# Shortest to Longest - You Knew It, Now Glue It!

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## Objective

SWBAT order objects according to length by gluing paper strips in place shortest to longest.

#### Big Idea

Kids need multiple experiences to practice what they've learned. This lesson is one in a series about measuring and ordering objects.

## Daily Calendar & Counting Review

15 minutes

Today's daily calendar and counting review can be done using the following links and videos or by using a standard classroom calendar and counting posters. The enthusiasm for learning will be generated by you. The more enthusiastic, the more the kids learn so have a great time and set high expectations.

We complete the calendar on Starfall. In the resources there is a detailed description of calendar math.

Counting to 20 -

Countdown from 20 -

Counting by 10’s to 100 -

Counting by 1’s to 100 -

Since we are in the fourth quarter, we add counting by 5's:

## Direct Instruction

10 minutes

I read the book, Tall and Short. I think aloud about how I know which objects are tall and which ones are short as I read each page.

I then hold up three objects from my computer table and show the kids, while thinking aloud, how to order them from shortest to tallest.

I place them under the doc cam so the kids can see the order they are in. I then pic up four more objects and I have them tell me what order they should go in if I want them from shortest to tallest.

I turn them sideways under the doc cam so they can see how they are now shortest to longest and that when you are measuring how tall something is, you're really measuring how long it is.

## Guided Instruction

10 minutes

Each student is given a baggie with four different size strips of paper in it. I ask them to take the strips out and we discuss how we would begin putting them in order.

Someone suggests that we take out the smallest one and put it down first.

Another student suggests that we take out the longest one and lay it down next to the short one.

A third student says that we should take a middle size piece and put it in between the short and long one.

The next student says we should take the last piece and compare it to the middle one and then decide if it should go in front of it or behind it. We all move our pieces over and put it in front of the middle piece.

A student notices that it looks like we built some stairs. Great observation! I ask her why she thinks that and she tells the class that each step is just a little taller than the step before it.

## Independent Practice

10 minutes

The kids place their strips back in their bag and take them to their table to put them in order again on their own and glue them down on a sheet of copy paper.

It only takes a few minutes. I roam the room to intercept any issues before they are glued down. When I see a concern, I have the student talk through their thinking with me to see where the confusion lies. On occasion I have seen the kids mix up the vocabulary and get the longer/taller confused with the shorter.

The issue is usually resolved pretty quick. I have the kids leave their papers to dry on the tables when I have them gather back on the floor for the closure of the lesson.

## Closure

10 minutes

We gather back on the floor to discuss what they have learned from the lesson. First I give them about 30 seconds of quiet think time. I then have them tell their talking partners (I chose the partners for the kids each morning) what they learned from the lesson. I then choose three to five (time permitting) kids randomly by pulling name sticks from a name stick jar and ask them to share what they and their partner said they learned today. I ask for both because listening is just as important as speaking. When the know that I am going to also ask for what their talking partner said, not just what they said, they listen more actively when their partner speaks. Most of my kids are even asking clarifying questions now (fourth quarter of the year).

## Exit Ticket

5 minutes

The exit ticket is the final ordered and glued paper. I collect them as they line up for their special area class. I quickly look over each one to make sure I didn't miss anyone having trouble while I was roaming during the independent practice piece.

If there are any that concern me, I place them to the side to meet with the student later that day or in the morning the next day. I reteach or provide additional guided practice until the issue is resolve and the student is successful.