# Measure and show data

Compare length using equal units and represent category counts.

## Try it

1. Line up equal units with no gaps.
2. Measure and record.
3. Sort a collection. Show how many in each group.

Choose an object and equal paper units. Put the units end to end with no gaps or overlaps. Record the object, unit, and result. Measure a different object with the same unit.

Sort a collection into named groups. Use one counter for each item. Ask a question your display can answer.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **18, 46, 41**.

Paper unit strip, counters, recording page, classroom objects.

## Teacher lesson plan

### Learning goal

Compare length using equal units and represent category counts.

### Before teaching

Can align objects and count within the chosen range.

### Model

Align equal paper units end to end from an object’s starting edge. Model a gap or overlap and explain why it changes the result. If an object ends partway through a unit, report that honestly rather than inventing an exact whole-unit length.

### Guide, then apply

Measure selected objects using the same unit, compare results, and record them. Sort a classroom collection into stated categories and show a counter for each item in a simple graph. Discuss what the display shows and what it does not.

### Interpret the response

Real measurements vary with the chosen objects. Look for consistent units, alignment, and accurate records. Categories must be stated so each counted item has a clear home; sort ambiguous items by an agreed rule.

### Support

Use a partner to place units under the child’s direction, larger units, or direct side-by-side comparison first.

### Extend when ready

Measure the same object with a different unit and explain why the count can change. Ask a question answered by the graph and one it cannot answer.

### Fresh check

Give a new object and a unit strip. Observe alignment without a model, then ask the child to interpret a newly arranged category display.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 18. Record exact support and revisit the idea later.

## Keep learning

[Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Numbers and reasoning |
| Lesson | 17 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Mathematics](https://www.cde.ca.gov/sp/cd/re/documents/ptklfmathdomain.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [IES What Works Clearinghouse: Teaching Math to Young Children](https://ies.ed.gov/ncee/wwc/PracticeGuide/18): 2013 practice guide. Retrieved 2026-09-08T03:44:00.628834+00:00.

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## Revisions

[Revision history](/agent/docs/tk-lesson-measure/history)