Order and Compare Length Unit of Study: Measurement - Length Global Concept Guide: 1 of 3
Content Development Students coming into First Grade this year will not have the background provided by the recently updated Florida Standards. These skills/concepts will be built in throughout this unit in order to ensure mastery. Students should realize that to put objects in order by length they must put one end of each object at the same “starting line” so each object will have a “fair chance” to be the longest. Students should use content specific vocabulary when ordering three objects by length (longer, shorter, longest, shortest). Misconceptions in comparing objects occur when items that may have been the longest in one group are now the shortest because the group of object it is being compared to has changes. Measurement can be referred to as the attribute of a item. Only after seeing the length of an object as its attribute can we begin the process of assigning units to record in detail.
Day 1 Essential Question: How do you order objects by length? Engage/Student Discovery: Dana Center Early Mathematics Resource First Grade Session 1: Ordering Three Objects by LengthOrdering Three Objects by Length Use literature connection and lesson to promote discovery with ordering length. Create a class anchor chart to record responses for comparison words (for example- longer, shorter, etc… ) Building Conceptual Knowledge: Illuminations Lesson: We’re Going on a Measurement HuntWe’re Going on a Measurement Hunt After students have the opportunity to record objects that are shorter, equal to, or longer to their piece of string, have a class discussion about their observations. Teachers can record objects on an anchor chart with 3 columns to organize the discussion of objects. Journal/Notebook Extension- Students can record objects shorter, equal to, or longer in an entry. They can record their observations in a 3 column t-chart. ShorterEqualLonger
Day 1 Independent Practice/Exit ticket: Length PracticeLength Practice Students will apply their comparison skills on 3 questions to show their understanding. Additional Practice: Go Math Lesson 9.1 p. 372 #14 Students will have the opportunity to draw four objects of their choice from shortest to longest. Possible Center Ideas- these ideas may also used for reteach groups Which is the Longest? Which is the Longest? Scoop and Order Scoop and Order By the end of Day 1, students should be able to compare the length of three objects.
Day 2 Essential Question: How can you compare two objects using another object? Engage: Place items in the front of the room. Ask: What do you notice about these items? Prompt if needed, What is different about the them? Can these be ordered by length? Prompt if needed: Put them in order from shortest to longest. Go Math Lesson 9.2 Indirect Measurement Listen and Draw p. 373: Students will listen to clues to determine the longest length and draw the strings to match the clues. Extend the Math Activity p. 375: A green pencil is shorter than a purple pencil. The purple pencil is shorter than a blue pencil. Is the blue pencil shorter or longer than the green pencil? This activity will be beneficial to build understanding of length and inverse relationships. If a student knows the relationship of one object is longer, then the second object is shorter. Math Journal Extension/Exit Ticket p. 376: Use different colors to draw 3 lines that are different lengths. Then write 3 sentences comparing their lengths. By the end of Day 2, students should be able to determine the length of a third object based on what they know of the first two objects.
Enrich/Reteach/Intervention Reteach/Intervention Go Math: Chapter 9 TE p. 369B Tier 1 and Tier 2 Interventions Go Math: Chapter 9 E70- Students will label the longest and shortest when given a set of objects Enrich Go Math: Chapter 9 TE p. 373B Enrich Problem Solving Situation Problem Solving Situation Go Math: Chapter 9 TE p. 369B Enrich
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