## Problem of the Day - Section 1: Problem of the Day

*Problem of the Day*

# How Do We Measure? Comparing Weight Day 1

Lesson 14 of 18

## Objective: Students will be able to describe objects in terms of weight and compare the weight of two objects.

## Big Idea: Students will be introduced to the concept of weight by describing them as heavy or light. They will also explore how to use their prior knowledge to describe the weight of objects.

*55 minutes*

#### Problem of the Day

*5 min*

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:

** Which objects are longer than the train? Which objects are shorter than the train?**

For this Problem of the Day, I include a cube train and several objects. The objects are movable. I am looking for the students to move the objects around and line them up with the edge of the cube train to show if they are longer or shorter. If you do not have a SMART Board, you can use a real cube train and several classroom objects.

I have several students answer this question, and explain their thinking. If the student does not do it, I encourage the student to move the objects to ensure that he or she has enough information to compare the length of the object and the cube train. I am looking for students to use the words *longer* and *shorter* as the comparison of length is explained.

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#### Presentation of Lesson

*25 min*

I pull up a Comparing Weight Game. We talk about the weight of the dinosaurs and how we can describe them using the words heavier and lighter. I point out classroom objects and ask students if they are heavy or light. I use very obvious examples. We will get to using tools to make closer comparisons tomorrow.

I tell students that they are going to be comparing some of objects on their own on a Comparing Weight 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

**Draw a red circle around the heavy thing. Color the light thing.**

*You need to look at the two objects in each box and compare them. You are going to circle the heavy thing and color the light thing.*

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

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#### Practice

*20 min*

The centers for this week are:

- Measuring Abe's Hat (from Teachers Pay Teachers)
- Measure the Room (from Teachers Pay Teachers)
- Valentine's Day Measurement (Teacher Created Resource- Use candy hearts)
- Teen Numbers with Ten Frames (from Teachers Pay Teachers- Use buttons)
- SMARTBoard (2D and 3D Shapes from Starfall)

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 focusing on teen numbers with all of the groups. Based on the end of unit assessment for teen numbers and report card assessments that I am currently working on, I have found that my students are still struggling with teen numbers. They have caught on to measurement quickly, so I feel that it is important to use this small group time to practice identifying teen numbers and counting groups of up to 20 objects. I group the students by ability level based on the assessments I mentioned above, but I do the same activity with all three groups. I start with teen number flashcards. I then give each student a number card and the student counts out that number of objects. Finally, I say a teen number and have each student write it on their white board.

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.

#### Resources

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#### Closing

*5 min*

*Today we learned to compare objects based on weight. Tomorrow, we are going to continue to practice comparing objects based on weight.*

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- LESSON 1: Math Centers - Graphing and Review
- LESSON 2: Collecting Data- Counting Pictures
- LESSON 3: Collecting Data- Counting Pictures Day 2 Review
- LESSON 4: The Very Hungry Caterpillar Graph
- LESSON 5: Rooster's Off to See the World Graph
- LESSON 6: Why Use a Graph? Day 1 - Using 2 Different Color Objects
- LESSON 7: Why Use a Graph? Day 2 - Using 3 Different Color Objects
- LESSON 8: Graphing- Using a Survey Day 1
- LESSON 9: Graphing- Using a Survey Day 2
- LESSON 10: Math Centers - Measurement and Review
- LESSON 11: Measurement- Comparing Length Day 1
- LESSON 12: Measurement- Comparing Length Day 2
- LESSON 13: Measurement- Comparing Length Day 3
- LESSON 14: How Do We Measure? Comparing Weight Day 1
- LESSON 15: How Do We Measure? Comparing Weight Day 2
- LESSON 16: Measurement- Comparing Height Day 1
- LESSON 17: Measurement- Comparing Height Day 2
- LESSON 18: What Have We Learned? (Graphing and Measurement)