# Measurement- Comparing Length Day 1

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## Objective

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

#### Big Idea

Fish Eyes is a math story, but it is not focused on length. I use this book to have the students compare the length of the different fish in the story.

## Problem of the Day

5 minutes

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 three 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.

## Presentation of Lesson

25 minutes

I start this lesson by reading Fish Eyes by Lois Ehlert.  While reading, we discuss the fish in the book and how some are longer or shorter than others.  This is not actually part of the story.  I just have the students look at the pictures and make these comparisons.  We discuss longer and shorter as the words that we use when comparing the length of objecs.

I tell students that they are going to be making some of their own comparisons on a Length worksheet.

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 the object that is shorter.

You need to look at the two objects in each box and compare them.  You are going to color the object that is shorter.

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

## Practice

20 minutes

This week's centers are:

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.

## Closing

5 minutes

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."