## Modeling Precise Language - Section 2: Opening Discussion

*Modeling Precise Language*

*Modeling Precise Language*

# Scoop and Order, Day 2 of 2

Lesson 4 of 10

## Objective: SWBAT order lengths from shortest to longest and longest to shortest.

#### Setting Up the Learning

*5 min*

This lesson is a continuation of the day before. Go here to see the original lesson!

**Review:**

We have played Scoop it and Order it before, and we were ordering from longest to shortest. Today we are going to play the game again, but we are going to switch up how we put them in order.

**Connect**

Putting lengths in order helps us think about how we compare different objects. We compare objects to help us think about how the lengths are different from each other.

**Objective :**

Your thinking job today is: How do I know which way to order three objects?

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#### Opening Discussion

*10 min*

I'll be recording much of this on chart paper to create an anchor chart for the class.

I say: *When we put objects in order, we have to pay close attention to whether or not we are **doing longest to shortest or shortest to longest.*

**Sticky Key Point: Whatever word (shortest or longest) is first, that object goes first!**

I’ll model with reading the sentences and circling the first word. *“The word shortest is first, **so we put the shortest object first. The word longest is last, so the longest one will be **last.”*

**Model:**

1. *Let’s put the cube towers in order from shortest to longest.*

• On my paper, I’ll write an S for shortest, M for middle, L for longest. (On three separate lines: S on the top, M on the middle line, L on the bottom line)

• Order the cube towers.

2. *Now let’s do one from longest to shortest. *

- Will the longest one go first or the shortest one? I need to circle the first word, because the first word goes first.

• What should I write on the first line of my paper? Why L?

• Which one will go last? Why?

• Draw towers. Model making sure the longest one looks the longest, middle looks shorter, and the shortest is the shortest. (Pushes them to represent appropriately)

3. Model more times as necessary.

#### Resources

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#### Game Rules and Practice

*10 min*

We are going to play a game called Scoop it! Order it! I am going to give each pair of students a

ladel/kitchen spoon to “Scoop” out cubes.

**Game rules:**

1. Partner s take turns using the ladel to spoon out some cubes. You need 3 groups of cubes.

2. Make the scoops of cubes into 3 cube trains.

3. Read: Shortest to longest? Or longest to shortest?

4. Put them in order.

5. Draw the towers. Label them with how many cubes is in each.

I’ll model setting up recording sheet: I have to circle the first word-the first word goes first!

**Guiding Questions during game practice:**

-Which one is longest?

-Which one goes first? Second? Third? Why?

-Why do I not put the shortest one first? When would I put the shortest one first?

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#### Independent Practice

*15 min*

Check out this video to learn about how I differentiate the game using the recording sheets! I'll do a screen share to explain each group's recording sheet. Here is the breakdown of my homogeneous groups:

- Group A, intervention
- Group B, Right on Track
- Group C, Extension

#### Resources

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#### Closing

*5 min*

Students share their first problem with a partner and explain to their partner how they ordered the towers from shortest to longest/longest to shortest.

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: Chrysanthemum: Shorter and Longer Names
- LESSON 2: What's in a Name?
- LESSON 3: Scoop and Order, Day 1 of 2
- LESSON 4: Scoop and Order, Day 2 of 2
- LESSON 5: Classroom Comparisons
- LESSON 6: Fisherman's Journal: Understanding Measurement
- LESSON 7: Keeper or Not a Keeper?
- LESSON 8: Classroom Design Plans
- LESSON 9: Different Unit, Same Length
- LESSON 10: Shoe Organization: Measure and Order