Measurement- Comparing Length Day 2

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

Big Idea

Cubes are a great tool to use when exploring length and making measurement comparisons!

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 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.

Presentation of Lesson

25 minutes
I start this lesson by putting Length SMART Notebok File on the board and explain today's activity.
Step 1: Pick a number card.
Step 2: Count out that many cubes.
Step 3: Put them together to make a train.
Step 4: Compare your train to your partners.
We complete the activity following the above steps.  I have each pair come up and talk about their cube train comparison.
What words did you use as you compared length?  Longer and shorter are the words we use when we are comparing length.

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



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.


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."