Slide 1 / 157 Slide 2 / 157 1st Grade Length 2015-11-30 www.njctl.org 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 Slide 3 / 157
Standards for Mathematical Practices Slide 4 / 157 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. Slide 5 / 157 Comparing Two Objects Click to return to Table of Contents What is Length? Slide 6 / 157 Length is the distance from one end to the other. Length
Comparing 2 objects Slide 7 / 157 When measuring, objects can be the same length One can be shorter than the other, Shorter or longer than the other. Longer Which pencil is longer? Slide 8 / 157 A. B. How about now? Slide 9 / 157 A. B. Why does A look longer than B?
How about now? Slide 9 () / 157 Teacher Notes You can drag the white box that is on top of the pencils to reveal the ends. 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 B. 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 the starting point. Why does A look longer than B? Comparing Objects Slide 10 / 157 When comparing two objects, first line up the ends, and then look at the other end to see which one goes further. Start Comparing Objects Slide 10 () / 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 Teacher Notes
Which rope is shorter? Slide 11 / 157 Start Which rope is shorter? Slide 11 () / 157 Start Teacher Notes Have students move the ropes to start at the same point. Which foot is longer? Slide 12 / 157 What is the easiest way to find out? Start
Which foot is longer? Slide 12 () / 157 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. Slide 13 / 157 Slide 13 () / 157
2 Which line is longer? Slide 14 / 157 A B 2 Which line is longer? Slide 14 () / 157 A B A 3 Two snakes where spotted in the woods. The longer snake was red. Which snake is red? Slide 15 / 157 A B
3 Two snakes where spotted in the woods. The longer snake was red. Which snake is red? Slide 15 () / 157 A B B 4 Is the truck longer than the car? Slide 16 / 157 Yes No 4 Is the truck longer than the car? Slide 16 () / 157 Yes No Yes
5 When measuring two objects, we should line up the ends. Slide 17 / 157 Yes No 5 When measuring two objects, we should line up the ends. Slide 17 () / 157 Yes No Yes Slide 18 / 157
Slide 19 / 157 Ruler Hunt Slide 20 / 157 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. Ruler Hunt Slide 20 () / 157 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. objects that are exactly 12 inches. You may wish to place some objects around the room on purpose. Teacher Notes
Slide 21 / 157 Comparing Three Objects Click to return to Table of Contents Comparing Objects Slide 22 / 157 Which truck is longer? Which truck is shorter? Start What is the first thing you need to do to have an accurate comparison? Comparing 3 Objects We can compare three objects the same way as two objects. Slide 23 / 157 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?
Slide 24 / 157 Slide 25 / 157 Which tree is the shortest? Slide 26 / 157
Which tree is the shortest? Slide 26 () / 157 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. Class Discussion Slide 27 / 157 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. 6 Dad needed the longest screw for a project. Which screw did dad pick? Slide 28 / 157 A B C
6 Dad needed the longest screw for a project. Which screw did dad pick? Slide 28 () / 157 A B B C 7 Which pen is the longest? Slide 29 / 157 A B C 7 Which pen is the longest? Slide 29 () / 157 A B C C
8 Which paperclip is the longest? Slide 30 / 157 A B C 8 Which paperclip is the longest? Slide 30 () / 157 A B C C 9 A bird built a nest in the tallest tree. Which tree is the bird's nest in? Slide 31 / 157 A B C
9 A bird built a nest in the tallest tree. Which tree is the bird's nest in? Slide 31 () / 157 B A B C Slide 32 / 157 Slide 32 () / 157
Slide 33 / 157 Slide 34 / 157 Slide 35 / 157 Ordering Three Objects Click to return to Table of Contents
Which boat is the longest? Slide 36 / 157 Which boat is the longest? Slide 36 () / 157 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. Which child is the shortest? Slide 37 / 157 Arrange the children from shortest to tallest. Then go from tallest to shortest. What did you notice about the order each time?
Put the Worms in Order Write a 1, 2, or 3 to put the worms in order from shortest to longest. Slide 38 / 157 Put the Trees in Order Put the trees in order from tallest to shortest. Slide 39 / 157 These trees are close to the same height. How can you check to be sure which is the tallest? Put the Trees in Order Put the trees in order from tallest to shortest. Slide 39 () / 157 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. These trees are close to the same height. How can you check to be sure which is the tallest?
11 Which two rows have the objects in order from tallest to shortest? Slide 40 / 157 A B C 11 Which two rows have the objects in order from tallest to shortest? Slide 40 () / 157 A B B & C C 12 Ken said the cars are in order from shortest to longest. Is he correct? Slide 41 / 157 Yes No
12 Ken said the cars are in order from shortest to longest. Is he correct? Slide 41 () / 157 Yes No NO 13 The ants are in order from tallest to shortest. Slide 42 / 157 True False 13 The ants are in order from tallest to shortest. Slide 42 () / 157 True False TRUE
14 Jamie saw three worms crawling on the sidewalk. They were in order from longest to shortest. Which row is the row that Jamie saw? Slide 43 / 157 A B C Quiz 14 Jamie saw three worms crawling on the sidewalk. They were in order from longest to shortest. Which row is the row that Jamie saw? Slide 43 () / 157 A B C C Quiz Slide 44 / 157
Slide 45 / 157 Slide 46 / 157 Using Blocks to Measure Click to return to Table of Contents Slide 47 / 157
Using Blocks Slide 48 / 157 Since connecting cubes are all the same length, we can use them to measure an object. 8 7 6 5 4 3 2 1 This boy is 8 cubes tall. Slide 49 / 157 Using Blocks Slide 50 / 157 It is also important to make sure the end of each block touches the end of the next block.
Slide 51 / 157 Slide 51 () / 157 Using Blocks Slide 52 / 157 Use the blocks to measure the building.
Using Blocks Slide 53 / 157 Use the blocks to measure the tree. Using Blocks Use the blocks to measure the girl to her fingertips. Slide 54 / 157 Using Blocks Slide 55 / 157 Use the blocks to measure the truck's length.
Slide 56 / 157 Using Blocks Slide 57 / 157 Use the blocks to measure the rope. School Supply Measurements Slide 58 / 157 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)
Slide 59 / 157 Slide 59 () / 157 16 Which snake is 4 blocks long? Slide 60 / 157 A B
16 Which snake is 4 blocks long? Slide 60 () / 157 A B A 17 Which tree is 6 blocks tall? Slide 61 / 157 A B 17 Which tree is 6 blocks tall? Slide 61 () / 157 A A B
18 Beth bought a new couch. How long is her couch? Slide 62 / 157 18 Beth bought a new couch. How long is her couch? Slide 62 () / 157 11 19 How long is the boot? Slide 63 / 157 1 2 3 4 5 6 7 8 9 10 11
19 How long is the boot? Slide 63 () / 157 5 1 2 3 4 5 6 [This 7 object is 8 a pull tab] 9 10 11 Lab: Comparison Game Slide 64 / 157 - 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 Slide 65 / 157
Slide 66 / 157 Slide 67 / 157 Using Blocks to Measure Pt. 2 Click to return to Table of Contents Using Blocks Use the blocks to measure the door. Slide 68 / 157
Using Blocks Use the blocks to measure the door. Slide 68 () / 157 Teacher Notes Cubes are infinity cloned so that students can pull down the cubes and line them up. Using Blocks Use the blocks to measure the couch. Slide 69 / 157 Using Blocks Slide 70 / 157 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
Using Blocks Slide 71 / 157 The boy is 5 blocks tall. Using Blocks Slide 72 / 157 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. Using Blocks Slide 72 () / 157 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 answer.
Using Blocks Slide 73 / 157 If we placed the blocks on top of each other, the boy would be 6 blocks tall which is not true. Using Blocks Use the blocks to measure the building. Slide 74 / 157 Using Blocks Use the blocks to measure the building. Slide 74 () / 157 Teacher Notes Blocks are infinity cloned so that students can pull down the cubes and line them up.
Using Blocks Use the blocks to measure the house. Slide 75 / 157 Using Blocks Use the blocks to measure the foot. Slide 76 / 157 Using Blocks Use the blocks to measure the height of the slide. Slide 77 / 157
Using Blocks Use the blocks to measure the rocket. Slide 78 / 157 Using Blocks Slide 79 / 157 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? Using Blocks Slide 79 () / 157 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?
Slide 80 / 157 Using Blocks Slide 81 / 157 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? Using Blocks The green train below is 4 blocks shorter than a red train. How long is the red train? Slide 82 / 157
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. Classroom Hunt Slide 84 / 157 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 20 Is the dog 6 blocks long? Slide 85 / 157 Yes No
20 Is the dog 6 blocks long? Slide 85 () / 157 Yes No NO 21 Is the girl more than 2 blocks tall? Slide 86 / 157 Yes No 21 Is the girl more than 2 blocks tall? Slide 86 () / 157 Yes No YES
22 How long is the train? Slide 87 / 157 22 How long is the train? Slide 87 () / 157 8 23 How tall is the tree? Slide 88 / 157
23 How tall is the tree? Slide 88 () / 157 4 Slide 89 / 157 Slide 89 () / 157
Slide 90 / 157 Slide 91 / 157 Slide 92 / 157 Classroom Items to Measure Click to return to Table of Contents
Slide 93 / 157 Measurement Tools Slide 94 / 157 Use the erasers to measure the van. Measurement Tools Slide 94 () / 157 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.
Slide 95 / 157 Slide 95 () / 157 Slide 96 / 157
Slide 96 () / 157 Slide 97 / 157 Slide 98 / 157
25 Is the rope 4 erasers long? Slide 99 / 157 Yes No 25 Is the rope 4 erasers long? Slide 99 () / 157 Yes No NO Slide 100 / 157
Slide 100 () / 157 27 Tyler measured his toy truck with his glue sticks. How many glue sticks long is his truck? Slide 101 / 157 27 Tyler measured his toy truck with his glue sticks. How many glue sticks long is his truck? Slide 101 () / 157 3
Slide 102 / 157 Slide 102 () / 157 29 How many pencils long is the dresser? Slide 103 / 157
29 How many pencils long is the dresser? Slide 103 () / 157 3 Lab: Measure Up Slide 104 / 157 A creative measurement activity using nonstandard measurement tools Click for more information. Click to return to Table of Contents Slide 105 / 157
Slide 106 / 157 Slide 107 / 157 Ruler Click to return to Table of Contents Preparing for This Lesson Slide 108 / 157 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.
What is a ruler? Slide 109 / 157 A ruler is a tool used to measure objects. A ruler has straight sides and is marked in equal sections. What is a ruler? Slide 110 / 157 This ruler is marked with stars that are all the same size. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Why is it important that all of the stars are the same size? Using a Ruler Slide 111 / 157 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. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 The stapler is about 5 stars long.
Using a Ruler Slide 111 () / 157 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 1 2 3 4 5 6 7 8 9 10 11 12 13 14 The stapler is about 5 stars long. Using a Ruler Slide 112 / 157 1 2 3 4 5 6 7 8 9 10 11 12 13 How long is the pencil? How long is the crayon? Slide 113 / 157 1 2 3 4 5 6 7 8 9 10 11 12 13 Hint: Remember to line it up!!
How long is the car? Slide 114 / 157 1 2 3 4 5 6 7 8 9 10 11 12 13 How tall is the glass? Slide 115 / 157 2 3 4 5 6 7 8 9 10 11 12 13 14 How tall is the tree? Slide 116 / 157 2 3 4 5 6 7 8 9 10 11 12 13 14
Cubes Now measure the tree with cubes. Slide 117 / 157 Was the measurement larger with stars or cubes? Did the tree size change? Todd measured the building and said it was about 8 stars tall. Is he correct? Explain why Using a Ruler Slide 118 / 157 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Using a Ruler Slide 118 () / 157 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 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] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Math Practice
30 Is the bike more than 10 stars long? Slide 119 / 157 Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 30 Is the bike more than 10 stars long? Slide 119 () / 157 Yes No NO 1 2 3 4 5 6 7 8 9 10 11 12 13 31 How long is the pencil? Slide 120 / 157 1 2 3 4 5 6 7 8 9 10 11 12 1
31 How long is the pencil? Slide 120 () / 157 1 2 3 4 5 6 7 8 9 10 11 12 1 11 32 How long is the cat? Slide 121 / 157 1 2 3 4 5 6 7 8 9 10 11 12 13 32 How long is the cat? Slide 121 () / 157 5 1 2 3 4 5 6 7 8 9 10 11 12 13
33 How tall is the plant? Slide 122 / 157 3 4 5 6 7 8 9 10 11 12 13 14 33 How tall is the plant? Slide 122 () / 157 3 4 5 6 7 8 9 10 11 12 13 14 5 34 How tall is the bat? Slide 123 / 157 1 2 3 4 5 6 7 8 9 10 11 12 13 14
34 How tall is the bat? Slide 123 () / 157 3 4 5 6 7 8 9 10 11 12 13 14 8 Lab: Measuring with a "Ruler" Slide 124 / 157 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 Slide 125 / 157
Slide 126 / 157 Slide 127 / 157 Using Our Body to Measure Click to return to Table of Contents Using Our Body Slide 128 / 157 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.
Using Our Body Slide 129 / 157 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 Using Our Body Slide 130 / 157 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. Using Our Body Slide 131 / 157 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?
Using Our Body Slide 132 / 157 Let's use hand span to measure our board. What would happen if you left gaps between your hands? Using Our Body Slide 133 / 157 Let's use feet to measure the rug. Make sure you do not leave gaps between your feet. Using Our Body Slide 134 / 157 Now let's measure the rug in paces. ** This time it is important to leave space; just walk!! **
Using Our Body Slide 135 / 157 What body measurement would you use to measure your desk? Using Our Body Slide 135 () / 157 What body measurement would you use MP to 3 measure Construct your viable desk? arguments and critique the reasoning of others Math Practice 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 arguments * 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?
35 Is the top of your thumb called arm span when measuring? Slide 137 / 157 Yes No 35 Is the top of your thumb called arm span when measuring? Slide 137 () / 157 Yes No NO 36 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? Slide 138 / 157 A Arm Span B Foot
36 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? Slide 138 () / 157 A Arm Span B Foot A 37 If you were measuring a rug, would you want to use feet or digits? Slide 139 / 157 A Feet B Digits 37 If you were measuring a rug, would you want to use feet or digits? Slide 139 () / 157 A Feet B Digits A
38 Is it best to use digits when measuring something small? Slide 140 / 157 Yes No 38 Is it best to use digits when measuring something small? Slide 140 () / 157 Yes No YES 39 How many feet did it take to measure the couch? Slide 141 / 157
39 How many feet did it take to measure the couch? Slide 141 () / 157 4 Body Measuring Centers Slide 142 / 157 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. Slide 143 / 157
Slide 144 / 157 Slide 145 / 157 Measuring in Feet Click to return to Table of Contents Using Our Feet Slide 146 / 157 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?
Using Our Feet Slide 146 () / 157 A mom measured MP 7 Look for the and kitchen make use table of using her feet. The table structure was 6 feet long. Have the students talk this out with a Then her 5 friend. year The old son goal measured is for them to the table using his understand feet. The that table larger was units 10 will feet give long. them a different measurement than smaller units. Advanced students Why do may you understand think they that got larger different units measurements? produce small measurements and smaller units produce larger measurements. Math Practice Using Our Feet Since we all have different size feet, it is hard to use our own feet as a good measurement. Slide 147 / 157 The Standard Foot When we hear people talking about feet when measuring, they are talking about the standard foot. Slide 148 / 157 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?
40 All feet are the same size. Slide 149 / 157 True False 40 All feet are the same size. Slide 149 () / 157 True False FALSE 41 Which is bigger? Slide 150 / 157 A Your foot B Standard foot
41 Which is bigger? Slide 150 () / 157 A Your foot B Standard foot B 42 When measuring with feet, the front of one foot must touch the back of the next foot. Slide 151 / 157 Yes No 42 When measuring with feet, the front of one foot must touch the back of the next foot. Slide 151 () / 157 Yes No YES
43 How many feet long is the rug? Slide 152 / 157 43 How many feet long is the rug? Slide 152 () / 157 5 44 Should we use feet to measure a pencil? Slide 153 / 157 Yes No Quiz
44 Should we use feet to measure a pencil? Slide 153 () / 157 Yes No NO Quiz Lab: Foot Measurement Have students work in pairs to trace their own foot. After they trace their foot have them cut it out. Slide 154 / 157 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 Slide 155 / 157
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