# Attributes/Measurement

**Strand:** Shape and Space (Measurement)

**Outcome:** 1

## Step 1: Identify Outcomes to Address

### Guiding Questions

- What do I want my students to learn?
- What can my students currently understand and do?
- What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

See Sequence of Outcomes from the Program of Studies

### Big Ideas

Measurement activities provide opportunities for students to link their understandings of number and geometry. Students have intuitive understandings that should be built upon as they continue to recognize attributes common to objects and use these attributes to make direct comparisons. Students should make direct comparisons by looking at or handling the objects. For example, they can compare heights by standing back to back. Given two objects, they can predict which is heavier and then check by picking them up. Given two containers, students can predict which one holds more and then check by filling them with a material, such as rice or water.

Students need to identify which attributes they can use to describe objects and make comparisons. These attributes are best recognized in students' everyday conversations; e.g., when they say, "That person is very tall." or "We need a large container for this."

In Kindergarten, students should have conversations about finding objects in the class that are shorter than their foot, about the same length as their foot and longer than their foot. They should be encouraged to experiment with the concept of volume as they first predict and then count how many scoops or cups it takes to fill various containers. Similarly, when using a balance, students might predict which of two objects is heavier and then compare. In Kindergarten, students will use a variety of nonstandard units. Estimation is also important as it is an application of number sense. It contributes to students' development of spatial sense.