"Yesterday we worked on ordering objects from shortest to longest. When we order from shortest to longest, we start with the shortest object.
Today we are going to switch things up. We are going to order three lengths from longest to shortest. That means we start with the longest and then we go to the shortest. The longest goes first."
To model this point, I'll have an anchor chart that we will tape cubes on! First graders think this is hilarious! See attached photo for example.
Partner talk: Which one is the shortest? Which one is the longest?
I'll model ordering from longest to shortest:
"When I order things from longest to shortest, I start with the one that is the MOST long because I see –est here."
Partner talk: How did we put them in order from longest to shortest?
I'll use whiteboards at this point because I want students to both be able to order objects and represent how they ordered them. This is tricky for little hands, but I want them to make the longest object actually look like the longest. This is a really basic version of the Standard for Mathematical Practice, Model with mathematics.
I'll show students 3 objects for them to order from longest to shortest and to draw on their whiteboards.
I’ll choose a variety of objects for them to order (crayon, cube, paperclip, cube train of 5 cubes, cube train of 8 cubes, marker, ruler, pencil, book, pointer)
After I show the students the 3 objects, I'll have them draw them in order. I'll highlight a child's whiteboard each time.
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. During this time, I want to teach students the rules of the game and ask questions that will push them to think about the math in the game.
I'll practice game a few times with class, modeling how to represent the cube towers appropriately. For example: “This one is the longest so I need to draw it longer than all of the others”.
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?
Students will play the Scoop and Order game with a partner. I'll differentiate this activity through the recording sheets.
See attached recording sheets.
Group A: In need of intervention
Students play scoop and order with a scaffold of having boxes to show where the longest one goes, the middle and the shortest.
Group B: On Track
Students play the game without any scaffolds of where to put each tower. Students must understand that to order from longest to shortest, they have to put the longest tower first.
Group C: Extension
Students play the game but with a mix between shortest to longest and longest to shortest.
To close out the day, I'll have a student model how they ordered 3 cubes. We will create an anchor chart of the 3 cube trains, and how the child represented their cube trains. I will point out to students that the representation matches the real cubes because the child represented that each object was a different length.