Appendix

1. I followed directions - I measured both of my things with units of measurement that I chose.

2. I picked units of measurement that make sense - I chose big units for big things, and little units for little things. I could use the units I chose easily.

3. I worked carefully and measured "end to end" - someone else will get the same measurement that I did.

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Dear Parents,

This week the first graders will be learning to measure length using non-standard units. That is, they will be learning to measure things the way we do when we can't find the ruler - they will use their finger lengths to measure a table or our building cubes to measure the length of their favorite book. We will be establishing the concept of measuring length in a real-world context. This is the precursor to learning to measure in inches and feet, centimeters and meters.

To reinforce this concept at home, ask your child for help measuring things around your home, using convenient items as the unit of measure. For example, how many toothpicks long is your kitchen table? Or how many paper cups high is your television? Stress the idea of measuring accurately; placing your units end to end and measuring an item completely, from one edge to the other.

If your child finds some interesting ways to measure things at home, please have him record his findings to share with the class during math.

Happy Measuring!

Mrs. Hays

	Level 4	Level 3	Level 2	Level 1
Choice of non-standard unit of measure	Student chose four appropriate non-standard units of measure.	Students chose three appropriate non-standard units of measure.	Student chose one or two appropriate non-standard units of measure.	Student chose one appropriate non-standard unit of measure with teacher assistance.
Accuracy of measurement	Student produced an accurate measurement (within one non-standard unit of length) with all appropriately chosen non-standard units of measure.	Student produced an accurate measurement (within one non-standard unit of measure) with all but one appropriately chosen non-standard units of measure.	Student produced and accurate measurement (within one non-standard unit of length) with all but two appropriately chosen non-standard units of measure.	Student produced an accurate measurement (within one non-standard unit of length) with teacher assistance.
Following Basic Directions	Student measured two items chosen fro the given set of items. Each item was measured with two different non-standard units of measure.	Student measured only one item with two non-standard units of measure OR Student measured both items, but used only one non-standard unit of measure for one of the items.	Student measured both items, and used only one non-standard unit of measure for both items.	Student measured only one item with one non- standard unit of measure