2.M.3 RTI Lessons

Misconceptions and errors may result if students don’t understand how the size of a unit relates to the number of units needed to measure a length. Errors may also result if students:

• assume the larger/longer a unit is, the more that are needed to measure a length.
• think inches are smaller/shorter than centimeters.
• confuse units (e.g., inches with centimeters or feet with yards).
• misalign the ruler or use the wrong ruler when measuring a length.

Two Grade Levels Below

Students may be having difficulty with skills and concepts involving visual representations and attribute-related vocabulary and may struggle with understanding the mechanics of measuring the attributes of objects. Challenges with measuring and comparing lengths often relate to not having yet developed a strong spatial sense through various and multiple experiences. Math terms related to the essential concept at this level include length, long/longer, and short/shorter. These students will benefit from additional instruction and practice with:

• comparing the length or height of two objects and describing the differences.
• using essential math vocabulary words to describe the measurable attributes of classroom objects.

One Grade Level Below

Students may be having difficulty with the skills and concepts involving visual or spatial sense and may struggle with understanding the mechanics of measuring the lengths of real objects. Challenges with measuring and comparing lengths often relate to not understanding the process of comparing lengths of objects by iterating units and that the length of an object is determined by the number of iterated units used. Math terms related to the essential concept at this level include length, unit, longer, and shorter. These students will benefit from additional instruction and practice with:

• measuring the lengths of objects by using non-standard units.
• describing length as a number of uniformly-sized units.
• ordering up to three objects by length.

Review the questions students missed on the assessment. This will help you find the misconceptions they have and specifics on their weaknesses, which may help guide your RTI teaching. The video below will show you how to find their test results and access the test questions.

These are the recommended lessons, in order, to build these students from their current level toward grade level. Use your professional judgement in choosing which pieces to use and the appropriate pace for the students in your group.

Talk to a member of the RTI Math Leadership Team:

• Lori Dickey
• Rachel Porter
• Diana Spence
• Matt Taylor
• Whitney Tharp
• Katie Wilson