1st Grade Length
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- Melina Summers
- 5 years ago
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1 Slide 1 / 157
2 Slide 2 / 157 1st Grade Length
3 Slide 3 / 157 Table of Contents Comparing Two Objects Comparing Three Objects Ordering Three Objects Using Blocks to Measure Lab: Comparison Game Using Blocks to Measure Pt. 2 Classroom Items to Measure Lab: Measure Up Using a "Ruler" to Measure Lab: Measuring with a "Ruler" Using Our Body to Measure Measuring in Feet Lab: Foot Measuring click on the topic to go to that section
4 Slide 4 / 157 Standards for Mathematical Practices MP 1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP 3 Construct viable arguments and critique the reasoning of others. MP 4 Model with mathematics. MP 5 Use appropriate tools strategically. MP 6 Attend to precision. MP 7 Look for and make use of structure. MP 8 Look for and express regularity in repeated reasoning. Click on each standard to bring you to an example of how to meet this standard within the unit.
5 Slide 5 / 157 Comparing Two Objects Click to return to Table of Contents
6 Slide 6 / 157 What is Length? Length is the distance from one end to the other. Length
7 Slide 7 / 157 Comparing 2 objects When measuring, objects can be the same length One can be shorter than the other, Shorter or longer than the other. Longer
8 Slide 8 / 157 Which pencil is longer? A. B.
9 Slide 9 / 157 How about now? A. B. Why does A look longer than B?
10 Slide 9 (Answer) / 157 How about now? You can drag the white box that is on top of the pencils to reveal the ends. Teacher Notes A. You could also hold up two pencils behind a book so students cannot see the one end. Hold one pencil higher than the other. Ask which pencil is longer? Then move the book and show the students how they did not start at the same spot. Discuss the importance of lining up B. [This object is a pull tab] the starting point. Why does A look longer than B?
11 Slide 10 / 157 Comparing Objects When comparing two objects, first line up the ends, and then look at the other end to see which one goes further. Start
12 Slide 10 (Answer) / 157 When comparing two objects, first line up the ends, and then look at the other end to see which one goes further. Have students come to the board and manipulate the trucks to compare the two lengths. Ask the students: "Which one is longer?" and "Which one is shorter?" Start Comparing Objects Teacher Notes [This object is a pull tab]
13 Slide 11 / 157 Which rope is shorter? Start
14 Slide 11 (Answer) / 157 Which rope is shorter? Start Teacher Notes Have students move the ropes to start at the same point. [This object is a pull tab]
15 Slide 12 / 157 Which foot is longer? What is the easiest way to find out? Start
16 Slide 12 (Answer) / 157 Which foot is longer? Start What is the easiest way to find out? Math Practice MP 8 Look for and Express Regularity in Repeated Reasoning The students should recognize that lining up the end of objects is the easiest way to compare measurements. [This object is a pull tab]
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19 Slide 14 / Which line is longer? A B
20 Slide 14 (Answer) / Which line is longer? A B Answer A [This object is a pull tab]
21 Slide 15 / Two snakes where spotted in the woods. The longer snake was red. Which snake is red? A B
22 Slide 15 (Answer) / Two snakes where spotted in the woods. The longer snake was red. Which snake is red? A Answer B B [This object is a pull tab]
23 Slide 16 / Is the truck longer than the car? Yes No
24 Slide 16 (Answer) / Is the truck longer than the car? Yes No Answer Yes [This object is a pull tab]
25 Slide 17 / When measuring two objects, we should line up the ends. Yes No
26 Slide 17 (Answer) / When measuring two objects, we should line up the ends. Yes No Answer Yes [This object is a pull tab]
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29 Slide 20 / 157 Ruler Hunt Have students use a 12 inch ruler and send them on a mission to find one thing in the classroom that is about the same size as the ruler, discuss the results and then repeat for objects that are shorter than the ruler and longer than the ruler.
30 Slide 20 (Answer) / 157 Ruler Hunt Have students use a 12 inch ruler and send them Before sending students to measure. on a mission to Discuss find one the thing word ABOUT. in the classroom It is that is about the important same or size them as to the recognize ruler, that discuss the results and about then means repeat almost for or objects close to. that It are shorter than the may ruler be difficult and longer for them than to find the ruler. Teacher Notes objects that are exactly 12 inches. You may wish to place some objects around the room on purpose. [This object is a pull tab]
31 Slide 21 / 157 Comparing Three Objects Click to return to Table of Contents
32 Slide 22 / 157 Comparing Objects Which truck is longer? Which truck is shorter? Start What is the first thing you need to do to have an accurate comparison?
33 Slide 23 / 157 Comparing 3 Objects We can compare three objects the same way as two objects. Line up the end of the objects and look to see which one is longer. A B C Which rope is the longest? Which rope is the shortest?
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36 Slide 26 / 157 Which tree is the shortest?
37 Slide 26 (Answer) / 157 Which tree is the shortest? Math Practice MP 1 Make sense of problems and preserver in solving them. Ask students to explain to a friend how to solve the problem. Allow several students to come to the board and explain their way to the entire class. [This object is a pull tab]
38 Slide 27 / 157 Class Discussion A paint brush is shorter than a screwdriver. The screwdriver is shorter than the hammer. Is the hammer shorter or longer than the paint brush? Draw a picture or use words to explain your answer.
39 Slide 28 / Dad needed the longest screw for a project. Which screw did dad pick? A B C
40 Slide 28 (Answer) / Dad needed the longest screw for a project. Which screw did dad pick? A B Answer B C [This object is a pull tab]
41 Slide 29 / Which pen is the longest? A B C
42 Slide 29 (Answer) / Which pen is the longest? A B C Answer C [This object is a pull tab]
43 Slide 30 / Which paperclip is the longest? A B C
44 Slide 30 (Answer) / Which paperclip is the longest? A B Answer C C [This object is a pull tab]
45 Slide 31 / A bird built a nest in the tallest tree. Which tree is the bird's nest in? A B C
46 Slide 31 (Answer) / A bird built a nest in the tallest tree. Which tree is the bird's nest in? Answer B [This object is a pull tab] A B C
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51 Slide 35 / 157 Ordering Three Objects Click to return to Table of Contents
52 Slide 36 / 157 Which boat is the longest?
53 Slide 36 (Answer) / 157 Which boat is the longest? Teacher Notes Ask students to examine the three boats and pick the boat that is the longest. Once they identify the boat pull that boat to the far left. Then have them look at the two boats that are left and decide which one is longer. Pull that boat up next to the first one. Then pull the last boat up. Discuss with the kids how you ordered the boats from longest to shortest. Be sure to use the terms shortest, longest, shorter, longer, etc. [This object is a pull tab]
54 Slide 37 / 157 Which child is the shortest? Arrange the children from shortest to tallest. Then go from tallest to shortest. What did you notice about the order each time?
55 Slide 38 / 157 Put the Worms in Order Write a 1, 2, or 3 to put the worms in order from shortest to longest.
56 Slide 39 / 157 Put the Trees in Order Put the trees in order from tallest to shortest. These trees are close to the same height. How can you check to be sure which is the tallest?
57 Slide 39 (Answer) / 157 Put the Trees in Order Put the trees in order from tallest to shortest. Teacher Notes Allow the students time with a partner to discuss how they could check to be sure they are correct. Help them understand that you should line up the bottoms to make sure they all start at the same point. [This object is a pull tab] These trees are close to the same height. How can you check to be sure which is the tallest?
58 Slide 40 / Which two rows have the objects in order from tallest to shortest? A B C
59 Slide 40 (Answer) / Which two rows have the objects in order from tallest to shortest? A B Answer B & C C [This object is a pull tab]
60 Slide 41 / Ken said the cars are in order from shortest to longest. Is he correct? Yes No
61 Slide 41 (Answer) / Ken said the cars are in order from shortest to longest. Is he correct? Yes No Answer NO [This object is a pull tab]
62 Slide 42 / The ants are in order from tallest to shortest. True False
63 Slide 42 (Answer) / The ants are in order from tallest to shortest. True False Answer TRUE [This object is a pull tab]
64 Slide 43 / Jamie saw three worms crawling on the sidewalk. They were in order from longest to shortest. Which row is the row that Jamie saw? A B C Quiz
65 Slide 43 (Answer) / Jamie saw three worms crawling on the sidewalk. They were in order from longest to shortest. Which row is the row that Jamie saw? A B Answer C [This object is a pull tab] C Quiz
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68 Slide 46 / 157 Using Blocks to Measure Click to return to Table of Contents
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70 Slide 48 / 157 Using Blocks Since connecting cubes are all the same length, we can use them to measure an object This boy is 8 cubes tall.
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72 Slide 50 / 157 Using Blocks It is also important to make sure the end of each block touches the end of the next block.
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75 Slide 52 / 157 Using Blocks Use the blocks to measure the building.
76 Slide 53 / 157 Using Blocks Use the blocks to measure the tree.
77 Slide 54 / 157 Using Blocks Use the blocks to measure the girl to her fingertips.
78 Slide 55 / 157 Using Blocks Use the blocks to measure the truck's length.
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80 Slide 57 / 157 Using Blocks Use the blocks to measure the rope.
81 Slide 58 / 157 School Supply Measurements Have students use connecting cubes to measure: 1 - scissors 2 - an unsharpened pencil 3 - a crayon 4 - a folder 5 - their desk (work with a partner)
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84 Slide 60 / Which snake is 4 blocks long? A B
85 Slide 60 (Answer) / Which snake is 4 blocks long? A B Answer A [This object is a pull tab]
86 Slide 61 / Which tree is 6 blocks tall? A B
87 Slide 61 (Answer) / Which tree is 6 blocks tall? Answer A A [This object is a pull tab] B
88 Slide 62 / Beth bought a new couch. How long is her couch?
89 Slide 62 (Answer) / Beth bought a new couch. How long is her couch? Answer 11 [This object is a pull tab]
90 Slide 63 / How long is the boot?
91 Slide 63 (Answer) / How long is the boot? Answer [This 7 object is 8 a pull tab]
92 Slide 64 / 157 Lab: Comparison Game - Split the children into groups of three. - Have each child roll a die. - Use connecting cubes to build a train using the same number of cubes as their roll. - Compare the size of the trains and the player with the longest train gets 1 point. - Play until someone gets 10 points. Click to return to Table of Contents
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95 Slide 67 / 157 Using Blocks to Measure Pt. 2 Click to return to Table of Contents
96 Slide 68 / 157 Using Blocks Use the blocks to measure the door.
97 Slide 68 (Answer) / 157 Using Blocks Use the blocks to measure the door. Teacher Notes Cubes are infinity cloned so that students can pull down the cubes and line them up. [This object is a pull tab]
98 Slide 69 / 157 Using Blocks Use the blocks to measure the couch.
99 Slide 70 / 157 Using Blocks When blocks do not connect, it is important to still make sure that the ends touch. But, make sure they do not over lap. Correct Incorrect
100 Slide 71 / 157 Using Blocks The boy is 5 blocks tall.
101 Slide 72 / 157 Using Blocks What If we is left wrong gaps with between this measurement? the blocks, the boy would only be 4 blocks tall which is not true.
102 Slide 72 (Answer) / 157 Using Blocks MP 5 Use appropriate tools What If we is left wrong gaps with between this measurement? the blocks, strategically. the boy would only be 4 blocks tall which is not true. Allow students a chance to identify what is wrong with the placement of the blocks. Have a student come to the board and fix the blocks. Math Practice *Click on the? to reveal the [This object is a pull tab] answer.
103 Slide 73 / 157 Using Blocks If we placed the blocks on top of each other, the boy would be 6 blocks tall which is not true.
104 Slide 74 / 157 Using Blocks Use the blocks to measure the building.
105 Slide 74 (Answer) / 157 Using Blocks Use the blocks to measure the building. Teacher Notes Blocks are infinity cloned so that students can pull down the cubes and line them up. [This object is a pull tab]
106 Slide 75 / 157 Using Blocks Use the blocks to measure the house.
107 Slide 76 / 157 Using Blocks Use the blocks to measure the foot.
108 Slide 77 / 157 Using Blocks Use the blocks to measure the height of the slide.
109 Slide 78 / 157 Using Blocks Use the blocks to measure the rocket.
110 Slide 79 / 157 Using Blocks Use the blocks to measure how far away the dog's bowl is from the dog. If the dog's owner moved the bowl back two blocks, how far away would it be?
111 Slide 79 (Answer) / 157 Using Blocks Math Practice MP Use 4 the Model blocks with to Mathematics measure how far away Give students the dog's time bowl to is discuss from the dog. with a classmates how they could figure the distance. Ask for everyone to share their ideas. Encourage the students to think about writing an addition sentence to show the [This object a pull tab] new distance. If the dog's owner moved the bowl back two blocks, how far away would it be?
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113 Slide 81 / 157 Using Blocks Sally bought the rug below for her kitchen. She bought a rug that is 1 block longer for her family room. How long is the rug in the family room?
114 Slide 82 / 157 Using Blocks The green train below is 4 blocks shorter than a red train. How long is the red train?
115 Slide 83 / 157 Class Discussion Kyle's pencil is 6 blocks long. Ben's pencil is 2 blocks longer than Kyle's. How long is Ben's pencil? Explain.
116 Slide 84 / 157 Classroom Hunt Have students use their blocks to find items around the classroom that are: - 5 blocks long - 8 blocks tall - 15 blocks long - 4 blocks tall
117 Slide 85 / Is the dog 6 blocks long? Yes No
118 Slide 85 (Answer) / Is the dog 6 blocks long? Yes No Answer NO [This object is a pull tab]
119 Slide 86 / Is the girl more than 2 blocks tall? Yes No
120 Slide 86 (Answer) / Is the girl more than 2 blocks tall? Yes No Answer YES [This object is a pull tab]
121 Slide 87 / How long is the train?
122 Slide 87 (Answer) / How long is the train? Answer 8 [This object is a pull tab]
123 23 How tall is the tree? Slide 88 / 157
124 Slide 88 (Answer) / How tall is the tree? Answer 4 [This object is a pull tab]
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129 Slide 92 / 157 Classroom Items to Measure Click to return to Table of Contents
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131 Slide 94 / 157 Measurement Tools Use the erasers to measure the van.
132 Slide 94 (Answer) / 157 Measurement Tools Use the erasers to measure the van. Teacher Notes Erasers are infinity cloned so that students can pull down the cubes and line them up. [This object is a pull tab]
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139 Slide 99 / Is the rope 4 erasers long? Yes No
140 Slide 99 (Answer) / Is the rope 4 erasers long? Yes No Answer NO [This object is a pull tab]
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143 Slide 101 / Tyler measured his toy truck with his glue sticks. How many glue sticks long is his truck?
144 Slide 101 (Answer) / Tyler measured his toy truck with his glue sticks. How many glue sticks long is his truck? Answer 3 [This object is a pull tab]
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147 Slide 103 / How many pencils long is the dresser?
148 Slide 103 (Answer) / How many pencils long is the dresser? Answer 3 [This object is a pull tab]
149 Slide 104 / 157 Lab: Measure Up A creative measurement activity using nonstandard measurement tools Click for more information. Click to return to Table of Contents
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152 Slide 107 / 157 Ruler Click to return to Table of Contents
153 Slide 108 / 157 Preparing for This Lesson Use the back of a ruler or paint stick and tape a strip of paper with stars on it (see handouts). The children will use this stick to measure different items.
154 Slide 109 / 157 What is a ruler? A ruler is a tool used to measure objects. A ruler has straight sides and is marked in equal sections.
155 Slide 110 / 157 What is a ruler? This ruler is marked with stars that are all the same size Why is it important that all of the stars are the same size?
156 Slide 111 / 157 Using a Ruler When measuring with a ruler, line the object up with the end of the ruler. Follow with your finger along the ruler to see where the object stops The stapler is about 5 stars long.
157 Slide 111 (Answer) / 157 Using a Ruler When measuring with a ruler, line the object up with the end of the ruler. Demonstrate to the students Follow with your how finger to along use your the ruler finger to to see where follow the object along the stops. ruler to find out how long an object it. Also review the word about since not all objects are an exact measurement. Teacher Notes [This object is a pull tab] The stapler is about 5 stars long.
158 Slide 112 / 157 Using a Ruler How long is the pencil?
159 Slide 113 / 157 How long is the crayon? Hint: Remember to line it up!!
160 Slide 114 / 157 How long is the car?
161 Slide 115 / 157 How tall is the glass?
162 Slide 116 / 157 How tall is the tree?
163 Slide 117 / 157 Cubes Now measure the tree with cubes. Was the measurement larger with stars or cubes? Did the tree size change?
164 Slide 118 / 157 Using a Ruler Todd measured the building and said it was about 8 stars tall. Is he correct? Explain why
165 Slide 118 (Answer) / 157 Using a Ruler Todd measured the building and said it was about 8 MP stars 6 Attend tall. to precision Is he correct? Explain By asking why the students if Todd is correct, you are giving them a chance to recognize the Math Practice importance of lining up the end of the object with the end of the "ruler". Be sure to ask them to explain why to check that they truly [This understand. object is a pull tab]
166 Slide 119 / Is the bike more than 10 stars long? Yes No
167 Slide 119 (Answer) / Is the bike more than 10 stars long? Yes No Answer NO [This object is a pull tab]
168 Slide 120 / How long is the pencil?
169 Slide 120 (Answer) / How long is the pencil? Answer 11 [This object is a pull tab]
170 Slide 121 / How long is the cat?
171 Slide 121 (Answer) / How long is the cat? Answer 5 [This object is a pull tab]
172 Slide 122 / How tall is the plant?
173 Slide 122 (Answer) / How tall is the plant? Answer 5 [This object is a pull tab]
174 Slide 123 / How tall is the bat?
175 Slide 123 (Answer) / How tall is the bat? Answer 8 [This object is a pull tab]
176 Slide 124 / 157 Lab: Measuring with a "Ruler" Have students measure the following items with their "ruler". 1. Pencil 2. Paper clip 3. Crayon 4. Pencil box 5. Eraser 6. Glue stick 7. Their shoe 8. Clicker 9. 4 Connecting cubes 10. Item of their choice Click to return to Table of Contents
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179 Slide 127 / 157 Using Our Body to Measure Click to return to Table of Contents
180 Slide 128 / 157 Using Our Body For many years, people used their bodies or part of their bodies to measure. Body measurements can still be used to tell the length of an object.
181 Slide 129 / 157 Using Our Body We can use smaller body parts to measure smaller items. Digit Digit is the width of the top of your thumb. Hand Span Hand span is the distance from the tip of the thumb to the tip of the little finger on your outstretched hand. Hand is the distance from the outside of your pinky across to the outside of your thumb with closed fingers. Hand
182 Slide 130 / 157 Using Our Body We can use larger body parts to measure larger objects. Foot Foot is the distance from your heel to the tip of your toes. Pace Arm Span Pace is the distance you cover when you take a step. Arm span is the distance between the tip of your right hand and the tip of your left hand with outstretched arms.
183 Slide 131 / 157 Using Our Body Let's use our thumbs to measure how many digits a pencil is. This pencil is digits long. What would happen if we left spaces between each thumb?
184 Slide 132 / 157 Using Our Body Let's use hand span to measure our board. What would happen if you left gaps between your hands?
185 Slide 133 / 157 Using Our Body Let's use feet to measure the rug. Make sure you do not leave gaps between your feet.
186 Slide 134 / 157 Using Our Body Now let's measure the rug in paces. ** This time it is important to leave space; just walk!! **
187 Slide 135 / 157 Using Our Body What body measurement would you use to measure your desk?
188 Slide 135 (Answer) / 157 Using Our Body What body measurement would you use MP to 3 measure Construct your viable desk? arguments and Math Practice critique the reasoning of others After multiple students explain how they would measure the desk, ask... - How does your answer differ from 's? - What questions do you have for? - What is wrong with 's thinking? * Ask questions that involve critiques and [This object is a pull tab] arguments *
189 Slide 136 / 157 Class Discussion John measured his car with his hand span. Tommy measured his car with his hand span. Tommy said that they had to get to the same measurement since they both measured a car using their hand span. Is he correct?
190 Slide 137 / Is the top of your thumb called arm span when measuring? Yes No
191 Slide 137 (Answer) / Is the top of your thumb called arm span when measuring? Yes No Answer NO [This object is a pull tab]
192 Slide 138 / Tom said his arm span is bigger than his foot. Karen said his foot is bigger than his arm span. Help them! Which is bigger? A Arm Span B Foot
193 Slide 138 (Answer) / Tom said his arm span is bigger than his foot. Karen said his foot is bigger than his arm span. Help them! Which is bigger? A Arm Span B Foot Answer A [This object is a pull tab]
194 Slide 139 / If you were measuring a rug, would you want to use feet or digits? A Feet B Digits
195 Slide 139 (Answer) / If you were measuring a rug, would you want to use feet or digits? A Feet B Digits Answer A [This object is a pull tab]
196 Slide 140 / Is it best to use digits when measuring something small? Yes No
197 Slide 140 (Answer) / Is it best to use digits when measuring something small? Yes No Answer YES [This object is a pull tab]
198 Slide 141 / How many feet did it take to measure the couch?
199 Slide 141 (Answer) / How many feet did it take to measure the couch? Answer 4 [This object is a pull tab]
200 Slide 142 / 157 Body Measuring Centers Have students rotate through the following 6 activities. 1. Use your thumb to measure your star ruler in digits. 2. Use your hand to measure the hand span of a table. 3. Use your body to measure the arm span of the board. 4. Use your hand to measure your desk in hands. 5. Use your feet to measure a marked off area in feet. 6. Use your feet to measure the hallway in paces.
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203 Slide 145 / 157 Measuring in Feet Click to return to Table of Contents
204 Slide 146 / 157 Using Our Feet A mom measured the kitchen table using her feet. The table was 6 feet long. Then her 5 year old son measured the table using his feet. The table was 10 feet long. Why do you think they got different measurements?
205 Slide 146 (Answer) / 157 Using Our Feet A mom measured MP 7 Look for the and kitchen make use table of using her feet. The table structure was 6 feet long. Then her 5 friend. year The old son goal measured is for them to the table using his feet. The table was 10 feet long. Math Practice Have the students talk this out with a understand that larger units will give them a different measurement than smaller units. Advanced students may understand that larger units produce small measurements and smaller units produce larger Why do you think they got different measurements? [This object is a pull tab] measurements.
206 Slide 147 / 157 Using Our Feet Since we all have different size feet, it is hard to use our own feet as a good measurement.
207 Slide 148 / 157 The Standard Foot When we hear people talking about feet when measuring, they are talking about the standard foot. A standard foot is a foot that is exactly the same size every time. Do you think your foot is bigger or smaller than a standard foot?
208 Slide 149 / All feet are the same size. True False
209 Slide 149 (Answer) / All feet are the same size. True False Answer FALSE [This object is a pull tab]
210 Slide 150 / Which is bigger? A Your foot B Standard foot
211 Slide 150 (Answer) / Which is bigger? A Your foot B Standard foot Answer B [This object is a pull tab]
212 Slide 151 / When measuring with feet, the front of one foot must touch the back of the next foot. Yes No
213 Slide 151 (Answer) / When measuring with feet, the front of one foot must touch the back of the next foot. Yes No Answer YES [This object is a pull tab]
214 Slide 152 / How many feet long is the rug?
215 Slide 152 (Answer) / How many feet long is the rug? Answer 5 [This object is a pull tab]
216 Slide 153 / Should we use feet to measure a pencil? Yes No Quiz
217 Slide 153 (Answer) / Should we use feet to measure a pencil? Yes No Answer NO [This object is a pull tab] Quiz
218 Slide 154 / 157 Lab: Foot Measurement Have students work in pairs to trace their own foot. After they trace their foot have them cut it out. Using their foot, have them work together to measure different items around the classroom. Once all students have measured the same few items, call them back together and compare their different measurements and discuss why they got different measurements. Then pass out the standard foot worksheet (see handouts) and have students repeat measuring the same objects from above. When they are done, discuss the results. Click to return to Table of Contents
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