Mathematics
Grade 1: Measurement 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•estimate, measure, and
describe length, area, mass, capacity, time, and temperature, using nonstandard
units of the same size; 




•compare, describe, and
order objects, using attributes measured in nonstandard units. 




Specific Expectations





Attributes, Units and Measurement Sense 




•demonstrate an
understanding of the use of nonstandard units of the same size (e.g.,
straws, index cards) for measuring(Sample problem: Measure the length of your
desk in different ways; for example, by using several different nonstandard units
or by starting measurements from opposite ends of the desk. Discuss your
findings.); 




•estimate, measure (i.e., by
placing nonstandard units repeatedly,without overlaps or gaps), and record
lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a
pencil is about 3 toothpicks long); 




•construct, using a variety
of strategies, tools for measuring lengths, heights, and distances in nonstandard
units (e.g., footprints on cash register tape or on connecting cubes); 




•estimate, measure (i.e., by
minimizing overlaps and gaps), and describe area, through investigation using
nonstandard units (e.g.,“It took about 15 index cards to cover my desk, with
only a little bit of space left over.”); 




•estimate, measure, and
describe the capacity and/or mass of an object, through investigation using
nonstandard units (e.g.,“My journal has the same mass as 13 pencils.” “The
juice can has the same capacity as 4 pop cans.”); 




•estimate, measure, and
describe the passage of time, through investigation using nonstandard units (e.g.,
number of sleeps; number of claps; number of flips of a sand timer); 




•read demonstration digital
and analogue clocks, and use them to identify benchmark times (e.g., times
for breakfast, lunch, dinner; the start and end of school; bedtime) and to
tell and write time to the hour and halfhour in everyday settings; 




•name the months of the year
in order, and read the date on a calendar; 




•relate temperature to
experiences of the seasons (e.g.,“In winter,we can skate because it’s cold
enough for there to be ice.”). 




Measurement Relationships 




•compare two or three objects
using measurable attributes (e.g., length, height, width, area, temperature,
mass, capacity), and describe the objects using relative terms (e.g., taller,
heavier, faster, bigger, warmer; “If I put an eraser, a pencil, and a metre
stick beside each other, I can see that the eraser is shortest and the metre
stick is longest.”); 




•compare and order objects
by their linear measurements, using the same nonstandard unit (Sample
problem: Using a length of string equal to the length of your forearm, work
with a partner to find other objects that are about the same length.); 




•use the metre as a
benchmark for measuring length, and compare the metre with nonstandard units
(Sample problem: In the classroom, use a metre stick to find objects that are
taller than one metre and objects that are shorter than one metre.); 




•describe, through
investigation using concrete materials, the relationship between the size of
a unit and the number of units needed to measure length (Sample problem:
Compare the numbers of paper clips and pencils needed to measure the length
of the same table.). 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.