Debrief!

3. Use centimeter cubes to measure the length of each picture from left to right.
Complete the statement about the length of each picture in centimeters.

a. The hamburger picture is _________ centimeters long.

b. The hot dog picture is _________ centimeters long.
c. The bread picture is __________ centimeters long.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Problem Set 1 3

, but it is shorter than

6. Circle the word that makes the sentence true.

If a paper clip is shorter than the key, then the marker is longer/shorter than the
paper clip.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Exit Ticket 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use the centimeter cubes to measure the items. Complete the sentences.

1. The water bottle is about ______ centimeters tall.

2. The melon is about ______ centimeters long.

3. The screw is about ______ centimeters long.

4. The umbrella is about ______ centimeters tall.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Homework 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Justin collects stickers. Use centimeter cubes to measure Justins stickers.

Complete the sentences about Justins stickers.

a. The motorcycle sticker is ______ centimeters long.

b. The car sticker is ______ centimeters long.

c. The fire truck sticker is ______ centimeters long.

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 5 Homework 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

d. The rowboat sticker is ______ centimeters long.

e. The airplane sticker is ______ centimeters long.

2. Use the stickers measurements to order the stickers of the fire truck, the
rowboat, and the airplane from longest to shortest. You can use drawings or names
to order the stickers.

Longest

Shortest

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5 Homework 1 3

3. Fill in the blanks to make the statements true. (There may be more than one
correct answer.)
a. The airplane sticker is longer than the _______________ sticker.

b. The rowboat sticker is longer than the ________________ sticker and shorter
than the _______________ sticker.

c. The motorcycle sticker is shorter than the _____________ sticker and longer
than the _____________ sticker.

d. If Justin gets a new sticker that is longer than the rowboat, it will also be longer
than which of his other stickers? _________________

Lesson 5:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Rename and measure with centimeter cubes, using their standard

unit name of centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 6 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6
Objective: Order, measure, and compare the length of objects before and
after measuring with centimeter cubes, solving compare with difference
unknown word problems.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(13 minutes)
(5 minutes)
(32 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (13 minutes)

Addition with Cards 1.OA.6

(7 minutes)

Speed Writing by Twos 1.OA.5

(3 minutes)

Cold Call: Number Sentence Swap 1.OA.4

(3 minutes)

Addition with Cards (7 minutes)

Materials: (S) Numeral cards 010 (Lesson 2 Fluency Template 2), counters (if needed)
Note: This review fluency activity strengthens students abilities to add within and across ten.
Students sit in partnerships. Students shuffle or mix their numeral cards. Each partner places her deck of
cards face down. Each partner flips over two cards and adds her cards together. The partner with the greater
total keeps the cards played by both players that round. For example Player A draws 4 and 5 and gives the
total 9. Player B draws 9 and 4 and gives the total, 13. Since 9<13, Player B keeps the cards. If the sums are
equal, the cards are set aside, and the winner of the next round keeps the cards from both rounds. At the
end of the game, the players will each be left with 1 card. They each flip their last card over and the player
with the highest card says the sum and collects the cards. Students continue to play as time allows.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Order, measure, and compare the length of objects before and after
measuring with centimeter cubes, solving compare with difference
unknown word problems.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 6 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Speed Writing by Twos (3 minutes)

Materials: (T) Timer (S) Personal white board
Note: This fluency activity provides students practice with writing numbers while reinforcing adding 2.
Time students as they count by twos on their personal white boards from 0 to 40 as fast as they can.
Students stand and hold up their boards when they get to 40. To add excitement to the game, give the class a
point each time a student gets to 40, and see how many points the class can earn in two minutes. Record the
points, and compare the score with the last time students completed the Speed Writing by Twos fluency
activity. Keep a record of points scored each time this fluency activity is done to help students recognize and
celebrate improvement.

Cold Call: Number Sentence Swap (3 minutes)

Note: This fluency activity reviews the grade level standard of understanding subtraction as an unknown
addend problem and prepares students for compare with difference unknown problem types in this lesson.
In Cold Call, the teacher asks a question, pauses to provide think
time, and then randomly calls on a student or group of students
to answer. This game helps motivate all students to mentally
solve the problem so they are ready if they are chosen to
answer.
T:
S:
T:
S:

NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:

4 + what number = 5? (Pause.) Kira?

(Only Kira answers.) 1.
Good. So, 14 + what number = 15? (Pause to provide
think time.) Marcus?
(Only Marcus answers.) 1.

When playing games where students

are randomly called on to answer,
adjust wait time for certain students.
Some students may also benefit from
hearing the question ahead of time so
that they feel prepared when put on
the spot in front of their peers.

Continue with the following suggested sequence: 5 + = 7,

15 + = 17, 4 + = 8, and 14 + = 18.

Application Problem (5 minutes)

Julias lollipop is 15 centimeters long. She measured the lollipop
with 9 red centimeter cubes and some blue centimeter cubes.
How many blue centimeter cubes did she use? Remember to use
the RDW process.
Note: This problem enables students to continue working with take
apart with difference unknown problem types within the context of
measurement. During the Student Debrief, students compare the
length of Julias lollipop with another item from the lesson to
determine how much longer the lollipop is compared to the other
item.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Lesson 6 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (32 minutes)

Materials: (T) Projector, unsharpened pencil (19 cm), new crayon (9 cm), small paper clip (3 cm), dry erase
marker (12 cm), jumbo craft stick (15 cm), new colored pencil (17 cm), centimeter cubes
(S) Bag with centimeter cubes, bag with various classroom objects (Lesson 4), personal white
board
Gather students in the meeting area.
T:
S:
T:
S:
T:
T:
S:
T:

S:
T:
S:
T:

S:
T:
S:

(Project dry erase marker, crayon, and new colored pencil in a disorganized way.) Without
measuring, can you order these three objects from shortest to longest?
Its hard to tell which is longer or shorter. They seem too similar. We couldnt tell for sure.
Lets straighten them out and line up the endpoints. We should use our centimeter cubes to
be sure.
(Align the endpoints of each object.) Now can you order the objects from shortest to longest?
Share your thoughts with your partner.
(Discuss.) The objects from shortest to longest are the crayon, the dry erase marker, and the colored
pencil.
(Order the objects as stated by students.) Yes.
Thats correct!
NOTES ON
MULTIPLE MEANS
What can we do to describe their lengths more
OF ACTION AND
precisely? How can we tell how long each item is?
EXPRESSION:
We can measure them!
When students turn and talk with a
Take the dry erase marker, crayon, and colored pencil
partner, they are hearing different
out of your bag, and lets measure each item using
ways their peers are thinking about
centimeter cubes. On your personal white board,
measurement. Hearing others talk
write down the length of each item.
about measurement more than once
(Measure the items and record their lengths.)
helps English language learners
understand and acquire language
What is the length of each item?
around this topic.
(Share the measurements. Record the length next to
each object.)
(Touch each object while describing its length.) The colored pencil, which is 17 centimeters, is
longer than the dry erase marker, which is 12 centimeters. The dry erase marker is longer than the
crayon, which is only 9 centimeters. What can you say about the colored pencil compared to the
crayon?
The colored pencil is longer than the crayon!
Look at the measurements next to each object in order from shortest to longest. What do you
notice? Talk with your partner. (Circulate and listen.)
(Discuss.) The numbers get larger. The measurements are larger.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Lesson 6 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:

Lets compare the number of cubes we used to measure the marker with the number of cubes we
used to measure the crayon. (Align the two objects endpoints. Use centimeter cubes to show their
length, as shown on the next page.) Remind me, which object is longer?
The marker.
How many centimeter cubes did you use to measure the
marker?
12 cubes.
How many centimeter cubes did you use to measure the
crayon?
9 cubes.
How many more cubes did you need to use to measure the marker compared to the crayon? If you
need to, put your rows of cubes right next to each other so you can see the extra cubes you used
more easily.
(Adjust rows of cubes as necessary to compare.) Three more centimeter cubes.
How did you know? Talk with your partner about your thinking. Think about the number sentence
that would match what you did.
I lined them up and counted on the extras. Niiiine, 10, 11, 12. Thats 3 more cubes. I thought,
9 plus the mystery number gives me 12. Then from 9, I counted on to get to 12. I took away 9
from 12 and got 3.
(Elicit and write a number sentence corresponding to each student response.) You are right!
Lets try some more.

Repeat the process with a new pencil, a paper clip, and a

craft stick. After comparing the length of two rows of
cubes for two of the objects and identifying the difference,
encourage students to write the number sentences and
the statement on their personal white boards.
Note: Comparing centimeter cubes is a natural
opportunity to concretely experience the compare with
difference unknown problem type. Lesson 9 is dedicated
to focusing attention on this objective. Make note of the
particular challenges students may be facing, and use
these specific examples to help shape the Concept
Development work during Lesson 9.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Lesson 6 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Student Debrief (10 minutes)

Lesson Objective: Order, measure, and compare the
length of objects before and after measuring with
centimeter cubes, solving compare with difference
unknown word problems.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

What did we do to figure out precisely how much

longer or shorter one object was than another
today?
Can you think of a time when it would be helpful or important to say that something is longer by an
exact amount rather than just saying it is longer or shorter?
Turn and talk to your partner about how you solved Problem 3. How are your strategies similar
and/or different?
How was solving Problem 5 different from solving Problems 3 and 4? Explain your thinking.
Look at your Application Problem. How much longer is Julias lollipop than the new crayon?
Talk with a partner to discuss how you know.

Note: Be sure to send the bag of cubes home for students to complete their homework.

Exit Ticket (3 minutes)

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 6 Problem Set 13

Date

1. Order the bugs from longest to shortest by writing the bug names on the lines.
Use centimeter cubes to check your answer. Write the length of each bug in the
space to the right of the pictures.
The bugs from longest to shortest are

Fly

centimeters

Caterpillar
centimeters

Bee

centimeters

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Lesson 6 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

2. Order the objects below from shortest to longest using the numbers 1, 2, and 3.
Use your centimeter cubes to check your answers, and then complete the sentences
for problems d, e, f, and g.
a. The noise maker: _______

b. The balloon: _______

c. The present: _______

d. The present is about _______ centimeters long.

e. The noise maker is about _______ centimeters long.

f. The balloon is about _______ centimeters long.

g. The noise maker is about _______ centimeters longer than the present.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6 Problem Set 13

Use your centimeter cubes to model each length, and answer the question. Write a
statement for your answer.
3. Peters toy T. rex is 11 centimeters tall, and his toy Velociraptor is 6 centimeters
tall. How much taller is the T. rex than the Velociraptor?

4. Miguels pencil rolled 17 centimeters, and Sonyas pencil rolled 9 centimeters.

How much less did Sonyas pencil roll than Miguels?

5. Tania makes a cube tower that is 3 centimeters taller than Vinces tower. If Vinces
tower is 9 centimeters tall, how tall is Tanias tower?

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Lesson 6 Exit Ticket 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Read the measurements of the tool pictures.

The wrench is 8 centimeters long.

The screwdriver is 12 centimeters long.

The hammer is 9 centimeters long.

1. Order the pictures of the tools from shortest to longest.

2. How much longer is the screwdriver than the wrench?

The screwdriver is ______ centimeters longer than the wrench.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Lesson 6 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Natashas teacher wants her to put the fish in order from longest to shortest.
Measure each fish with the centimeter cubes that your teacher gave you.

______ centimeters
______ centimeters

C
______ centimeters

______ centimeters

2. Order fish A, B, and C from longest to shortest.

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

______ centimeters

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6 Homework 13

3. Use all of the fish measurements to complete the sentences.

a. Fish A is longer than Fish _______ and shorter than Fish _______.
b. Fish C is shorter than Fish _______ and longer than Fish _______.
c. Fish _______ is the shortest fish.
d. If Natasha gets a new fish that is shorter than Fish A, list the fish that the new
fish is also shorter than.

Use your centimeter cubes to model each length, and answer the question.
4. Henry gets a new pencil that is 19 centimeters long. He sharpens the pencil several
times. If the pencil is now 9 centimeters long, how much shorter is the pencil now
than when it was new?

5. Malik and Jared each found a stick at the park. Malik found a stick that was
11 centimeters long. Jared found a stick that was 17 centimeters long. How much
longer was Jareds stick?

Lesson 6:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

New York State Common Core

Mathematics Curriculum

GRADE

GRADE 1 MODULE 3

Topic C

Non-Standard and Standard Length

Units
1.OA.1, 1.MD.2
Focus Standards:

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.

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 same-size 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.

Instructional Days:

Coherence -Links from:

GKM3

Comparison of Length, Weight, Capacity, and Numbers to 10

G2M2

Addition and Subtraction of Length Units

G2M7

Problem Solving with Length, Money, and Data

-Links to:

Topic C gives students a chance to explore the usefulness of measuring with similar units. The topic opens
with Lesson 7 where students measure the same objects from Topic B using two different non-standard
length units simultaneously, such as toothpicks and small paper clips (1.MD.2). They then use small paper
clips and large paper clips, two non-standard units that happen to be the same object but different lengths.
Each time they measure one object using both units, they receive inconsistent measurement results.
Students then begin to ask the question, Why do we measure with same-sized length units? As they
explore why it is so important to use the same-sized length unit, they realize that doing so yields consistent
measurement results.
In Lesson 8, students explore what happens when they use a different unit of measurement from that of their
classmates. As students measure the same objects with different non-standard length units, they realize that
in order to have discussions about the lengths of objects, they must measure with the same units. Students
answer the question, If Bailey uses paper clips and Maya uses toothpicks, and they both measure things in
our classroom, will they be able to compare their measurements? With this new understanding of
consistent measurement, Lesson 9 closes the topic with students solving compare with difference unknown
problems using centimeter cubes. Students explore and solve problems such as, How much longer is the
pencil than the marker? (1.OA.1). Revisiting the centimeter helps students recognize the value of having a
consistent way to communicate about various measurements.

Topic C:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Non-Standard and Standard Length Units

98
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Topic C 13

NYS COMMON CORE MATHEMATICS CURRICULUM

A Teaching Sequence Toward Mastery of Non-Standard and Standard Length Units

Objective 1: Measure the same objects from Topic B with different non-standard units simultaneously
to see the need to measure with a consistent unit.
(Lesson 7)
Objective 2: Understand the need to use the same units when comparing measurements with others.
(Lesson 8)
Objective 3: Answer compare with difference unknown problems about lengths of two different objects
measured in centimeters.
(Lesson 9)

Topic C:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Non-Standard and Standard Length Units

99
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Lesson 7 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 7
Objective: Measure the same objects from Topic B with different
non-standard units simultaneously to see the need to measure with a
consistent unit.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(18 minutes)
(5 minutes)
(27 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (18 minutes)

Beep Counting 1.NBT.1

(2 minutes)

Addition Strategies Review 1.OA.6

(6 minutes)

Sprint: Addition Within 20 1.OA.6

(10 minutes)

Beep Counting (2 minutes)

Note: This fluency activity strengthens students ability to understand number relationships and to recognize
counting patterns. If students are proficient with beep counting by ones, consider beep counting by tens
(1.NBT.5) or practicing the Grade 2 standard of counting by twos or fives (2.NBT.2).
Say a series of three or more numbers, but replace one of the numbers with the word beep (e.g., 15, 16,
beep). When signaled, students say the number that was replaced by the word beep in the sequence.
Scaffold number sequences, beginning with easy sequences and moving to more complex ones. Be sure to
include forward and backward number sequences and to change the sequential placement of the beep.
Suggested sequence: 15, 16, beep; 25, 26, beep; 35, 36, beep; 12, 11, beep; 22, 21, beep; 32, 31, beep; 8,
beep, 10; 18, beep, 20; 38, beep, 40; beep, 9, 8; beep, 19, 18; and beep, 29, 28.

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

100

Lesson 7 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Addition Strategies Review (6 minutes)

Materials: (T) Hide Zero cards (Lesson 2 Fluency Template 1)
Note: This review fluency activity helps strengthen students understanding of the make ten and add the
ones addition strategies. It also strengthens their ability to recognize appropriate strategies based on the
number of tens and ones in both addends.
T: (Divide students into partnerships.
Show 9 and 6 with Hide Zero cards.)
Partner A, show me 9 on your Magic
Counting Sticks. Partner B, show me 6.
If I want to solve 9 + 6, how can I make a
ten?
S: Take 1 from the 6, and add 1 to 9.
T: Yes. Show me! (Exchange the 9 and 6 cards for 10 and 5 as
students adjust their fingers.) We changed 9 + 6 into an easier
problem. Say our new addition sentence with the solution.
S: 10 + 5 = 15.
T: (Put the Hide Zero cards together to show 15.)
Say it the Say Ten way.
S: Ten 5.
T: (Show 13 with Hide Zero cards.) Partner A, show the ones. Partner B, show the tens. (Break apart
the Hide Zero cards as students hold up their fingers.) If we want to add 2, should we make a ten to
help us?
S: No. We already have a ten!
T: Should we add 2 to our 3 or our 10?
S: Our 3.
T: Yes! Partner A, show me 3 + 2. (Exchange the 3 card for a 5 card.)
What is the answer?
S: 5.
T: So, Partner B, what is 13 + 2?
S: 15.
T: Say it the Say Ten way.
S: Ten 5.

Sprint: Addition Within 20 (10 minutes)

Materials: (S) Addition Within 20 Sprint
Note: This Sprint addresses the Grade 1 standard of adding and subtracting within 20.

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

101

Lesson 7 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Application Problem (5 minutes)

When Corey measures his new pencil, he uses 19 centimeter cubes.
After he sharpens the pencil, he needs 4 fewer centimeter cubes.
How long is Coreys pencil after he sharpens it? Use centimeter cubes to
solve the problem. Write a number sentence and a statement to answer
the question.
Note: As students build measurements with centimeter cubes, they
continue to connect their experiences of addition and subtraction with
concrete problem situations. As students work, encourage them to talk
through the problem sentence by sentence, placing the centimeter cubes
in front of them to build the story.
During the Student Debrief, connect students concrete experience with
the problem type or computation.

Concept Development (27 minutes)

Materials: (T) Chart paper, 3 new pencils of different colors
(e.g., red, blue, yellow) from the same brand and
size, mixed set of large and small paper clips
(S) Bag of 20 large paper clips and 20 small paper
clips
Note: The chart created during today's lesson is used
throughout the remainder of the module.
Gather students in the meeting area with their materials.
T:

S:
T:

A NOTE ON
MULTIPLE MEANS
OF REPRESENTATION:
Ask questions to guide connections,
analysis, and mastery of concepts.
This allows students the opportunity to
develop critical thinking skills instead of
just memorizing answers.

For the past few days, we have been measuring with

centimeter cubes. Today, lets measure with paper
clips. What did we learn about the rules of measuring?
(Write the rules on chart paper as students respond.
Model how to measure objects that are longer or
shorter than a whole unit. Discuss how best to choose
the number of units when estimating.)
Line up the endpoints. Dont leave any gaps.
Dont overlap what you are measuring with.
Lets see how long this red pencil is by using paper clips
as our length unit. (Measure with a mix of both paper
clips, e.g., 3 large and 1 small.) How many paper clips
long is the red pencil?
4 paper clips long.

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

102

Lesson 7 1

NYS COMMON CORE MATHEMATICS CURRICULUM

S:
T:
S:
T:

S:
T:
T:

MP.3

T:
S:

T:
S:
T:
S:
T:
S:
T:

(Keep the red pencil measurement displayed.)

This blue pencil is the same length. Lets measure it
NOTES ON
using paper clips as the length unit. (Measure with a
MULTIPLE MEANS
different combination of paper clips, e.g., 1 large and
OF ENGAGEMENT:
4 small.) How many paper clips long is the blue pencil?
Provide challenging extensions for
5 paper clips long.
students who are able to measure
According to these measurements, the blue pencil is
more complex objects. Provide them
longer than the red. Is this correct?
with an object to be measured both
horizontally and vertically, and find the
Yes. But, it looks like the pencils are the same
difference. Students can also measure
length!
something round using a tape measure.
Lets compare the pencils directly. (Pick up the pencils
Have them present their findings to the
from their places, and stand them up from the floor.
class.
Leave the paper clip measurements where they are.)
Are they the same length?
Yes!
(Put the pencils back so they are aligned with their paper clips.)
Hmmm. Let me measure again. This yellow pencil is also the same length as the others. (Measure
with a different combination of paper clips, e.g., 4 large paper clips.) Oh boy, this time, its less than
4 paper clips long! Why do I keep getting different measurements when the pencils are the same
size?
Im using the length unit of a paper clip. (Refer to the chart with measuring rules.) Im aligning my
endpoints, making sure there are no gaps or overlaps. I should be getting the same length
measurement each time since the pencils are the same length.
Talk to your partner. Can you figure out what I need to change about the way Im measuring?
The paper clips are different sizes! Some paper clips are long and others are short! Its not an
accurate measurement because the paper clips have to be the same size, just like our centimeter
cubes were the same size, a centimeter. We should only use the smaller paper clips. Or, we
should only use the bigger paper clips. But, we cant mix them.
It sounds to me like we have a new rule for proper measuring! (Add to the chart: Length units must
be the same length.) Just like you said, we need to make a decision: either use just the small paper
clips or?
Just the big paper clips!
Great. And what should we make sure we dont do?
Don't mix them up because they are different sizes!
(Ask a student volunteer to come up and use small paper clips to measure the red pencil. Measure
the blue pencil with small paper clips as the student measures the red pencil.) How many paper clips
long is the blue pencil? How many paper clips long is the red pencil?
They are both about 6 small paper clips long!
Thank you for solving my measurement problem! Youre ready to measure with paper clips on your
Problem Set. First, lets read all of our rules for measuring.

While distributing a bag of varying paper clips to each student, remind the class of the new rule to make sure
they use the same length paper clips as they measure. (Note: It would be helpful to students to have the
chart hanging in the classroom for future reference.)
Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

103

Lesson 7 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first.
Note: Circulate to ensure that students use the correct
size paper clip for each set of questions. The last two
items on the chart are found in the classroom, not on the
Problem Set.

Student Debrief (10 minutes)

Lesson Objective: Measure the same objects from Topic B
with different non-standard units simultaneously to see
the need to measure with a consistent unit.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to
lead the discussion.

What is a new rule we must remember when we

are measuring?
Compare your first chart to your partners. Explain
why you have the same measurements.
Even though we measured the same objects, why
are your measurements different on your first
chart than on your second chart?
A student said she used new pencil-top erasers
from a pack to measure how long her pencil is.
All the erasers are the same size. Her partner said
she couldnt use these erasers to measure properly
because they are all different colors. Who is
correct? Explain your thinking.
Look at your Application Problem. What
measurement rules did you have to keep in mind?
Did you add more cubes or take cubes away to
solve this problem? What number sentence
matches the problem?
Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

104

Lesson 7 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Exit Ticket (3 minutes)

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

105

Lesson 7 Sprint 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

17 + 1 =

16.

11 + 9 =

15 + 1 =

17.

10 + 9 =

18 + 1 =

18.

9+9=

15 + 2 =

19.

7+9=

17 + 2 =

20.

8+8=

18 + 2 =

21.

7+8=

15 + 3 =

22.

8+5=

5 + 13 =

23.

11 + 8 =

15 + 2 =

24.

12 + = 17

10.

5 + 12 =

25.

14 + = 17

11.

12 + 4 =

26.

8 + = 17

12.

13 + 4 =

27.

+ 7 = 16

13.

3 + 14 =

28.

+ 7 = 15

14.

17 + 2 =

29.

9 + 5 = 10 +

15.

12 + 7 =

30.

7 + 8 = + 9

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

106

Lesson 7 Sprint 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

14 + 1 =
16 + 1 =
17 + 1 =
11 + 2 =

15 + 2 =
17 + 2 =
15 + 4 =
4 + 15 =
15 + 3 =
5 + 13 =
13 + 4 =
14 + 4 =
4 + 14 =
16 + 3 =
13 + 6 =

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

11 + 9 =

10 + 9 =
8+9=
9+9=
9+8=
8+8=
8+5=

11 + 7 =

12 + = 18
14 + = 18
8 + = 18

+ 5 = 14
+ 6 = 15

9 + 6 = 10 +
6+7=+9

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

107

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 7 Problem Set 1

Date

1. Measure the length of each object with LARGE paper clips. Fill in the chart with
your measurements.

Name of Object

Number of
Large Paper
Clips

a. bottle
b. caterpillar
c. key
d. pen
e. cow sticker
f. Problem Set
paper
g. reading book
(from classroom)

Cow

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

108

Lesson 7 Problem Set 1

NYS COMMON CORE MATHEMATICS CURRICULUM

2. Measure the length of each object with SMALL paper clips. Fill in the chart with
your measurements.

Name of Object

Number of
Small Paper
Clips

a. bottle
b. caterpillar
c. key
d. pen
e. cow sticker
f. Problem Set
paper
g. reading book (from
classroom)

Cow

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

109

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 7 Exit Ticket 1

Date

Measure the length of each object with large paper clips. Then, measure the length of
each object with small paper clips. Fill in the chart with your measurements.
Name of Object

Number of Large
Paper Clips

Number of Small
Paper Clips

a. bow
b. candle
c. vase and flowers

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

110

Lesson 7 Homework 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Cut the strip of paper clips. Measure the length of each object with the
large paper clips to the right. Then, measure the length with the small
paper clips on the back.
1. Fill in the chart on the back of the page with your measurements.

Paintbrush

Scissors
Glue

Crayon
Eraser

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

111

NYS COMMON CORE MATHEMATICS CURRICULUM

Name of Object

Lesson 7 Homework 1

Length in
Large Paper Clips

Length in
Small Paper Clips

a. paintbrush
b. scissors
c. eraser
d. crayon
e. glue

2. Find objects around your home to measure. Record the objects you find
and their measurements on the chart.

Name of Object

Length in
Large Paper Clips

Length in
Small Paper Clips

a.
b.
c.
d.
e.

Lesson 7:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measure the same objects from Topic B with different non-standard

units simultaneously to see the need to measure with a consistent
unit.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

112

Lesson 8 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8
Objective: Understand the need to use the same units when comparing
measurements with others.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(10 minutes)
(5 minutes)
(35 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (10 minutes)

Speed Writing 1.OA.5

(3 minutes)

Race and Roll Addition 1.OA.6

(4 minutes)

Cold Call: Addition and Subtraction Within 20 1.OA.6

(3 minutes)

Speed Writing (3 minutes)

Materials: (T) Timer (S) Personal white board
Note: Throughout the first two modules, students have been
counting by ones, twos, fives, and tens, as well as the Say Ten
way.
Review of these counting patterns prepares students for
Module 4 by strengthening their understanding of place value
and their ability to add and subtract. Many students are
familiar with skip-counting. Though skip-counting by twos,
fives, and tens is not a Grade 1 standard, the teacher can
incorporate these counting patterns, if appropriate.
Choose a counting pattern with which students need more
practice. Students count on their boards by the chosen pattern
for one minute. Tell them to erase their boards but to
remember how high they counted. Then, give them another
minute to try to count even higher.

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
If there are students who are unable to
count by the chosen pattern without
numerical visual cues at this point in
the year, use a tool such as a number
line or a hundreds chart. Students can
color the pattern on the number line or
hundreds chart so that they have a
visual representation as they count on
their own.

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

113

Lesson 8 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Race and Roll Addition (4 minutes)

Materials: (S) 1 die per pair
Note: This fluency activity reviews the grade level standard of adding within 20.
Partners start at 0. Partners take turns rolling a die and then saying a number sentence by adding the
number rolled to the total. (For example, Partner A rolls 6 and says, 0 + 6 = 6. Partner B rolls 3 and says,
6 + 3 = 9.) They continue rapidly rolling and saying number sentences until they get to 20, without going
over. (For example, if partners are at 18 and roll 5, they take turns rolling until one of them rolls 2 or 1 two
times.) Partners stand when they reach 20.

Cold Call: Addition and Subtraction Within 20 (3 minutes)

Note: This review fluency activity addresses the Grade 1 standard of adding and subtracting within 20 and
practices including units when adding length.
For directions on how to play Cold Call, refer to Lesson 6.
T:
S:
T:
S:

4 centimeters + 2 centimeters is? (Pause to provide think time.) Only students with pets answer.
Ready?
(Only students with pets answer.) 6 centimeters.
14 centimeters + 2 centimeters is? (Pause to provide think time.) Only students without pets
answer. Ready?
(Only students with no pets answer.) 16 centimeters.

Continue playing, practicing addition and subtraction within 20. As always, scaffold instruction by beginning
with easy problems and slowly increasing the complexity.

Application Problem (5 minutes)

I have 2 crayons. Each crayon is 9 centimeter cubes long.
I also have a paintbrush. The paintbrush is the same length
as 2 crayons. How many centimeter cubes long is the
paintbrush? Use centimeter cubes to solve the problem.
Then, draw a picture, and write a number sentence and a
statement to answer the question.
Note: Students continue to use concrete materials to consider problem situations. Continue to encourage
students to build each part of the story, using the cubes to think through what they know and to identify
what they do not yet know. During the Student Debrief, students demonstrate their strategies for solving the
problem. The example above shows one way in which students may solve this Application Problem.
Some students may simply align the cubes and solve without drawing.

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

114

Lesson 8 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (35 minutes)

Materials: (T) Chart with measuring rules (Lesson 7) (S) 1 lunch bag of 2 new crayons, 10 linking cubes, and
10 centimeter cubes per pair
Gather students in the meeting area in a semicircle.
T:
S:

We have measured with many different tools so far. Who can name the different tools we have
used to measure?
String. Strip of paper (or pipe cleaners). Centimeter cubes. Centimeter ruler. Small
paper clips. Large paper clips.

Review the rules for measuring properly using the chart created in Lesson 7.
T:
T:
S:
T:

(Distribute a lunch bag with materials listed above to each pair of students.) Take the materials out
of your bag. You and your partner are going to measure the new crayons with the other materials in
your bag. Dont forget about the rules for proper measuring!
The new crayon is how many cubes long? (Note: Do not tell students which cubes to use.)
Mine was 9 cubes long. Mine was 3 cubes long.
Thats interesting. These crayons are brand new, and they came from the same box, which means
they should be the same size. (Match up the crayons.) And they are! Why are we getting different
measurements?

Ask students if they measured properly by going over each rule, repeating the last rule twice to ensure that
no one mixed the cubes to measure.
T:
S:
MP.6

S:
T:

Why do we have different measurements? Talk with your partner.

We were measuring with different cubes. We didnt
mix them up, but I measured with smaller cubes, the
NOTES ON
centimeter cubes. My partner measured with bigger
cubes, the linking cubes. We didnt do anything
MULTIPLE MEANS
wrong. We measured correctly. Its just that our
OF REPRESENTATION:
answers are different because we each used a different
Highlight vocabulary that could be
size cube to measure.
unfamiliar for English language
learners. Vocabulary in this lesson that
Great thinking! Even though you measured properly, it
might be highlighted is sharing and
sounds like we need to add a rule for sharing and
communicating. Provide some
communicating about our measurements. When
examples of how students share and
someone says, My crayon is 3 cubes long, and
communicate outside of math so they
another person says, No! Its 9 cubes long, this can
can make the connection.
become a frustrating conversation because they are
both right! So, how can we help these two students?
They have to say, My crayon is 3 linking cubes long, or My crayon is 9 centimeter cubes long.
We have to say what type of tool we used to measure!
Yes! We need to be precise when we communicate about which length unit we used to measure.
Practice measuring more items and communicating their measurements precisely on your Problem
Set.

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

115

Lesson 8 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Give each student, or pair of students, one set of the following measuring tools:

20 small paper clips

20 large paper clips
20 toothpicks
20 centimeter cubes

Ask students to measure the classroom objects with their assigned measuring tools. Remind students to
write the word about if their measurement is not exactly a certain length unit long. Circulate and ask
students about their measurements, encouraging them to use the length unit label as they share. (Note: The
use of the word about was first introduced in Lesson 4. Remind students that if they are going to use this
word, the appropriate way to use it is, for example, My pretzel rod is about 18 centimeter cubes long.)

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first.
For the Problem Set and Homework, each student gets
one of the following: bag of 20 small paper clips, bag of
20 large paper clips, bag of 20 toothpicks, or bag of 20
centimeter cubes. Be sure to have each student take the
bag home to complete the Homework assignment.

Student Debrief (10 minutes)

Lesson Objective: Understand the need to use the same
units when comparing measurements with others.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner who used the same length unit before going over
answers as a class. Look for misconceptions or
misunderstandings that can be addressed in the Debrief.
Guide students in a conversation to debrief the Problem Set
and process the lesson.
Any combination of the questions below may be used to lead the discussion.

Compare your measurements to your partners (a student who used a different tool). How are your
answers different?
Why do we need a label, or a length unit, along with a number when we are writing our
measurements? Why cant we use the number only?

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

116

Lesson 8 13

NYS COMMON CORE MATHEMATICS CURRICULUM

How can it be true that when Student A says the glue stick is X paper clips long and Student B says it
is Y centimeter cubes long, they are both correct?
Student A says she used 9 centimeter cubes to measure the crayon. Student B says she used 3 small
paper clips to measure the crayon. Why do you think she needed so many more centimeter cubes to
measure the crayon compared to using the small paper clips?
Pick three objects from your sheet. Name your items in order from shortest to longest. Name your
items in order from longest to shortest.
Would the order change if you were using a different measuring tool to measure length? Why or
why not?
Display an example of the Problem Set for Lesson 7. Look at the caterpillar on each page. How do
our measurements on each page relate to todays lesson?
Look at your Application Problem. How much longer is the paintbrush compared to one crayon?
Why is it important that you included the label centimeters or centimeter cubes after the number in
your statement?

Exit Ticket (3 minutes)

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

117

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 8 Problem Set 13

Date

Circle the length unit you will use to measure. Use the same length unit for all objects.
Small Paper Clips

Large Paper Clips

Toothpicks

Centimeter Cubes

Measure each object listed on the chart, and record the measurement. Add the names
of other objects in the classroom, and record their measurements.
Classroom Object

Measurement

a. glue stick

b. dry erase marker

c. unsharpened pencil

d. personal white board

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

118

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 8 Exit Ticket 13

Date

Circle the length unit you will use to measure. Use the same length unit for all objects.
Small Paper Clips

Toothpicks

Large Paper Clips

Centimeter Cubes

Choose two objects in your desk that you would like to measure. Measure each object,
and record the measurement.
Classroom Object

Measurement

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

119

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 8 Homework 13

Date

Circle the length unit you will use to measure. Use the same length unit for all objects.
Small Paper Clips

Large Paper Clips

Toothpicks

Centimeter Cubes

1. Measure each object listed on the chart, and record the measurement. Add the
names of other objects in your house, and record their measurements.
Home Object

Measurement

a. fork

b. picture frame

c. pan

d. shoe

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

120

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8 Homework 13

Home Object
e. stuffed animal

Measurement

Did you remember to add the name of the length unit after the number? Yes

2. Pick 3 items from the chart. List your items from longest to shortest:
a. ___________________________

b. ___________________________

c. ___________________________

Lesson 8:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Understand the need to use the same units when comparing

measurements with others.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

121

Lesson 9 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 9
Objective: Answer compare with difference unknown problems about
lengths of two different objects measured in centimeters.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(18 minutes)
(5 minutes)
(27 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (18 minutes)

Race and Roll Addition 1.OA.6

(5 minutes)

Sprint: Addition Within 20 1.OA.6

(10 minutes)

Number Sentence Swap 1.OA.4

(3 minutes)

Race and Roll Addition (5 minutes)

A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students compare
centimeter cubes as a concrete form of
compare with difference unknown
problem types. This bridges toward
the Grade 2 standard of measuring to
determine how much longer one object
is than another (2.MD.4), although the
lesson specifically focuses on
comparing the concrete cubes rather
than the more abstract numerical
representations of the measurements.

Materials: (S) 1 die per pair

Note: This fluency activity reviews the grade level standard of adding within 20.
Partners start at 0. Partners take turns rolling a die and then saying a number sentence by adding the number
rolled to the total. (For example, Partner A rolls 6 and says, 0 + 6 = 6. Partner B rolls 3 and says,
6 + 3 = 9.) They continue rapidly rolling and saying number sentences until they get to 20, without going
over. (For example, if partners are at 18 and roll 5, they take turns rolling until one of them rolls 2 or 1
two times.) Partners stand when they reach 20.

Sprint: Addition Within 20 (10 minutes)

Materials: (S) Addition Within 20 Sprint
Note: This Sprint addresses the Grade 1 standard of adding and
subtracting within 20. It is the same Sprint from Lesson 7, so
students will likely do better today. Along with celebrating
improvement between Sides A and B, celebrate improvement
from the last time this Sprint was given.

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
While some students thrive during
Sprints, others may not enjoy having to
complete a timed task. Cultivate
healthy personal best competition
during Sprints so that students focus on
their improvement.

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

122

Lesson 9 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Sentence Swap (3 minutes)

Say a subtraction sentence aloud, saying the mystery number for the unknown answer (e.g., 5 3 = the
mystery number). Call on a student to rephrase the sentence as an addition sentence (e.g., 3 + the mystery
number = 5). Pause to provide think time. Students solve for the mystery number at the signal.
Continue with the following suggested sequence: 5 3, 15 3, 6 4, and 16 4.

Application Problem (5 minutes)

Corey buys a super-cool, extra-long crayon that is 14 centimeters long. His regular crayon is 9 centimeters
long. Use centimeter cubes to find out how much longer Coreys new crayon is than his regular crayon.
Write a statement to answer the question.
Write a number sentence to show what you did.
Note: This problem continues to provide students with
opportunities to concretely build various lengths with
centimeter cubes. As students work toward solving
compare with difference unknown problem types,
experiences with concrete objects like centimeter
cubes can strengthen understanding. Students explore
the comparison of centimeter cubes during todays
lesson. As students work, notice how they are solving,
and use your analysis during the Concept
Development.

Concept Development (27 minutes)

Materials: (T) 2 different colors of centimeter cubes (e.g., blue and yellow), dry erase marker, jumbo craft
stick, crayon, glue stick, small paper clip, unsharpened pencil, new colored pencil, chart with
measuring rules (Lesson 7) (S) Bag with 20 blue and 20 yellow centimeter cubes, bag with
classroom materials (Lesson 4), new colored pencil
Note: Adjust the Concept Development as necessary based on observations of student successes and
challenges during Lesson 6, as well as during the most recent Application Problems. Todays Concept
Development is an opportunity to continue supporting student understanding of the compare with difference
unknown problem types within the concrete context of comparing lengths of centimeter cubes. As addressed
in the Note on Standards Alignment, the focus of the lesson should be on comparing the cubes themselves
rather than the Grade 2 standard of comparing the measurements alone.
Gather students in the meeting area in a semicircle formation.
T:

(Post the chart with measuring rules from Lesson 7.) The teacher next door and I were playing a
game. Whoever found the longer object on our desks won, but the object could not be longer than a
new pencil. For each extra centimeter in length, the person with the longer object got a point.

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

123

Lesson 9 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:

T:
S:
T:
S:
MP.2 T:

S:
T:
S:
T:

The teacher next door found a craft stick, and I found a dry erase marker, just like the ones on our
chart (point to the chart). My dry erase marker measured 12 centimeters, and his craft stick
measured 15 centimeters. He said he got 15 points, but I dont think thats right. Lets lay the
centimeter cubes down and compare them to see how many points he should have gotten in our
game.
I have 12 centimeter cubes here in my hand. (Lay the two objects in the middle. Point to the chart.)
The dry erase marker is 12 centimeters long. Will I have enough cubes to measure my dry erase
marker?
Yes! It is 12 centimeters long, and you have 12 centimeter cubes.
(Lay down blue centimeter cubes along the dry erase marker. Point to the craft stick measurement
of 15 centimeters on the chart.) Will these same 12 cubes be enough to measure the craft stick?
No! There are only 12 centimeter cubes. The craft stick is 15 centimeters long.
(Lay down 12 blue centimeter cubes along the craft stick.) The teacher next door said he should get
15 points because it took 15 more centimeter cubes to measure the craft stick than the marker!
Look at the marker and the centimeter cubes we laid down. Is he right? Did he need 15 more cubes
along with the 12 cubes I needed? Talk with a partner. How many more cubes did the teacher next
door need compared to the number of cubes I used? (Have partners share their thinking with the
class.)
Now, lets try the other teachers idea. (Add 15 more cubes, this time using yellow cubes.)
Wow, this is too long! Its much longer than the difference between what he already has and what
he needs. What should I do?
Take away all of the extra cubes until they line up with the end of the craft stick.
(Three yellow cubes are left.) So, if I had 12 cubes and he had 15 cubes, how many more cubes did
the teacher need compared to me?
3 more cubes.
How much longer is the teachers craft stick compared to my marker?
3 centimeters.
How much shorter is my marker compared to the
teachers craft stick?
NOTES ON
3 centimeters.
MULTIPLE MEANS
So, for that round, the teacher got 3 points because his
OF REPRESENTATION:
stick was 3 centimeters longer than my marker.
Reading word problems aloud
The teacher tried to get 15 points for that one, but Im
facilitates problem solving for those
glad we figured out that he only gets 3 points.
students who have difficulty reading

Repeat the process by having students work with their

centimeter cubes, measuring using the following contexts.
Model as much as appropriate.

the text. Make sure students with

reading difficulties are not held back by
the reading when they are able to solve
the math problems.

Measure a new colored pencil and an unsharpened

pencil as in the game between the two teachers.
Students measure and compare the lengths of a crayon and a glue stick to see which item is shorter
and by how much.

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

124

Lesson 9 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Kelly is knitting a scarf for her doll. It needs to be

13 centimeters long. She has already knitted
9 centimeters. How many more centimeters
need to be knitted?

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Answer compare with difference
unknown problems about lengths of two different objects
measured in centimeters.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

Look at Problems 3 and 4. What do you notice

about the answers? Explain to your partner why
this is so.
Look at Problem 8. Can you think of a number
sentence that can help you check your answer?
What strategy helped you when you tried to find
the difference between two objects?
Look at todays Application Problem. How does it
apply to todays lesson?

Note: Send the bags of centimeter cubes home with

students for use in completing their homework.

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

125

Lesson 9 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Exit Ticket (3 minutes)

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

126

Lesson 9 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

17 + 1 =
15 + 1 =
18 + 1 =

15 + 2 =
17 + 2 =
18 + 2 =
15 + 3 =
5 + 13 =
15 + 2 =
5 + 12 =
12 + 4 =
13 + 4 =
3 + 14 =
17 + 2 =
12 + 7 =

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

11 + 9 =

10 + 9 =
9+9=
7+9=
8+8=
7+8=
8+5=

11 + 8 =

12 + = 17
14 + = 17
8 + = 17
+ 7 = 16
+ 7 = 15

9 + 5 = 10 +
7+8=+9

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

127

Lesson 9 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

14 + 1 =
16 + 1 =
17 + 1 =
11 + 2 =

15 + 2 =
17 + 2 =
15 + 4 =
4 + 15 =
15 + 3 =
5 + 13 =
13 + 4 =
14 + 4 =
4 + 14 =
16 + 3 =
13 + 6 =

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

11 + 9 =

10 + 9 =
8+9=
9+9=
9+8=
8+8=
8+5=

11 + 7 =

12 + = 18
14 + = 18
8 + = 18

+ 5 = 14
+ 6 = 15

9 + 6 = 10 +
6+7=+9

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

128

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 9 Problem Set 13

Date

1. Look at the picture below. How much longer is Guitar A than Guitar B?

GuitarA is ______ unit(s) longer than GuitarB.

2. Measure each object with centimeter cubes.

Blue

Name

Lesson 9 Exit Ticket 13

Date

Use your centimeter cubes to model the problem. Then, draw a picture of your model.
Monas hair grew 7 centimeters. Claires hair grew 15 centimeters. How much less did
Monas hair grow than Claires hair?

Lesson 9:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Answer compare with difference unknown problems about lengths of

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

132

Lesson 9 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Look at the picture below. How much shorter is Trophy A than Trophy B?

Trophy A is ______ units shorter than

Trophy B.

two different objects measured in centimeters.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

135

New York State Common Core

Mathematics Curriculum

GRADE

GRADE 1 MODULE 3

Topic D

Data Interpretation
1.OA.1, 1.MD.4
Focus Standards:

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.

1.MD.4

Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another.

Instructional Days:

Coherence -Links from:

GKM3

Comparison of Length, Weight, Capacity, and Numbers to 10

G2M2

Addition and Subtraction of Length Units

G2M7

Problem Solving with Length, Money, and Data

-Links to:

Topic D closes the module as students organize, represent, and interpret personally relevant data in Lesson
10 (1.MD.4). As students work as a class to collect, sort, and organize data into a graph, they find great
purpose and excitement. They begin to answer, and then ask questions about, the number of data points in a
given category and in two categories.
Lesson 11 allows students to take a more independent role in the collecting, sorting, organizing, and
representing phases involved in graphing. They work on their own to ask and answer questions about the
data set. This work prepares them for the comparison work of the last two lessons.
In Lesson 12, students interpret information presented in graphs by exploring compare with difference
unknown problems. They begin with visualizing these problems in their easily accessible equalizing
contexts by answering questions such as, How many more students would Category A need in order to have
the same amount as Category B? Students use their understanding of comparing lengths from Topics A, B,
and C to now compare the responses in three categories.
Lesson 13 continues this exploration with students again interpreting data sets to ask and answer varied word
problems including How many students were polled in all? and How many more students are in Category C
than in Category A? (1.OA.1). Throughout Topic D, students also apply their learning from earlier in the
module as they begin to notice the connection between length units and data points on a graph.

Topic D:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Data Interpretation

136
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

NYS COMMON CORE MATHEMATICS CURRICULUM

Topic D 13

A Teaching Sequence Toward Mastery of Data Interpretation

Objective 1: Collect, sort, and organize data; then ask and answer questions about the number of data
points.
(Lessons 1011)
Objective 2: Ask and answer varied word problem types about a data set with three categories.
(Lessons 1213)

Topic D:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Data Interpretation

137
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Lesson 10 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 10
Objective: Collect, sort, and organize data; then ask and answer questions
about the number of data points.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(13 minutes)
(5 minutes)
(32 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (13 minutes)

Happy Counting 1.OA.5, 1.NBT.5

(3 minutes)

Race and Roll Subtraction 1.OA.6

(4 minutes)

Subtraction Within 20 1.OA.6

(6 minutes)

Happy Counting (3 minutes)

Note: Practice with counting forward and backward by tens and ones strengthens students understanding of
place value. Counting by twos and fives strengthens addition and subtraction skills.
Repeat the Happy Counting activity from Lesson 2. Choose a counting pattern and range based on the classs
skill level. If students are proficient with counting by ones, twos, fives, and tens to 40, start at 40 and go to
80. If they are proficient between 40 and 80, work between 80 and 120. Alternate between counting the
regular way and the Say Ten way to reinforce place value.

Race and Roll Subtraction (4 minutes)

Materials: (S) 1 die per pair
Note: This fluency activity reviews the Grade 1 standard of subtracting within 20.
Partners start at 20 and take turns rolling the die to subtract the number rolled from the total. (For example,
Partner A rolls 3 and says, 20 3 = 17. Partner B rolls 2 and says, 17 2 = 15.) They continue rapidly
rolling and saying number sentences until they reach 0, which they must hit precisely. Partners stand when
they reach 0. Repeat the game as time permits.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Collect, sort, and organize data; then ask and answer questions about
the number of data points.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

138

Lesson 10 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Subtraction Within 20 (6 minutes)

Materials: (T) enlarged Hide Zero cards (Lesson 2 Fluency Template 1) (S) Personal white board
Note: This review fluency activity helps strengthen students understanding of the take from ten and take
from the ones subtraction strategies, as well as their ability to recognize appropriate strategies based on
problem types.
T:
S:
T:
S:
T:
S:
T:
S:
T:

(Show 14 with Hide Zero cards.) How can I take 14 apart to help me subtract?
10 and 4.
I want to subtract 2 from 14. Write a number sentence to show whether I should subtract 2 from
the 4 or the 10.
(Write 4 2 = 2.)
Why wouldnt I take from my 10?
You dont need to because you have enough ones.
Yes! Its much easier to just subtract from my ones! Since 4 2 = 2, 14 2 is ? Write the
subtraction sentence.
(Write 14 2 = 12.)
(Replace the 4 Hide Zero card with a 2.) Yes!

Repeat with 14 5, eliciting the need to take from ten because there are not enough ones. Repeat with
similar problems.

Application Problem (5 minutes)

There were 14 items on the table to measure. I already measured 5 of them. How many more items are
there to measure?
Note: The use of the word measure in this problem raises a level of complexity as students may expect to use
a measuring tool to solve. This problem encourages students to consider the context of the whole problem
rather than focusing solely on key words.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

139

Lesson 10 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (32 minutes)

Materials: (T) 3 pieces of chart paper (S) 1 jumbo craft stick, marker, personal white board
Note: Before todays math lesson begins, prepare three charts:
Chart 1:
Chart 2:
Chart 3:

Favorite Read Aloud Books

Favorite Read Aloud Books with a blank table labeled
with Number of Students
Favorite Sports with a blank table labeled with Name of
Sport and Number of Students

Note: Later in the lesson, students are asked to vote for one of three
sports. A topic other than sports can be used to match the classs
preference. The lesson requires that only three choices be provided
from which students can pick. Model for students that when making a
table of information, the symbols within the table all need to be the
same.

Chart 1 with craft sticks placed by

students.

Have students come to the meeting area with their personal

white boards and sit in a semicircle formation.
T:
S:
T:

T:
S:
T:
S:
T:
S:

I want to find out which read aloud books you like the
NOTES ON
most from the ones we have read together. Can you
MULTIPLE MEANS
name some of the books weve read?
OF REPRESENTATION:
(Name books.)
Highlight the critical vocabulary for
(Choose three titles, and write them on Chart 1.
students while teaching the lesson.
Consider using the most important word from the title
Vocabulary to highlight is collecting,
organize, sorting, data, and table, as
to alleviate students from having to write many words
this is the first time students are being
during the following activity.)
introduced to these words in the
Lets collect some information, or data, to find out how
context of math. Try relating the
many students like which books the most. How should
vocabulary to something they already
we collect our data?
know. This is especially helpful to
Ask each student, and then write the names down next
English language learners.
to the book title. Call out each title, and ask us to
raise our hands if it is our favorite book.
Each of you has a craft stick at your table. Decide which book you like the most out of these three
choices. Then, write the name of the book on the craft stick. Come up to this chart, and place your
stick anywhere on the chart. (Lay the chart on the floor in the middle of the meeting area.)
(Label the craft stick, and freely place it on the chart.)
Wow, this chart is filled with ___ (the number of students) craft sticks! How many students liked
Book A? (Give five seconds for students to count.)
(Answers may vary.) I cant count that fast! I need more time.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

140

Lesson 10 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:

T:
S:
T:
S:
T:
S:
T:
S:
T:

We have different answers, and some people didnt even get

to finish counting! How can we make counting these craft
sticks easier?
After we count each craft stick, take it off so we can keep track
of which ones we have already counted. Get all the craft
sticks for each book, and put them together. We should
separate and sort them. We should organize these sticks by
book titles!
These are great ideas. I agree! Here is a table. It will help us
organize our information or data. (Lay Chart 2 on the floor,
and write in the titles. Ask a few student volunteers to
rearrange the craft sticks in a horizontal line next to each book
Chart 2 with craft sticks arranged
title.)
as tallies.
Now, is it easier to see?
Yes!
How can we organize the data so we can count more efficiently and see more easily?
Group them by twos. Group them by fives. Put them in 5-group rows!
I love the idea of organizing them into groups of 5. In fact, we are going to arrange some of these
sticks in a special way to show groups of 5. Help me count as I show you how this is done.
1, 2, 3, 4, 5. (Count as the teacher points to each craft stick.)
Stop! Since we have a group of 5 here, Im going to take the fifth stick and lay it across the others.
(Model.) Show me in the air how this group of 5 is made as we count from 1 through 5 again.
1, 2, 3, 4, 5. (Make tally marks in the air with teacher modeling.)
You just used tally marks. Tally marks come in groups of 5 where the fifth line always goes across
the rest of the four lines. Lets continue with the rest of these sticks.

Students count to 5 and make tally marks in the air as the teacher makes tally marks with craft sticks.
After arranging a few craft sticks, ask student volunteers to rearrange the remaining craft sticks.
T:

Great job organizing the data by sorting the information we collected. Now we can see and count
our information more easily.

Count the tally marks for each book title, and record the number directly on the table. Invite students to
interpret the data by posing questions such as those below.

How many students liked Book A the most?

How many students liked Book A or Book B the most? (Note: Because the question says or, students
need to add the number for A and the number for B.)
Which book is most liked by our classmates? Which book is the least liked of the favorites?

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

141

Lesson 10 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Repeat the process with favorite sports using football, basketball, and
soccer as the three choices. Alternatively, use a theme other than
sports if it would have more appeal for the class. Another strategy is
to offer other as a choice. Students may use the back of the original
craft sticks to record their choice. After creating the table on Chart 3,
have students write their answers to the following questions:

How many students chose football as the sport they like

best?
How many students chose basketball as the sport they like
best?
How many students chose soccer as the sport they like best?
What is the total number of students who like soccer or
basketball the best?
Which sport received the most votes?

Chart 3

Think of a question you could ask a friend about the

table.

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:

Note: Save these tables for reference in Lessons 11, 12, and 13
of this topic.

Problem Set (10 minutes)

Student Debrief (10 minutes)

When using a table to answer

questions, ask student volunteers to
point to the category label to ensure
they are referring to the appropriate
category. Remind students to also
count accurately so that the
interpretation of the information
displayed in their table is valid.

Lesson Objective: Collect, sort, and organize data, then ask and answer questions about the number of data
points.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.

How is making a table helpful when we are looking at a lot of information?

Why is sorting and organizing data important when you are making a table?
In what ways do tables help us see information in a quicker and easier way?
Share the problem you made up using the favorite sports table. Solve each others questions and
check your answers.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

142

Lesson 10 13

NYS COMMON CORE MATHEMATICS CURRICULUM

How are 5-group rows and tally marks similar?

How are they different?
Why is using tally marks better than using
5-group rows when making a table?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

143

Lesson 10 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

A group of people were asked to say their favorite color. Organize the data using tally
marks, and answer the questions.

green

red

blue

green

red

blue

red

blue

red

Red

Green

Blue
1. How many people chose red as their favorite color? _________ people like red.
2. How many people chose blue as their favorite color? _________ people like blue.
3. How many people chose green as their favorite color? _________ people like
green.
4. Which color received the least amount of votes? _____________
5. Write a number sentence that tells the total number of people who were asked
their favorite color.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

144

Lesson 10 Exit Ticket 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

A group of students were asked what they ate for lunch. Use the data below to answer
the following questions.
Student Lunches
Lunch

Number of Students

sandwich

salad

pizza

1. What is the total number of students who ate pizza? _____ student(s)
2. Which lunch was eaten by the greatest number of students? ________________
3. What is the total number of students who ate pizza or a sandwich?
_____ student(s)
4. Write an addition sentence for the total number of students who were asked what
they ate for lunch.
______________________________________________________________

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

145

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 10 Homework 13

Date

Students were asked about their favorite ice cream flavor. Use the data below to
answer the questions.
Ice Cream Flavor

Tally Marks

Votes

Chocolate
Strawberry
Cookie Dough
1. Fill in the blanks in the table by writing the number of students who voted for each
flavor.
2. How many students chose cookie dough as the flavor they like best?
_____ students
3. What is the total number of students who like chocolate or strawberry the best?
_____ students
4. Which flavor received the least amount of votes? _______________________
5. What is the total number of students who like cookie dough or chocolate the best?
_____ students
6. Which two flavors were liked by a total of 7 students?
______________________ and ______________________
7. Write an addition sentence that shows how many students voted for their favorite
ice cream flavor.
______________________________________________________________

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

146

Lesson 10 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Students voted on what they like to read the most. Organize the data using tally
marks, and then answer the questions.
magazine

comic book

chapter book

comic book

chapter book

comic book

chapter book

What Students Like to Read the Most

magazine

comic book

chapter book
magazine

magazine

chapter book
magazine

Number of Students

Comic Book
Magazine
Chapter Book
8. How many students like to read chapter books the most? _____ students
9. Which item received the least amount of votes? ________________
10. How many more students like to read chapter books than magazines?
_____ students
11. What is the total number of students who like to read magazines or chapter books?
_____ students
12. Which two items did a total of 9 students like to read?
______________________ and ______________________
13. Write an addition sentence that shows how many students voted.

Lesson 10:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

147

Lesson 11 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 11
Objective: Collect, sort, and organize data; then ask and answer questions
about the number of data points.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(10 minutes)
(5 minutes)
(35 minutes)
(10 minutes)

Total Time

(60 minutes)

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:

Fluency Practice (10 minutes)

Sprint: Subtraction Within 20 1.OA.6

Remember that the strength of the

Sprint is in students on-going
experience of success. The tendency
is to want to compete with a peer
rather than with onesself. At times, it
is wise to downplay who improved
the most or who got the most correct
but rather opt for self-reflection:

(10 minutes)

Sprint: Subtraction Within 20 (10 minutes)

Materials: (S) Subtraction Within 20 Sprint

Who feels they tried hard today?

Who feels they have improved with
their subtraction since the
beginning of first grade?

Note: This Sprint addresses the Grade 1 standard of subtracting

within 20. This is the second time students are seeing this
Sprint. Ask students if they were able to complete more
problems than the last time they tried this Sprint.

Who feels they are memorizing

more facts?

Application Problem (5 minutes)

Larry asked his friends whether dogs or cats are smarter. 9 of his
friends think dogs are smarter, and 6 think cats are smarter. Make a
table to show Larrys data collection. How many friends did he ask?
Note: This Application Problem reviews organizing data, the objective
in Lesson 10. Some students may show their work with simple
shapes, such as lines or circles, while others may experiment with tally
marks.

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

148

Lesson 11 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (35 minutes)

Materials: (T) Chart paper with a table entitled Favorite Rainy Day Activities with Activity and Number of
Students on the top line, class list (S) Clipboard, class list (preferably with first names in
alphabetical order)
Have students sit in the meeting area in a semicircle formation.
T:

(Post the chart.) Lets brainstorm some of our favorite rainy day activities and make a table to see
how many students like which activity the best and compare the information. To make this table,
what do we need to do first? Turn and talk to your partner.
S: (Answers may vary.) We need to figure out the choices we will vote on.
T: You are right! What are some of your favorite things
to do on a rainy day?
NOTES ON
Answers may vary. Choose three activities, and write them
MULTIPLE MEANS
down on the chart in the first column. For example, they could
OF ENGAGEMENT:
be read a book, watch a movie, and play board games.
T:
S:
MP.3

T:
S:
T:

Connect literature with the table

Now, what do we do? Turn and talk to your partner.
students will be making in class today.
We need to ask around and get everyone to vote.
Pick a favorite book that discusses rainy
We need to write down who likes which activity the
day activities, or alternatively visit with
best. We can use 5-group rows to show our votes.
the school librarian to check one out.
We can use tally marks to show everyones votes.
Read it aloud to the class before
making the table to get students ready
If we want to compare the information in the table,
with ideas.
what do you think is the best way to record the
information? Why?
(Answers may vary.) 5-group rows help me see better because I can line them up with the other
rows. I like using the tally marks because I can count faster.
Good thinking! (Project the class list.) To make sure I interview everyone and get everyones vote,
Im going to use the class list to help me keep track of who answered my question and what he
voted for. (Start from the top of the list. Model collecting data using the class list by asking the first
seven to eight students on the list. Check off each name as a student volunteer either makes a tally
mark or draws a circle in 5-group rows on the table to represent each vote.)

To save time, call out a choice, and ask the remaining students to raise their hands. Elicit one to two
questions to interpret the data. Then, have students come up with additional questions for their partners to
answer, including any of the following:

How many students like to [watch a movie] the most on a rainy day?
Which rainy day activity is liked the most by our class? The least? How can you tell from the table?
How many students like to [read a book] or [play board games] the most on a rainy day?
If two more students voted for [watching a movie], how many students would like [watching a
movie] the best?
Just like we created this entire table as a class, you will now get to create your own table! Lets look
at the Problem Set together to see how!

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

149

Lesson 11 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set (20 minutes)

Students should do their personal best to create questions
based on their tables in the Problem Set and answer their
partners questions within the allotted 20 minutes.
Read over the Problem Set directions and go over the
steps to follow. Distribute the Problem Set and a class list.
Give students approximately 20 minutes to collect and
organize their data.
Students who need more structured directions can work in
a small group with the teacher for step-by-step guidance.
Photocopy todays Problem Set on two separate sheets of
paper so that students can set their papers side by side as
they refer to their tables and design questions.

Student Debrief (10 minutes)

Lesson Objective: Collect, sort, and organize data, then
ask and answer questions about the number of data
points.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

How did you organize your data?

How could you have used tallies? Pictures?
Shapes? What other ways might someone
organize data?
How did you solve Problem 4?
How did you solve Problem 5? How can you
solve Problem 5 by looking at your notes on the
class list? Which would be easier to use to find
the answer, the class list or the table? Why?
Look at the Application Problem. How did you
organize the data? How did you solve the
problem?

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

150

Lesson 11 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Exit Ticket (3 minutes)

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

151

Lesson 11 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12..
13.
14
15.

17 1 =
15 1 =
19 1 =

15 2 =
17 2 =
18 2 =
18 3 =
18 5 =
17 5 =
19 5 =
17 7 =
18 7 =
19 7 =
19 2 =
19 7 =

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

19 9 =
18 9 =
11 9 =

16 5 =
15 5 =
14 5 =
12 5 =
12 6 =

14 = 11

14 = 10
14 = 9
15 = 9
7=9

19 5 = 16
15 8 = 9

152

Lesson 11 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

16 1 =
14 1 =
18 1 =

19 2 =
17 2 =
15 2 =
15 3 =
17 5 =
19 5 =
16 5 =
16 6 =
19 6 =
17 6 =
17 1 =

17 6 =

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

19 9 =
18 9 =
12 9 =
19 8 =
18 8 =

17 8 =
14 5 =
13 5 =

12 = 7

16 = 10
16 = 9
17 = 9
7=9

19 4 = 17
16 8 = 9

153

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 11 Problem Set 13

Date

Welcome to Data Day! Follow the directions to collect and organize data. Then, ask
and answer questions about the data.

Choose a question. Circle your choice.

Pick 3 answer choices.
Ask your classmates the question, and show them the 3 choices. Record the
data on a class list.
Organize the data in the chart below.

Which fruit do
you like best?

Which snack
do you like
best?

Answer Choices

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

What do you
like to do on
the playground
the most?

Which school
subject do you
like the best?

Which animal
would you most
like to be?

Number of Students

154

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 11 Problem Set 13

Complete the question sentence frames to ask questions about your data.
Trade papers with a partner, and have your partner answer your questions.

1. How many students liked _____________ the best?

2. Which category received the fewest votes? _____________

3. How many more students liked _ than _____?

4. What is the total number of students who liked _____________ or

_____________ the best?

5. How many students answered the question? How do you know?

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

155

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 11 Exit Ticket 13

Date

A class collected the information in the chart below. Students asked each other:
Among stuffed animals, toy cars, and blocks, which is your favorite toy?
Then, they organized the information in this chart.
Toy

Number of Students

Stuffed Animals

Toy Cars

Blocks

1. How many students chose toy cars? _________

2. How many more students chose blocks than stuffed animals? _________
3. How many students would need to choose toy cars to equal the number of students
who chose blocks? _________

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

156

Lesson 11 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Collect information about things you own. Use tally marks or numbers to organize the
data in the chart below.
How many

How many

pets

toothbrushes

pillows

do you have?

are in your
home?

How many

jars of tomato picture frames

sauce
are in your
are in your
home?
home?

Complete the question sentence frames to ask questions about your data.
Answer your own questions.

1. How many ____________ do you have? (Pick the item you have the most of.)
2. How many ____________ do you have? (Pick the item you have the least of.)
3. Together, how many picture frames and pillows do you have?
4. Write and answer two more questions using the data you collected.
a. ___________________________________________________________?
b. ___________________________________________________________?

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

157

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 11 Homework 13

Students voted on their favorite type of museum to visit. Each student could only vote
once. Answer the questions based on the data in the table.

Science Museum

Art Museum

History Museum

5. How many students chose art museums? _______ students

6. How many students chose the art museum or the science museum?
_______ students
7. From this data, can you tell how many students are in this class? Explain your
thinking.

Lesson 11:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

158

Lesson 12 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 12
Objective: Ask and answer varied word problem types about a data set
with three categories.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(15 minutes)
(5 minutes)
(30 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (15 minutes)

Addition with Cards 1.OA.6

(7 minutes)

Get to 10 or 20 1.OA.5

(3 minutes)

Subtraction with Partners 1.OA.6

(5 minutes)

Addition with Cards (7 minutes)

Materials: (S) Numeral cards 010 (Lesson 2 Fluency Template 2), counters (if needed)
Note: This review fluency activity strengthens students ability to add within and across ten.
Students sit in partnerships. Students shuffle or mix their
numeral cards. Each partner places her deck of cards face
down. Each partner flips over two cards and adds her cards
together. The partner with the greater total keeps the cards
played by both players that round. For example Player A draws
4 and 5 and gives the total 9. Player B draws 9 and 4 and gives
the total, 13. Since 9<13, Player B keeps the cards. If the sums
are equal, the cards are set aside, and the winner of the next
round keeps the cards from both rounds. At the end of the
game, the players will each be left with 1 card. They each flip
their last card over and the player with the highest card says the
sum and collects the cards. Students continue to play as time
allows.

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

NOTES ON
MULTIPLE MEANS
FOR ACTION AND
EXPRESSION:
When playing games with students,
provide a variety of ways to respond.
Oral fluency games should be adjusted
for deaf and hearing impaired students.
This can be done in many ways
including showing the answer with
fingers, using personal white boards to
write answers, or using a visual signal
or vibration.

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

159

Lesson 12 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Get to 10 or 20 (3 minutes)
Materials: (T) 20-bead Rekenrek
Note: Practice with getting to 10 or 20 reinforces strategically counting on, which enables students to solve
addition problems by stopping at 10 and continuing to the desired number.
T:
S:
T:
S:
T:
S:
T:
S:

(Show 8 on the Rekenrek.) What number do you see?

8.
Say the complete number sentence to get to 10.
8 + 2 = 10.
(Move two beads to make 10.) Good. (Show 18.) What number do you see?
18.
Say the complete number sentence to get to 20.
18 + 2 = 20.

Add two beads to confirm, and then continue with other numbers within 20.

Subtraction with Partners (5 minutes)

Materials: (S) Personal white board
Note: This fluency activity reviews subtracting 7, 8, and 9 from teen numbers. Allow students who still
require pictorial representations to draw 5-groups to solve.
Assign partners of equal ability. Partners assign each other a number from 11 to 17 (e.g., 12).
On their personal white boards, students write number sentences with 9, 8, and 7 as the subtrahend and
solve them (e.g., 12 9 = 3, 12 8 = 4, 12 7 = 5). Partners then exchange personal white boards and check
each others work.

Application Problem (5 minutes)

Kingstons class took a trip to the zoo. He collected data about his favorite
African animals. He saw 2 lions, 11 gorillas, and 7 zebras. What might his
table look like? Write one question your classmate can answer by looking
at the table.
Note: Students may use any of the methods to organize data from the
previous lessons. As they are working, circulate and notice how students
are representing the data. Encourage them to line up their shapes and
focus on organization. Remind students that they need to use the same
symbol to represent the information throughout their table.
Representations should make counting and comparing data easy. During
the Student Debrief, students share and answer their partner's question.

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

160

Lesson 12 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (30 minutes)

Materials: (T) Chart with a three-column vertical graph entitled Our Favorite Fruits, chart with measuring
rules (Lesson 7) (post on the side of the board), Favorite Read Aloud Books chart (Lesson 10)
(S) Sticky notes, personal white board
Distribute one sticky note at each students seat. Have students sit in the meeting area in a semicircle
formation.
T:
S:

(Post Our Favorite Fruits graph.) What are some of your favorite fruits?
(Responses may vary. Choose only three, or possibly four, categories from students suggestions.)
Strawberries. Watermelon. Apples.

Fill in the three categories as students make suggestions. Have students go back to their seats, write their
names on sticky notes, and come back to the meeting area with them.
T:

T:
T:
S:
T:
T:
S:

My vote is for strawberry as my favorite fruit. Im going to place my sticky note right beneath the
line where it says Strawberry. (Model.) Who likes watermelon the best? (Choose a student to come
up.) Hes also going to place his sticky note right beneath the line where it says Watermelon.
(Choose another student to come up and place her sticky note for Apple. Be sure to have these
sticky notes aligned with each other.)
We need one more person who likes strawberries the most. (Have student come up.) When he
places his sticky note, hes going to put it right beneath my sticky note so there are no gaps or
overlap.
(Call up one third of the class to post their votes, encouraging them to avoid making gaps or overlaps
between the sticky notes.) What do you notice about the rules for completing this chart with our
votes on the sticky notes?
The rules are just like the rules for measuring! We had to line up our endpoints when we first
started! We couldnt have any overlaps or gaps. The sticky notes are the same size, the same
length unit.
Excellent connections! Lets have the rest of our classmates complete the graph as they put up their
votes following these rules.
Which fruit is the most popular in our class? Which
fruit is the least popular? That means it has the fewest
NOTES ON
number of votes. How can you tell?
MULTIPLE MEANS
I counted. The fruit with the highest total is the most
OF REPRESENTATION:
popular. I just looked at the sticky notes.
Students demonstrate a true
The longest strip of notes means the most votes.
understanding of math concepts when
The shortest strip means the fewest number of votes.
they can apply them in a variety of
This reminds me of measuring again! The one that
situations. Often students learn math
concepts in an isolated fashion, and
used the most length units to measure is the longest
they do not see how to transfer their
one, and that is the most popular fruit!
application to new situations.
Celebrate student success when they
make these connections.

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

161

Lesson 12 13

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:
S:

T:
T:

How many students voted for strawberries? Watermelon? Apples? (Record the number amount on
the graph.) When we organize our data this way, it makes it easy for us to compare. We call this a
graph. A graph lets us see the data easily. In this graph, it lines up our data just like when we
measure lengths of different items, so we can easily compare.
(Point to the corresponding parts of the graph.) Which received more votes, strawberries or
watermelon?
_______ (category) got more votes.
Did you have to look at the numbers for each, or could you see it just by looking at the lengths of the
bars made of notes?
I just looked at the bar of notes. The longer bar of notes has more.
How many more students would _______ (category) need to have the same amount as _______
(category)? Tell your partner how you figured it out.
I just counted the part that was longer, the part that was sticking out. I used subtraction.
I used addition with a mystery number in the middle. This reminds me of measuring again!
We used all of these strategies when we tried to figure out which length was longer when we
compared two things!
You are right! So, how many more votes did _______ (category) receive than _______ (category)?
(Using the same two categories as above, rephrase the question.) How many fewer votes did
_______ (category) receive than _______ (category)?

Continue to ask compare with difference unknown problems and put together with total unknown problems
presented by this graph. Ask students to write a number sentence on their personal white boards to show
how they reached a solution. If time allows, use the Favorite Read Aloud Books chart from Lesson 10 to
answer more compare with difference unknown problems. Students may work with their partners to answer
each others questions.

Problem Set (10 minutes)

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

162

Lesson 12 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Student Debrief (10 minutes)

Lesson Objective: Ask and answer varied word problem
types about a data set with three categories.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

What are some strategies to figure out how many

more or fewer votes a category received
compared to the other?
How are tables and graphs similar? How are they
different? (Tables and graphs both organize
information. With a graph, the information can
be compared in a way similar to how length units
can be compared.)
How are the graphs that are used with Problems
3 and 5 different? How are they similar?
How is measuring objects similar to creating
graphs like these to compare information about
different categories?
How does a graph that is created properly help
you see and understand information better?
Did you follow these rules when you made your
graph for Problem 1?
Look at your Application Problem. What
question did you come up with about your table?
Share with your partner, and answer each others
question.

Exit Ticket (3 minutes)

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

163

Lesson 12 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use squares with no gaps or overlaps to organize the data from the picture. Line up
your squares carefully.

Favorite Ice Cream Flavor

= 1 student

Flavors

Number of Students
vanilla
chocolate

1. How many more students liked chocolate than liked vanilla?

students

2. How many total students were asked about their favorite ice cream flavor?
students

Shoe Ties

Types of

Ties on Shoes

Number of Students

= 1 student

Velcro
laces
no ties

3. Write a number sentence to show how many total students were asked about their
shoes.
4. Write a number sentence to show how many fewer students have Velcro on their
shoes than laces.

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

164

Lesson 12 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Each student in the class added a sticky note to show his or her favorite kind of pet.
Use the graph to answer the questions.

Favorite Pet

fish

cat

Number of Students

dog

= 1 student

5. How many students chose dogs or cats as their favorite pet?

students
6. How many more students chose dogs as their favorite pet than cats?
students
7. How many more students chose cats than fish?
students

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

165

Lesson 12 Exit Ticket 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use squares with no gaps or overlaps to organize the data from the pictures.
Line up your squares carefully.

Favorite Animals at the Zoo

Zoo Animals

Number of Students
giraffe
elephant
lion
Each picture represents 1 students vote.
1. Write a number sentence to show how many total students were asked about
their favorite animal at the zoo.

2. Write a number sentence to show how many fewer students like elephants than
like giraffes.

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

166

Lesson 12 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

The class has 18 students. On Friday, 9 students wore sneakers, 6 students wore
sandals, and 3 students wore boots. Use squares with no gaps or overlaps to organize
the data. Line up your squares carefully.

Number of Students

= 1 student

Shoes

Shoes Worn on Friday

1. How many more students wore sneakers than sandals?

students

2. Write a number sentence to tell how many students were asked about their shoes on
Friday.

3. Write a number sentence to show how many fewer students wore boots than
sneakers.

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

167

Lesson 12 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Our school garden has been growing for two months. The graph below shows the
numbers of each vegetable that have been harvested so far.

Vegetables Harvested

carrots

corn

Number of Vegetables

beets

= 1 vegetable

4. How many total vegetables were harvested?

vegetables
5. Which vegetable has been harvested the most?

6. How many more beets were harvested than corn?

more beets than corn
7. How many more beets would need to be harvested to have the same amount as the
number of carrots harvested?

Lesson 12:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

168

Lesson 13 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 13
Objective: Ask and answer varied word problem types about a data set
with three categories.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(18 minutes)
(5 minutes)
(27 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (18 minutes)

Hide Zero Number Sentences 1.NBT.2, 1.NBT.4

(3 minutes)

Add Three Numbers 1.OA.2

(5 minutes)

Sprint: Add Three Numbers 1.OA.2

(10 minutes)

Hide Zero Number Sentences (3 minutes)

Materials: (T) Hide Zero cards (Lesson 2 Fluency Template 1)
Note: This fluency activity strengthens the understanding of place value and prepares students for Module 4.
Show students a number from 10 to 40 with Hide Zero cards (e.g., 15). Students say an addition sentence
with 10 as an addend (e.g., 10 + 5 = 15). As students say the sentence, pull apart the Hide Zero cards to
model the equation. Alternate asking students to say the numbers the Say Ten way and the regular way.
Suggested sequence: 15, 25, 35; 14, 24, 34; and 16, 26, 36.

Add Three Numbers (5 minutes)

Materials: (S) 3 dice per pair, personal white board
Note: This fluency activity reviews adding three numbers.
Assign students partners. Partners take turns rolling the three dice and adding them together. The partner
with the higher sum each round scores a point. If there is a tie, players should keep playing until one of them
has the higher sum. The person with the higher sum after the tie scores two points. Students record points
with tally marks on their personal white boards.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

169

Lesson 13 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Sprint: Add Three Numbers (10 minutes)

Materials: (S) Add Three Numbers Sprint
Note: This Sprint provides students practice with adding three numbers within 20 and encourages students
to apply properties of operations as strategies to add.

Application Problem (5 minutes)

Zoe made friendship necklaces for her 3 closest
friends. Make a graph to show the two colors of
beads she used. She used 8 green beads for Lily,
4 purple beads for Jamilah, and 12 green beads for
Sage. How many green beads did she use?
Note: As students finish, ask additional questions
to help them interpret the data, focusing on Grade
1 problem types.

How many more purple beads would need to be used to have the same amount as the green beads?
How many fewer green beads does Lily have than Sage?
If Lily added 3 green beads to her necklace, how many more green beads would she need to have
the same amount as Sage?

Concept Development (27 minutes)

Materials: (T) Graph entitled Favorite Things to Make with Snow created on easel (data: snow angels3,
snowman12, and snow forts2) (S) Personal white board
Note: Adjust the Concept Development as necessary based on observations of student successes and
challenges during Lesson 12, as well as during the most recent Application Problems. Todays Concept
Development is an opportunity to continue supporting student understanding of the compare with difference
unknown problem types using appropriate number sentences as they interpret the given data.
Have students gather in the meeting area in a semicircle formation
with their personal white boards.
T:

(Post the graph.) Heres a graph I made yesterday after

talking to the children in my neighborhood.
I asked what they like to do in the snow. The graph shows
how they answered my question. What do you notice about
this graph that is different from the graphs we used
yesterday? What is similar?
The starting point is on the bottom of this graph. Yesterday, we started from the top. Today, they
are built like towers. But its still following the rules. No overlaps. No gaps. The same
endpoints.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

170

Lesson 13 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Turn and talk to your partner about what you notice. What information can you gather from
reading this graph?

Answers may vary. Be sure to record how many votes each

category received.
T:
S:

S:
T:
T:

NOTES ON
How many people prefer building a snowman over
MULTIPLE MEANS
making snow angels? How did you figure it out?
OF ACTION AND
I looked at the snowman and snow angels columns.
EXPRESSION:
I counted on from the 4th square in the snowman
Asking questions for comprehension
column since they both have 3 votes. I already know
during this lesson is important to guide
that there are 3 votes for snow angels and 12 votes for
students to evaluate their thinking.
This provides students an opportunity
the snowman, so I took away 3 from 12 and got 9.
to evaluate their process and analyze
I noticed that yesterday, many students counted to
errors.
figure out which had more or fewer votes.
What subtraction sentence can you use to solve this
problem?
12 3 = 9.
Explain to your partner how both of these strategies are related.
No matter how you solve this, we can use the number sentence 12 3 = 9 as a way to show how we
solved the problem.

Continue to ask compare with difference unknown and put together with total unknown problems,
encouraging students to include a number sentence. For all problems, have students discuss how both
counting on and using a subtraction sentence are related to one another. Use the following suggested
sequence:

How many more children prefer making the snowman to building a snow fort? Making the snow
angel over building a snow fort? Making the snowman or the snow angel?
How many children took this poll? (Note: Students might not be familiar with the word poll.
Explain that a poll is a situation in which people vote. Give the example that, in this case, students
were polled about their favorite things to make with snow.)

In the next set of questions, encourage students to visualize how the graph might change based on the
information presented in the following situations:

MP.2

How many more votes do we need if we want to make the number of votes for building the fort the
same as the number of votes for making the snowman?
Some more children came by and answered the question. If there were 20 children total that
answered the question, how many more children came by and voted?
If 4 more children came along and said they like building snow forts the most, then how many votes
would there be for building snow forts?

Use additional sticky notes or tiles for those students who need the concretevisual support.
Again, encourage students to use a number sentence to solve.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

171

Lesson 13 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Ask and answer varied word problem
types about a data set with three categories.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

How is using the counting on strategy related to

using a subtraction sentence when looking for
how many more or fewer votes one received
when comparing two categories?
How is using the counting on strategy related to
using an addition sentence when combining the
votes for two or more categories?
When is it more efficient to use number
combinations to solve rather than counting on?
Look at Problem 1. Which problem on Page 2
connects to this one? How do you know?
How are the Favorite Fruit and School Day
Weather graphs set up differently?
Explain to your partner how you solved Problem
9. Compare how each of you solved the problem.
How did the Application Problem connect to
todays lesson?

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

172

Lesson 13 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Exit Ticket (3 minutes)

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

173

Lesson 13 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.

9+1+3=

16.

9+2+1=

17.

5+5+3=
5+2+5=
4+5+5=
8+2+4=
8+3+2=

6+3+8=
5+9+4=

18.

3 + 12 + 4 =

19.

3 + 11 + 5 =

20.
21.

5+6+7=
2+6+3=

22.

3 + 2 + 13 =

12 + 2 + 2 =

23.

3 + 13 + 3 =

3 + 3 + 12 =

24.

9 + 1 + = 14

10.
11.
12.
13.

4+4+5=
2 + 15 + 2 =

25.
26.

7+3+3=

1 + 17 + 1 =

27.
28.

14.

14 + 2 + 2 =

29.

15.

4 + 12 + 4 =

30.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

8+4+=
+8+6=

2++7=
2+2+=

19 = 6 + +
18 = 7 + +

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

174

Lesson 13 Sprint 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

9+1+2=

16.

9+4+1=

17.

5+5+1=

18.

5+3+5=

19.

4+5+5=

20.

8+2+2=

21.

8+3+2=

22.

11 + 1 + 1 =

23.

2 + 2 + 14 =
4+4+4=

25.

2 + 13 + 2 =
6+3+3=

28.

15 + 2 + 2 =
3 + 14 + 3 =

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

26.
27.

1 + 15 + 1 =

Lesson 13:

24.

29.
30.

6+3+9=
4+9+2=

2 + 12 + 4 =
2 + 11 + 5 =
6+6+7=
2+6+5=

3 + 3 + 13 =
3 + 14 + 3 =
9 + 1 + = 13

8 + 4 + = 15
+ 8 + 6 = 18

2 + + 6 = 18
2 + 5 + = 18

19 = 5 + + 9
19 = 7 + + 6

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

175

Lesson 13 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use the graph to answer the questions. Fill in the blank, and write a number sentence
to the right to solve the problem.

= 1 day

School Day Weather

rainy

cloudy

Number of School Days

sunny

1. How many more days were cloudy than sunny?

more day(s) were cloudy than sunny.
2. How many fewer days were cloudy than rainy?
more day(s) were cloudy than rainy.
3. How many more days were rainy than sunny?
more day(s) were rainy than sunny.
4. How many total days did the class keep track of the weather?
The class kept track of a total of _______ days.
5. If the next 3 school days are sunny, how many of the school days will be sunny in
all?
days will be sunny.
Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

176

Lesson 13 Problem Set 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Use the graph to answer the questions. Fill in the blank, and write a number sentence
that helps you solve the problem.

= 1 student

Number of Students

Favorite Fruit

6. How many fewer students chose bananas than apples?

______ fewer students chose bananas than apples.
7. How many more students chose bananas than grapes?
more students chose bananas than grapes.
8. How many fewer students chose grapes than apples?
fewer students chose grapes than apples.
9. Some more students answered about their favorite fruits. If the new total number
of students who answered is 20, how many more students answered?
more students answered the question.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

177

Lesson 13 Exit Ticket 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use the graph to answer the questions.

= 1 animal

Animals on Lilys Farm

cows

pigs

Number of Animals

sheep

1. How many animals are on Lilys farm in all? _____________ animals

2. How many fewer sheep than pigs are on Lilys farm? _____________ fewer sheep
3. How many more cows are on Lilys farm than sheep? _____________ more cows

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

178

Lesson 13 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Use the graph to answer the questions. Fill in the blank, and write a number sentence.

School Lunch Order

hot lunch

sandwich

= 1 student
salad

1. How many more hot lunch orders were there than sandwich orders?
There were _____ more hot lunch orders.

____________________________

2. How many fewer salad orders were there than hot lunch orders?
There were _____ fewer salad orders.

____________________________

3. If 5 more students order hot lunch, how many hot lunch orders will there be?
There will be _____ hot lunch orders.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

____________________________

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

179

Lesson 13 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Use the table to answer the questions. Fill in the blanks, and write a number sentence.

Favorite Type of Book

= 5 students

fairy tales
science books
poetry books

4. How many more students like fairy tales than science books?
_______ more students like fairy tales.
5. How many fewer students like science books than poetry books?
_______ fewer students like science books.
6. How many students picked fairy tales or science books in all?
_______ students picked fairy tales or science books.
7. How many more students would need to pick science books to have the same number
of books as fairy tales?
_______ more students would need to pick science books.
8. If 5 more students show up late and all pick fairy tales, will this be the most popular
book? Use a number sentence to show your answer.

Lesson 13:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ask and answer varied word problem types about a data set with
three categories.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

180

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

Name

Date

1. Each student in the class put a sticky note on the graph to show the vegetable he
likes best. Use the graph below to answer the questions. Remember to label your
answers.

Vegetables That Students Like Best

Peas

Carrots

Number of Students

Broccoli

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

181

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

2. Cesar has a piece of string that he wants to use to compare how far his cats bed

and his dogs bed are from their shared water bowl.

The string is a lot longer than the dogs path to the bowl.

The string is a lot shorter than the cats path to the bowl.

Whose path is shorter to the water bowl, the dogs or the cats? Draw a picture to
show how you know.

Water Bowl

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

182

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

3. Circle the pictures that show a correct measurement.

is a centimeter cube.

3 centimeters
c.

4 centimeters

5 centimeters

2 paper clips

3 paper clips

a. Why did you pick these pictures? Explain your thinking with two reasons.
___________________________________________________________
___________________________________________________________
b. What was the length measurement of the bone for each correct picture?
___________________________________________________________
c. Why are the measurements for (d) and (e) different?
___________________________________________________________
___________________________________________________________

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

183

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

4. Measure the length of the picture of each item with centimeter cubes.
a.

_____ centimeters

_____ centimeters
b. Order the train, pencil, and lollipop from shortest to longest.
____________________________________________________________
c. Which item, or items, is longer than the lollipop?
____________________________________________________________
d. How much longer is the pencil than the train?
____________________________________________________________

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

184

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

Standards Addressed

Topics AD

Represent and solve problems involving addition and subtraction.

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.

Measure lengths indirectly and by iterating length units.

1.MD.1

Order three objects by length; compare the length 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 same-size 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.

Represent and interpret data.

1.MD.4

Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

185

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

A Progression Toward Mastery

Assessment
Task Item
and
Standards
Assessed

1
1.MD.4
1.OA.1

2
1.MD.1

STEP 1
Little evidence of
reasoning without
a correct answer.

STEP 2
Evidence of some
reasoning without
a correct answer.

STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.

STEP 4
Evidence of solid
reasoning with a
correct answer.

(1 Point)

(2 Points)

(3 Points)

(4 Points)

Student demonstrates
little to no
understanding of how
to read or interpret the
graph.

Student demonstrates
some understanding of
how many students are
represented in the
graph in a given
category or categories
(may be off by one or
two) but is unable to
solve either of the
comparison problems
accurately.

Student correctly
solves (a), (b), and (c)
but solves (d) or (e)
incorrectly.

Student correctly:

Student solves the

comparison problems
(d) and (e) correctly
but is unable to
correctly solve (a), (b),
and/or (c).

Compares the
quantities and
writes the difference
between the two
quantities for
questions
(d) 1 student and
(e) 2 students.

Student demonstrates
some understanding of
how the string can be
used to compare the
two paths (i.e., by
using pictures) but
provides inaccurate
responses.

Student identifies that

the dogs path is
shorter but is unable to
provide a clear
explanation.

Student correctly:

Student demonstrates
little to no
understanding of the
comparison.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

OR
Student incorrectly
identifies that the cats
path is shorter but is
able to draw a picture
to explain (this may
reflect a linguistic
interpretation issue).

Identifies, labels,
and solves (a) as 7,
(b) as 11, and (c) as
16.

Identifies that the

dogs path is
shorter.
Explains how the
string could be used
to compare the
distance from each
pets bed to the
water bowl
(transitivity) by
drawing pictures.

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

186

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

A Progression Toward Mastery

3
1.MD.2
1.OA.1

Student demonstrates
little to no
understanding of
proper measurement
techniques or the
reasoning behind
them.

Student demonstrates
some understanding of
proper measurement
techniques by either
selecting or measuring
the correct items but
cannot explain her
thinking clearly and
accurately.
OR
Student demonstrates
some understanding of
her thinking behind
measurement methods
but cannot measure or
identify measurements
accurately.

Student clearly and

accurately completes
three out of the four
following components:
Identifies (b) and (d)
as having the proper
measurement.
Cites at least two
key elements to
measuring
accurately (no gaps,
no overlaps,
attentive to
endpoints, samesized length units) in
his own words.
Identifies two
correct
measurements
(2 paper clips and
4 centimeters; units
are not required).
Explains that
measuring with
different lengths of
units (small or large
paper clips) can
result in different
quantities of
measurement for
the same length
item.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Student clearly and

accurately:
Identifies (b) and (d)
as having the proper
measurement.
Cites at least two
key elements to
measuring
accurately (no gaps,
no overlaps,
attentive to
endpoints, samesized length units) in
his own words.
Identifies two
correct
measurements
(2 paper clips and
4 centimeters; units
are required).
Explains that
measuring with
different lengths of
units (small or large
paper clips) can
result in different
quantities of
measurement for
the same length
item.

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

187

NYS COMMON CORE MATHEMATICS CURRICULUM

End-of-Module Assessment Task

A Progression Toward Mastery

4
1.MD.1
1.MD.2
1.OA.1

Student demonstrates
little to no
understanding of how
to measure or use the
measurement to
compare.

Student demonstrates
some understanding of
how to measure but is
unable to manipulate
the measurements to
order or compare.

Student accurately
measures and orders
the items by length but
is unable to solve
either of the
comparison problems.

Student clearly and

accurately:

Orders the items by

length (train,
lollipop, pencil).

Student is able to solve

the comparison
problems correctly but
with slight inaccuracy
in the measurements
(i.e., off by 1 or
2 centimeters, which
then impacts the
accuracy of (d)).

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Measures the train

(8 cm), pencil
(11 cm), and lollipop
(9 cm).

Identifies the pencil

End-of-Module Assessment Task

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

192

New York State Common Core

GRADE

Mathematics Curriculum
GRADE 1 MODULE 3

Answer Key

GRADE 1 MODULE 3
Ordering and Comparing Length Measurements as Numbers

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

193

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1 Answer Key 1 3

Lesson 1
Sprint
Side A
1.

11. 11

21. 12

12. 7

22. 11

13. 3

23. 7

14. 13

24. 3

15. 6

25. 3

16. 12

26. 5

17. 11

27. 7

18. 11

28. 19

19. 10

29. 2

20. 4

30. 18

10. 1

Side B
1.

11. 11

21. 13

12. 6

22. 12

13. 2

23. 8

14. 12

24. 2

15. 4

25. 2

16. 13

26. 4

17. 12

27. 6

18. 12

28. 19

19. 11

29. 3

20. 5

30. 18

10. 1

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

194

Lesson 1 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.

Shorter than

Longer than

Shorter than

False

Longer than

Answers may vary.

Shorter than

Exit Ticket
Longer than

Homework
1.

Peter circled; Peter; Floppy

Longer than

A circled; A; B

Shorter than

True

Longer than

Answers may vary.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

195

Lesson 2 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2
Problem Set
1.

Longer than; shorter than; longer than

Longer

a. Longer than

Cup, paper strip, tube

b. Shorter than

Labeled diagram; shorter than

Longer

Labeled diagram; longer than

Shorter

Exit Ticket
Labeled diagram; shorter than

Homework
1.

The same length as; shorter than; shorter than

Shorter than

Longer than

Shorter

Longer

Spoon, cake, paper strip

Picture drawn; shorter

Picture drawn; taller

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

196

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 3 Answer Key 1 3

Lesson 3
Sprint
Side A
1.

11. 7

21. 19

12. 17

22. 12

13. 3

23. 16

14. 13

24. 6

15. 14

25. 19

16. 19

26. 5

17. 19

27. 19

18. 17

28. 19

19. 12

29. 2

20. 19

30. 9

10. 17

Side B
1.

11. 9

21. 19

12. 19

22. 13

13. 5

23. 14

14. 15

24. 6

15. 14

25. 18

16. 19

26. 6

17. 19

27. 19

18. 16

28. 20

19. 12

29. 2

20. 19

30. 11

10. 19

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

197

Lesson 3 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.

The park to the store

Line drawn on picture showing 8 or 9 blocks

Longer

B, C, A

Joe

10.

Joes, Caitlyns, Tobys

Exit Ticket
1.

Line drawn on picture showing 8, 9, 10, or 11 blocks

Longer

Answers may vary.

Homework
1.

Path between the tree to the flowers

Line drawn on picture showing 8, 9, 10, or 11

C, A, B

Longer

Sal

blocks

10. Sal, Jon, Cam

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

198

Lesson 4 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 4
Problem Set
1.

10. 3

11. Picture B is circled.

12. Answers may vary.

Exit Ticket
1.

Homework
1.

10. Picture D is circled.

11. Answers may vary.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

199

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5 Answer Key 1 3

Lesson 5
Sprint
Side A
1.

11. 10

21. 9

12. 11

22. 7

13. 12

23. 6

14. 17

24. 3

15. 12

25. 4

16. 10

26. 5

17. 9

27. 6

18. 2

28. 16

19. 11

29. 2

10. 14

20. 10

30. 16

Side B
1.

11. 10

21. 9

12. 13

22. 9

13. 11

23. 8

14. 16

24. 5

15. 11

25. 6

16. 10

26. 7

17. 9

27. 8

18. 3

28. 16

19. 11

29. 2

10. 11

20. 10

30. 17

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

200

Lesson 5 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.

c. is circled.

3; 3

b. 4

a. 4

c. 5

b. 6

d. 7

c. 5

a. 5

Hair clip; marker

Longer circled

a. Rowboat or car

Exit Ticket
1.

Homework
1.

a. 13
b. 5

b. Car; motorcycle, fire truck, or airplane

c. 15

c. Fire truck; car, rowboat, or airplane

d. 8

d. Car

e. 10
2.

Fire truck, airplane, rowboat

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

201

Lesson 6 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6
Problem Set
1.

Caterpillar, fly, bee; 5; 7; 4

5 cm

a. 3

8 cm

b. 1

12 cm

c. 2
d. 5
e. 8
f.

g. 3

Exit Ticket
1.

Wrench, hammer, screwdriver

Homework
1.

a. 6

a. D; answers may vary (B, C, or E).

b. 9

b. B; answers may vary (A, D, or E).

c. 8

c. D

d. 5

d. B, C, and E

e. 7

10 cm

B, C, A

6 cm

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

202

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 7 Answer Key 1 3

Lesson 7
Sprint
Side A
1.

11. 16

21. 15

12. 17

22. 13

13. 17

23. 19

14. 19

24. 5

15. 19

25. 3

16. 20

26. 9

17. 19

27. 9

18. 18

28. 8

19. 16

29. 4

10. 17

20. 16

30. 6

Side B
1.

11. 17

21. 16

12. 18

22. 13

13. 18

23. 18

14. 19

24. 6

15. 19

25. 4

16. 20

26. 10

17. 19

27. 9

18. 17

28. 9

19. 18

29. 5

10. 18

20. 17

30. 4

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

203

Lesson 7 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.

a. 2

a. 3

b. 2

b. 4

c. 1

c. 2

d. 3

d. 4

e. 2

e. 3

5 or 6 are acceptable

g. Answers will vary.

Exit Ticket
Answers will vary based on size of paper clips.

Homework
1.

a. 4; 6
b. 3; 4 or 5
c. 1; 1 or 2
d. 2; 3
e. 3; 4 or 5

Answers will vary.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

204

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8 Answer Key 1 3

Lesson 8
Problem Set
a. Answers will vary.
b. Answers will vary.
c. Answers will vary.
d. Answers will vary.
e. Answers will vary.
f.

Answers will vary.

g. Answers will vary.

Exit Ticket
Answers will vary.

Homework
1.

a. Answers will vary.

b. Answers will vary.
c. Answers will vary.
d. Answers will vary.
e. Answers will vary.
f.

Answers will vary.

g. Answers will vary.

a. Answers will vary.

b. Answers will vary.
c. Answers will vary.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

205

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 9 Answer Key 1 3

Lesson 9
Sprint
Side A
1.

11. 16

21. 15

12. 17

22. 13

13. 17

23. 19

14. 19

24. 5

15. 19

25. 3

16. 20

26. 9

17. 19

27. 9

18. 18

28. 8

19. 16

29. 4

10. 17

20. 16

30. 6

Side B
1.

11. 17

21. 16

12. 18

22. 13

13. 18

23. 18

14. 19

24. 6

15. 19

25. 4

16. 20

26. 10

17. 19

27. 9

18. 17

28. 9

19. 18

29. 5

10. 18

20. 17

30. 4

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

206

Lesson 9 Answer Key 1 3

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.

Model drawn; 9 + 4 = 13 or 13 9 = 4; 4 cm

8 cm; 10 cm

Model drawn; 8 + 4 = 12 or 12 8 = 4; 4 cm

Model drawn; 8 + 6 = 14 or 14 8 = 6; 6 cm

Model drawn; 9 + 6 = 15 or 15 9 = 6; 6 cm

cubes

Exit Ticket
Model drawn; 8 cm

Homework
1.

Model drawn; 11 + 4 = 15 or 15 11 = 4; 4 cm

7 cm; 8 cm

Model drawn; 6 + 7 = 13 or 13 6 = 7; 7 cm

Model drawn; 8 + 4 = 12 or 12 8 = 4; 4 cm

Model drawn; 9 + 5 = 14 or 14 9 = 5; 5 cm

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

207

Lesson 10 Answer Key 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 10
Problem Set
1.

Green

6 + 5 + 2 = 13

Exit Ticket
1.

Salad

3 + 5 + 4 = 12

Homework
1.

4; 3; 10

Comic book

10. 1

Strawberry

11. 11

12. Comic books, magazines

Chocolate, strawberry

13. 4 + 6 + 5 = 15

4 + 3 + 10 = 17

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

208

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 11 Answer Key 13

Lesson 11
Sprint
Side A
1.

11. 10

21. 9

12. 11

22. 7

13. 12

23. 6

14. 17

24. 3

15. 12

25. 4

16. 10

26. 5

17. 9

27. 6

18. 2

28. 16

19. 11

29. 2

10. 14

20. 10

30. 16

Side B
1.
2.

11. 10

21. 9

12. 13

22. 9

13. 11

23. 8

14. 16

24. 5

15. 11

25. 6

16. 10

26. 7

17. 9

27. 8

18. 3

28. 16

19. 11

29. 2

10. 11

20. 10

30. 17

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

209

Lesson 11 Answer Key 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
Answers will vary.

Exit Ticket
1.

Homework
1.

Answers will vary.

Yes, explanations will vary.

Answers will vary.

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

210

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 12 Answer Key 13

Lesson 12
Problem Set
1.

5 + 8 + 7 = 20

85=3

Exit Ticket
1.

7 + 4 + 3 = 14

74=3

Homework
1.

9 + 6 + 3 = 18

93=6

Carrots

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

211

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 13 Answer Key 13

Lesson 13
Sprint
Side A
1.

11. 19

21. 11

12. 13

22. 18

13. 19

23. 19

14. 18

24. 4

15. 20

25. 4

16. 17

26. 5

17. 18

27. 9

18. 19

28. 14

19. 19

29. 4

10. 13

20. 18

30. 5

Side B
1.

11. 17

21. 13

12. 12

22. 19

13. 17

23. 20

14. 19

24. 3

15. 20

25. 3

16. 18

26. 4

17. 15

27. 10

18. 18

28. 11

19. 18

29. 5

10. 12

20. 19

30. 6

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

212

Lesson 13 Answer Key 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.

1; 5 4 = 1

1; 6 5 = 1

2; 7 5 = 2

1; 5 4 = 1

3; 7 4 = 3

2; 6 4 = 2

16; 4 + 7 + 5 = 16

5; 20 15 = 5

7; 4 + 3 = 7

Exit Ticket
1.

Homework
1.

1; 7 6 = 1

7; 15 8 = 7

3; 7 4 = 3

19; 11 + 8 = 19

12; 7 + 5 = 12

3; 11 8 = 3

Yes; 11 + 5 = 16

Module 3:

2015 Great Minds. eureka-math.org

G1-M3-TE-1.3.0-06.2015

Ordering and Comparing Length Measurements as Numbers

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

213

Detailed Lesson Plan
60% (5)
Detailed Lesson Plan
4 pages
Ielts Speaking Lesson Plan
100% (1)
Ielts Speaking Lesson Plan
4 pages
Math g3 m2 Full Module
100% (1)
Math g3 m2 Full Module
303 pages
Number Talks Second Grade Resource
No ratings yet
Number Talks Second Grade Resource
28 pages
Muffles Truffles Lesson
0% (1)
Muffles Truffles Lesson
6 pages
Math Grade 3 Module 7/7
No ratings yet
Math Grade 3 Module 7/7
519 pages
California State Testing For Elementary School Sample 3rd Grade Stars Exam
No ratings yet
California State Testing For Elementary School Sample 3rd Grade Stars Exam
32 pages
Third Grade Math Skills Practice Test
No ratings yet
Third Grade Math Skills Practice Test
5 pages
Missing Add Ends Math Worksheet Free Crack The Fun Fact
No ratings yet
Missing Add Ends Math Worksheet Free Crack The Fun Fact
5 pages
4 NBT 4
50% (2)
4 NBT 4
9 pages
Edtc630 Muneebah Grant Assignment
No ratings yet
Edtc630 Muneebah Grant Assignment
4 pages
Math Stars Grade 2
No ratings yet
Math Stars Grade 2
39 pages
Letters Sounds
100% (4)
Letters Sounds
243 pages
Cricket Sepep
No ratings yet
Cricket Sepep
7 pages
Warwick Uni - Personal Statements
No ratings yet
Warwick Uni - Personal Statements
4 pages
New Business Matters Teacher Resource Book - Heinle
No ratings yet
New Business Matters Teacher Resource Book - Heinle
96 pages
Number & Operations - Task & Drill Sheets Gr. 3-5
From Everand
Number & Operations - Task & Drill Sheets Gr. 3-5
Nat Reed
No ratings yet
Measurement - Task & Drill Sheets Gr. 6-8
From Everand
Measurement - Task & Drill Sheets Gr. 6-8
Chris Forest
No ratings yet
Geometry - Task Sheets Gr. 3-5
From Everand
Geometry - Task Sheets Gr. 3-5
Mary Rosenberg
No ratings yet
Measurement - Drill Sheets Gr. 3-5
From Everand
Measurement - Drill Sheets Gr. 3-5
Chris Forest
No ratings yet
Number & Operations - Drill Sheets Gr. 3-5
From Everand
Number & Operations - Drill Sheets Gr. 3-5
Nat Reed
5/5 (1)
Introduction - Grade 3 Mathematics: Released Test Questions
No ratings yet
Introduction - Grade 3 Mathematics: Released Test Questions
32 pages
Math g1 m5 Full Module
No ratings yet
Math g1 m5 Full Module
221 pages
gr1 Add Subtract Within 20 Unpacking Standards
No ratings yet
gr1 Add Subtract Within 20 Unpacking Standards
4 pages
Math Games
No ratings yet
Math Games
2 pages
Eyes On Math 3-5
100% (1)
Eyes On Math 3-5
37 pages
Math Practice Place Value
No ratings yet
Math Practice Place Value
18 pages
Calendar Math Lesson Plan
No ratings yet
Calendar Math Lesson Plan
4 pages
First Grade Math
100% (2)
First Grade Math
8 pages
Math g3 m3 Full Module
100% (1)
Math g3 m3 Full Module
316 pages
Math Interventions. What Are: Examples of Math Interventions P That Can Be Used in The Classroom? Classroom?
No ratings yet
Math Interventions. What Are: Examples of Math Interventions P That Can Be Used in The Classroom? Classroom?
35 pages
K Math Unit 4
No ratings yet
K Math Unit 4
88 pages
Math Lesson Plan
100% (1)
Math Lesson Plan
15 pages
4th Grade Jeopardy
100% (27)
4th Grade Jeopardy
22 pages
Place Value
100% (2)
Place Value
18 pages
Grade 3 Fsa Warm-Ups
75% (4)
Grade 3 Fsa Warm-Ups
28 pages
Math Lab Grade 3 Module 1a pdf1
No ratings yet
Math Lab Grade 3 Module 1a pdf1
18 pages
Superstars Math III 3 5
No ratings yet
Superstars Math III 3 5
289 pages
Jayzell Bryant - Va Math 4 GL Test PDF
67% (3)
Jayzell Bryant - Va Math 4 GL Test PDF
32 pages
Add and Subtract Fractions With Unlike Denominators 7 +
No ratings yet
Add and Subtract Fractions With Unlike Denominators 7 +
5 pages
Menu Math Project
0% (1)
Menu Math Project
2 pages
678ela I-Ready 2018-2019
No ratings yet
678ela I-Ready 2018-2019
11 pages
Mathematizing Read Alouds in 3 Easy Steps
100% (1)
Mathematizing Read Alouds in 3 Easy Steps
6 pages
Go 4th Grade Reteach Book
No ratings yet
Go 4th Grade Reteach Book
134 pages
Second Grade: Addition Strategies To Know in
No ratings yet
Second Grade: Addition Strategies To Know in
8 pages
Subtraction Word Problem
No ratings yet
Subtraction Word Problem
4 pages
Trap Cut and Paste Activity
No ratings yet
Trap Cut and Paste Activity
4 pages
The Doorbell Rang - Math Lessons
No ratings yet
The Doorbell Rang - Math Lessons
14 pages
CDN Curriculum Success 3
No ratings yet
CDN Curriculum Success 3
12 pages
Intervention: Numbers & Operations in Base Ten Standards
No ratings yet
Intervention: Numbers & Operations in Base Ten Standards
231 pages
Earth 2nd Grade
No ratings yet
Earth 2nd Grade
68 pages
Iready Classroom Math Family Guide 2020 Version 2
No ratings yet
Iready Classroom Math Family Guide 2020 Version 2
8 pages
Lesson Plan: Patterns Teacher: Kaitlin Basler Date: November 3 Activity: Concept of Patterns Grade: Kindergarten
100% (1)
Lesson Plan: Patterns Teacher: Kaitlin Basler Date: November 3 Activity: Concept of Patterns Grade: Kindergarten
4 pages
Geometry/Quadrilateral Task Cards Includes: 24 Task Cards Recording Sheet Answer Card
100% (1)
Geometry/Quadrilateral Task Cards Includes: 24 Task Cards Recording Sheet Answer Card
16 pages
Instant ebooks textbook (Ebook) Figuring Out Fluency - Multiplication and Division With Fractions and Decimals: A Classroom Companion by Jennifer M. Bay-Williams, John J. SanGiovanni, Sherri L. Martinie, Jennifer Suh ISBN 9781071825921, 1071825925 download all chapters
100% (3)
Instant ebooks textbook (Ebook) Figuring Out Fluency - Multiplication and Division With Fractions and Decimals: A Classroom Companion by Jennifer M. Bay-Williams, John J. SanGiovanni, Sherri L. Martinie, Jennifer Suh ISBN 9781071825921, 1071825925 download all chapters
71 pages
A1 - TEA - TIG - Module - 1
No ratings yet
A1 - TEA - TIG - Module - 1
429 pages
Hands OnTest1
No ratings yet
Hands OnTest1
1 page
3rd Reading
No ratings yet
3rd Reading
30 pages
Equivalent Fraction Spoons
No ratings yet
Equivalent Fraction Spoons
7 pages
Ajhsme 1985
No ratings yet
Ajhsme 1985
1 page
MF-65 Printable Stamp Game Instructions
No ratings yet
MF-65 Printable Stamp Game Instructions
14 pages
Digital Access Link On
100% (1)
Digital Access Link On
40 pages
Geometry Iready Unit Review
No ratings yet
Geometry Iready Unit Review
8 pages
Hands On Equations Study Guide
No ratings yet
Hands On Equations Study Guide
1 page
Build and Write Freebie
No ratings yet
Build and Write Freebie
7 pages
Place Value
100% (1)
Place Value
22 pages
End of Year Test Grade1 Math
100% (1)
End of Year Test Grade1 Math
8 pages
Mantioba Grade 12 Current Topics in First Nations, Metis, and Inuit Studies Foundation For Implementation
No ratings yet
Mantioba Grade 12 Current Topics in First Nations, Metis, and Inuit Studies Foundation For Implementation
468 pages
Manitoba Francais Arts Langagiers-Immersion K-12
No ratings yet
Manitoba Francais Arts Langagiers-Immersion K-12
38 pages
Apology and Reconciliation Residential School Survivors-A Guide For Grades 9 and 11 Social Studies Teachers in Manitoba
No ratings yet
Apology and Reconciliation Residential School Survivors-A Guide For Grades 9 and 11 Social Studies Teachers in Manitoba
190 pages
Framework Fls
No ratings yet
Framework Fls
50 pages
Alberta Social Studies Curriculum K-12
No ratings yet
Alberta Social Studies Curriculum K-12
22 pages
Manitoba Grade 7 - Senior 4 Spanish Language and Culture Curriculum
No ratings yet
Manitoba Grade 7 - Senior 4 Spanish Language and Culture Curriculum
78 pages
Alberta French As A Second Language Three Year Program of Studies
No ratings yet
Alberta French As A Second Language Three Year Program of Studies
50 pages
Alberta French As A Second Language-Nine Year Program of Studies Grades 4-12
No ratings yet
Alberta French As A Second Language-Nine Year Program of Studies Grades 4-12
28 pages
Synthetic Phonics PDF
No ratings yet
Synthetic Phonics PDF
77 pages
Early Math PG 111313
100% (1)
Early Math PG 111313
165 pages
Phonics Primer
100% (3)
Phonics Primer
10 pages
Alberta 2016 K To 9 Math Curriculum
No ratings yet
Alberta 2016 K To 9 Math Curriculum
94 pages
Phonics Sound Elkonin Boxes
100% (1)
Phonics Sound Elkonin Boxes
9 pages
Phonic Booklet For FIRST GRADE
100% (1)
Phonic Booklet For FIRST GRADE
16 pages
Phon Spel Handout
No ratings yet
Phon Spel Handout
1 page
Math Stars Grade 1
100% (1)
Math Stars Grade 1
39 pages
Math Stars Grade 5
50% (2)
Math Stars Grade 5
40 pages
Math Stars Grade 4
No ratings yet
Math Stars Grade 4
40 pages
K Grade - Math GAMES
No ratings yet
K Grade - Math GAMES
42 pages
Kindergarten Adding and Subtracting Unit
No ratings yet
Kindergarten Adding and Subtracting Unit
52 pages
K Problem Solving Deck C
No ratings yet
K Problem Solving Deck C
36 pages
Grade 1 Math Games Interactive-Optimized
100% (2)
Grade 1 Math Games Interactive-Optimized
66 pages
A Narrative Report On Student Teaching at Constancio Padilla National High School (CPNHS) San Jose City, Nueva Ecija
No ratings yet
A Narrative Report On Student Teaching at Constancio Padilla National High School (CPNHS) San Jose City, Nueva Ecija
27 pages
Phase 2 The Trainer
No ratings yet
Phase 2 The Trainer
20 pages
Unschooling - Wikipedia, The Free Encyclopedia
No ratings yet
Unschooling - Wikipedia, The Free Encyclopedia
10 pages
Building Block 7: Consonant Beginning and Ending Sounds
No ratings yet
Building Block 7: Consonant Beginning and Ending Sounds
20 pages
Promoting Heritage Education Programmes in Schools.
No ratings yet
Promoting Heritage Education Programmes in Schools.
9 pages
MEM201 601 Fall AY0809 - RC
No ratings yet
MEM201 601 Fall AY0809 - RC
6 pages
The Efficiency of Using Peer...
No ratings yet
The Efficiency of Using Peer...
14 pages
Adriana Vizental 2
No ratings yet
Adriana Vizental 2
7 pages
Business Sustainability
No ratings yet
Business Sustainability
8 pages
Contemporary Visual Culture Jamming
No ratings yet
Contemporary Visual Culture Jamming
5 pages
Leadership Styles and Theories
No ratings yet
Leadership Styles and Theories
7 pages
7es DLL Format
100% (11)
7es DLL Format
3 pages
Activities Suggestions - Teaching English With Songs and Music
100% (1)
Activities Suggestions - Teaching English With Songs and Music
4 pages
Contoh Undangan Pernikahan Dalam Bahasa Inggris Pertama
No ratings yet
Contoh Undangan Pernikahan Dalam Bahasa Inggris Pertama
4 pages
Fpgec Certification: Fpgee
No ratings yet
Fpgec Certification: Fpgee
43 pages
Thesis Statement
No ratings yet
Thesis Statement
2 pages
KeKwKKKT EdTPA EAL Planning Commentary
100% (4)
KeKwKKKT EdTPA EAL Planning Commentary
6 pages
Measure Brake Pedal Height
No ratings yet
Measure Brake Pedal Height
3 pages
R P Singh
No ratings yet
R P Singh
3 pages
Lesson Plan: Procedure Section, Use One Box For Each Phase (Engage, Study or Activate) of Your Plan
No ratings yet
Lesson Plan: Procedure Section, Use One Box For Each Phase (Engage, Study or Activate) of Your Plan
1 page
Holes Parker Unit Plan
No ratings yet
Holes Parker Unit Plan
11 pages
Jagannath University: Rules and Regulations For The Degree of Doctor of Philosophy (
No ratings yet
Jagannath University: Rules and Regulations For The Degree of Doctor of Philosophy (
4 pages
Exam Pet Units 1-4
No ratings yet
Exam Pet Units 1-4
9 pages
Introduction of CNC Milling To First-Year Engineering Students With Interests in
No ratings yet
Introduction of CNC Milling To First-Year Engineering Students With Interests in
10 pages
Literature Review Reading For Tone and Writing With Expressive Voice 1
No ratings yet
Literature Review Reading For Tone and Writing With Expressive Voice 1
5 pages