Today's Problem of the Day:
Which objects are heavier than a chair? Which objects are lighter than a chair?
For this problem, the students are comparing the weight of several objects to the weight of a chair. On the Notebook file, the students can just drag the objects into the correct box. If you do not have a SMARTBoard, you can use the PDF file. You could also have the students solve the problem by using manipulatives or pictures.
I have several student come up and work on this problem. I have each of them say this sentence when they are finished: The ______ is heavier/lighter than the chair. I have the class tell if they agree or disagree by showing a thumbs up or thumbs down.
I start this lesson by having two student stand in the front of the room. I ask the other students to compare them. Answers come out like one boy and one girl, one has blue pants and one has khaki pants, one has braids and one does not. If it is not said, I ask, "Who is taller?" When we have identified the taller student, I start adding more students to the line one by one until we have the whole class lined up by height. During this process we continually use the words taller and shorter. I then tell students that we just compared the height of all of our classmates.
What words did we use as we compared height? Taller and shorter are the words we use when we are comparing height.
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 taller objects. Cross off the shorter objects.
You need to look at the two objects in each box and compare them. You are going to color the taller objects and cross off the shorter objects.
I walk around and make sure that students are correctly coloring the taller objects. I tell the students when they are finished, they can put their paper in the basket and get their center.
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.
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 learned about comparing height. Tomorrow, we are going to continue to talk about comparing height and we have a fun story to go along with it!"