Unit 3 — Place Value and Measurement

• Classwork on measuring and comparing objects
• Exit tickets identifying shapes and their attributes
• Whiteboards for quick decomposition activities
• Individual and group measurement projects
• Math journals recording shape observations

Chapter tests on counting to 70, describing measurable attributes, comparing objects, classifying by attributes, identifying shapes, and composing/decomposing teen numbers

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Students may demonstrate understanding through manipulatives, pointing, or one-word responses instead of written work. Visual supports such as number lines, ten-frames, or objects to physically compare may be provided. A teacher or aide may scribe student responses or conduct one-on-one check-ins using objects and pictures to assess counting, comparison, and shape identification.

For counting, place value, and measurement tasks, provide physical manipulatives such as linking cubes or base-ten materials so students can build and touch representations of teen numbers and counting sequences. Offer visual anchor charts showing ten-frames and shape attribute models to support processing during decomposition and geometry activities. Allow students to demonstrate understanding through oral responses, pointing, or hands-on sorting rather than written output. Break multi-step directions into single steps, and provide frequent check-ins and positive feedback during classwork to support task completion.

Provide preferential seating near direct instruction during counting, shape identification, and measurement comparisons to minimize distraction. Allow additional time on exit tickets and chapter assessments, and ensure all directions are given both orally and with simple visual cues. Reduce the number of problems on a given task when the goal is demonstrating conceptual understanding rather than volume of work.

Support vocabulary development for this unit by pairing key terms — such as length, weight, heavier, longer, flat, solid, and compose — with pictures, real objects, and gestures during instruction. Use visual models like labeled ten-frames and picture-supported sorting mats to make place value and measurement concepts accessible across language levels. Provide simplified, one-step oral directions and allow students to respond by pointing, gesturing, or using manipulatives before transitioning to verbal or representational responses. Where possible, connect measurement and shape vocabulary to students' home language.

Activate prior knowledge by connecting counting and sorting tasks to familiar, concrete objects before introducing place value structure or measurement comparison. Provide entry points through hands-on grouping activities with manipulatives so students can explore the idea of ten and some more in a tangible way before moving to drawings or equations. Use ten-frames and physical objects for comparison tasks so students build confidence with the language of more and less through direct experience. Reinforce number sense and shape recognition with consistent, brief practice routines that celebrate incremental progress.

Invite students to explore and articulate the relationship between place value structure and counting patterns, such as investigating what happens to the tens digit as counting continues beyond 70. Encourage deeper thinking about measurement by asking students to consider how the same object can be described using multiple attributes and how those comparisons might change depending on what is being measured. Students can extend decomposition work by exploring multiple ways to compose and decompose numbers beyond the teen range or by creating their own sorting rules and explaining why those categories are mathematically meaningful.