##
* *Reflection: Developing a Conceptual Understanding
Comparing Lengths - Section 3: Practice

When we created number lines in previous activities, students were able to successfully identify points on the number line, which helped them better understand measurement. I noticed in a previous lesson with measurement that my students were struggling to use the ruler and measure objects to the nearest inch, half inch and quarter inch because of the added lines on the rulers. I felt that it was necessary to give them additional time to practice and build fluency in measurement by exposing them to measuring different objects and comparing their lengths. Students were able to find similar objects, or very different objects, based on their comfort level and I was able to be more involved with struggling students by pulling them for 1-on-1 instruction.

*Building Fluency*

*Developing a Conceptual Understanding: Building Fluency*

# Comparing Lengths

Lesson 7 of 13

## Objective: SWBAT identify a standard and non-standard unit of measure and use these tools to compare the length of 2 objects.

*50 minutes*

#### Intro

*5 min*

*Yesterday we did a lot of hard work finding the length of different objects and today we are going to build onto that. If I have 2 objects and I want to compare them, how would I do that?*

I allow student to discuss what tools they would use to measure the lengths and how to find the difference (MP3). I ensure I emphasize why I would need to compare inches to inches and centimeters to centimeters.

*There is one trick I think might help you as you begin to compare the lengths of objects, and you can use it whenever your ruler or the ruler used doesn’t begin measuring the item at 0. If I rush and I look only at where my object ends, I may not know the accurate length of the object. Let me show you what I mean.*

I model measuring the 2 items based on the pictured ruler and draw attention to circling the beginning number and also the units. I explain that by looking at this I can find the exact length of the object because I understand where the measurement begins.

*Now that I know the length of each object, what could I do to find the difference between the 2 objects? *

#### Resources

*expand content*

#### Guided Practice

*10 min*

*Now I need you guys to help one another better understand this. I need someone to come and help me find the difference between the 2 things in each example, and to explain to us what tricks and tips you are using to figure this out. *

* *

I always call on students to explain what the student who is modeling at the board is doing, just to include more students into the activity (MP3). When they know that there is the chance they will be called on or that they might have the opportunity to come up and work at the board they pay closer attention and are more engaged in the activity.

#### Resources

*expand content*

#### Practice

*30 min*

*Today I am going to need you to build on what you did yesterday to compare the lengths of 2 objects. I have added more math tools to your bags and I have some picture cards in there as well. You don’t have to begin measuring each item at 0, but you do need to represent on your paper where you began your measurement just like we did on the board. If you begin measuring a cube at the 4 inch mark, that’s what I should also see in your picture (MP6). I want you to find and record the measurement of 2 objects in your bags and want to see you compare the measurements to find the difference between them. Remember how important it is to take your time because we do our best work when we focus and take our time!*

Students will need to measure accurately, even when they don’t begin at the 0. For my higher performing students they enjoy a challenge like this, but for my lower performing students we will do a few of the measurements together in a small group before I send them back to work independently. I want to ensure they have concrete examples on their paper, in addition to the board, before they get started so that they have work to refer back to.

#### Resources

*expand content*

#### Close

*5 min*

*Great job today! You were able to find some cool differences between the items on your papers, and I saw you pushing yourselves to measure items beginning at other numbers than 0 and still finding the correct length! What did you guys realize when you didn’t start at 0? What things were you able to do to make sure your measurement was correct? How did you make sure you recorded the correct standard units you used? Why is that important? *

I always try to close my lesson by having students share what they did and how they applied what we learned today to their practice. I want to reemphasize the critical importance of recording units used, because of how that impacts measurement.

*expand content*

##### Similar Lessons

###### Nailed It!

*Favorites(2)*

*Resources(15)*

Environment: Suburban

###### Estimating Local Rainfall

*Favorites(2)*

*Resources(8)*

Environment: Urban

###### Reaction Time

*Favorites(0)*

*Resources(15)*

Environment: Urban

- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing

- LESSON 1: Standard and Non-Standard Units of Measurement
- LESSON 2: What is the Perimeter?
- LESSON 3: Perimeter is All Around Us!
- LESSON 4: My Unique Perimeter Performance Task
- LESSON 5: Graphing with M&M's
- LESSON 6: Design Your Dream House
- LESSON 7: Comparing Lengths
- LESSON 8: What is Area?
- LESSON 9: Length x Width
- LESSON 10: Design Your Dream House- Day 2
- LESSON 11: Area With Halves
- LESSON 12: Area Assessment
- LESSON 13: The Difference Between Mass and Customary Weight