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1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length

1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length
1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length
1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length
1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length
1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length
1st Grade Common Core Math Worksheets 1.MD.2 Measuring Length
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First Grade Common Core Worksheets Measuring Length 1.MD.2

The following attachment is one week of math worksheets, including a quiz for Friday. Each day is designed to be copied front and back; the front page is the focus standard of the week and the back page is review of the previously taught concepts. This week has been designed to fit into the third nine weeks of the yearly progression, but could be used any time after you have taught the review concepts. You could also use the front of the sheets in isolation and use the review pages later, after you have covered those objectives.

The focus concept this week is:

CCSS.Math.Content.1.MD.A.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.

*** On this worksheet, students are asked to measure lines and determine which one is longer. The question also requires them to justify their answer. According to the NC Unpacked Content document, students could answer “Line A is longer than Line B, I know because I used colored tiles (paperclips, etc.) and Line A is 4 tiles long and Line B is only 2 tiles long”

The review concepts this week are:

CCSS.Math.Content.1.OA.A.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

CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Total Pages
10 pages
Answer Key
N/A
Teaching Duration
1 Week
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