##
* *Reflection: High Expectations
Measurement- Comparing Length Day 2 - Section 2: Presentation of Lesson

This activity can get very long and frustrating if students are looking for certain color cubes. I encountered this problem and here are two possible solutions that I am thinking about for future activities.

1. If possible, use just one color of cubes. This eliminates the problem, but may not be a possibility if you have limited cubes or may be time consuming if your cubes are in a tube with the colors mixed together.

2. Spend more time teaching students how to use cubes as a math tool at the beginning of the year. Give students an opportunity to explore the cubes, and then show how they are used as a math tool. Have student practice taking out a number of cubes quickly and passing the container so that they get used to the procedure for activities like this throughout the school year.

*The Color of the Cubes*

*High Expectations: The Color of the Cubes*

# Measurement- Comparing Length Day 2

Lesson 12 of 18

## Objective: Students will be able to compare length using the terms longer and shorter.

*55 minutes*

#### Problem of the Day

*5 min*

I start each math lesson with a Problem of the Day. I use the procedures outlined here on Problem of the Day Procedures.

Today's Problem of the Day:

**Sort these objects into two groups.**

For this problem, students need to sort objects into two groups. There are several ways to sort. I have two students sort the objects in this problem. I have the student then explain how they sorted and I have the class tell if they agree or disagree by showing a thumbs up or thumbs down. I am looking for students to think outside of the obvious way to sort the objects. I encourage students to look at the length of the objects.

*expand content*

#### Presentation of Lesson

*25 min*

Step 2: Count out that many cubes.

Step 3: Put them together to make a train.

Step 4: Compare your train to your partners.

*What words did you use as you compared length? Longer and shorter are the words we use when we are comparing length.*

*You are going to be working on this paper on your own. When you get the paper take it back to your seat, put your name on it and put your pencil in the air.*

I use the procedures outlined here on the Paper Procedures

**Color by the code. Shorter-red and Longer-blue**

*You need to look at the two objects in each box and compare them. You are going to color the longer objects blue and the shorter objects red.*

I walk around and make sure that students are correctly coloring the taller objects. I tell the students that they are finished, they can put their paper in the basket and get their center.

*expand content*

#### Practice

*20 min*

This week's centers are:

- Measuring Abe's Hat (from Teachers Pay Teachers)
- Measure the Room (from Teachers Pay Teachers)
- Valentine's Day Measurement Center (Teacher Created Resource- Use candy hearts)
- Teen Numbers with Ten Frames (from Teachers Pay Teachers)
- SMARTBoard (2D and 3D Shapes from Starfall)

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers and work with them depending on the time they need (5 - 10 minutes).

Today I am helping students with their centers. Yesterday I found that many of my students needed help learning to measure in the various centers.

Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats. This is a paid resource, but there are many free examples of transition songs easily found in a web search. Another transition I have been using lately during clean up has been counting down from 20 slowly. The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.

#### Resources

*expand content*

#### Closing

*5 min*

To close, I put a student's paper on the document camera a project it on the SMART Board. I have that student explain their work. I mention positive things noticed during centers as well as something that needs to be better next time.

I review what we did during our whole group lesson. "*Today we review comparing length and using measurement terms. **Tomorrow, we are going to a continue to explore the concept of length.*"

*expand content*

##### Similar Lessons

###### How Long? A Fishy "Tail"

*Favorites(8)*

*Resources(25)*

Environment: Urban

###### Leaves Make Food

*Favorites(1)*

*Resources(22)*

Environment: Suburban

###### Introduction to Non-Standard Measurement

*Favorites(1)*

*Resources(9)*

Environment: Suburban

- LESSON 1: Math Centers - Graphing and Review
- LESSON 2: Collecting Data- Counting Pictures
- LESSON 3: Collecting Data- Counting Pictures Day 2 Review
- LESSON 4: The Very Hungry Caterpillar Graph
- LESSON 5: Rooster's Off to See the World Graph
- LESSON 6: Why Use a Graph? Day 1 - Using 2 Different Color Objects
- LESSON 7: Why Use a Graph? Day 2 - Using 3 Different Color Objects
- LESSON 8: Graphing- Using a Survey Day 1
- LESSON 9: Graphing- Using a Survey Day 2
- LESSON 10: Math Centers - Measurement and Review
- LESSON 11: Measurement- Comparing Length Day 1
- LESSON 12: Measurement- Comparing Length Day 2
- LESSON 13: Measurement- Comparing Length Day 3
- LESSON 14: How Do We Measure? Comparing Weight Day 1
- LESSON 15: How Do We Measure? Comparing Weight Day 2
- LESSON 16: Measurement- Comparing Height Day 1
- LESSON 17: Measurement- Comparing Height Day 2
- LESSON 18: What Have We Learned? (Graphing and Measurement)