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Subject: Math

Grade Level: 1

Duration: 45 min

Topic: Measurement

1. A set of 4 paper lunch bags 2 are labeled shorter 2 longer and each has 2 items or more in different lengths that are

labeled with letters. (as many sets as tables or groups you have made)

2. maker and pencil

3. document camera

4. graphic organizer.

5. Homework sheet from EngageNY

Adapted from EngageNY First Grade Math Module 3 Lesson 1

Purpose and Essential Question:

Purpose: This lesson will help students understand the accurate way to measure two items and compare them

Essential Question: Students compare different lengths by placing items at one endpoint and decide which one is longer or

shorter.

Components

Description of Plan

Content Standard

1.MD.A.1. Order three objects by length; compare the lengths of two objects

indirectly by using a third object.

Learning Objective

Blooms Level:

Objective: SWBAT to compare two items and determine which one is longer and which

one is shorter.

out along with the number

Est #

of

Mins

5

Blooms Revised Taxonomy

Write ONE objective that will

demonstrate mastery of the standard

Must be ONE simple sentence with

ONE carefully chosen verb

Anticipatory Set

student's attention

Activates prior knowledge of

the objective

Requires active participation

from ALL learners

Students MUST engage with

the OBJECTIVE & PURPOSE

Kid-Friendly Version: I can compare two things and tell which one is longer and which

one is shorter.

Teacher will (TW):

1. Teacher picks 3 or 4 kids that are

different heights. Not the tallest not

the shortest of the class. Boys and

girls who do you think is the tallest

and who is the shortest Turn to your

shoulder buddy and talk about.

2. How do you know _____ is the

tallest.

3. How do you know ______ is the

shortest

4. How can I prove this

5. re arrange students with the help of

the rest of the class and so that

students can see the different sizes.

6. Boys and girls today we are going to

learn how to compare things and tell

which on is long and which one are

shorter.

1. Students look around and decide.

Some might actually go for the tallest

in the class not the group of kids the

teacher put at the front.

2. Students share their answers

3. Students explain how do they know

who is the tallest in that group.

4. Students give their ideas: measuring,

stand them back to back, next to

each other.

5. Students will engage with the

objectively deciding which on of their

classmates are taller and which one

are shorter.

6. Students will repeat with the teacher:

I can compare to things and tell

which one is longer and which one is

shorter.

Est #

of

Mins

Est #

of

Mins

10

Teaching-Input

Teacher will:

Students will:

1. Hiding behind a folder, hold a brand

1. Students talk to their partner some

new pencil and a dry erase marker

decide that the marker and some

making the dry erase maker seem

decide is the pencil (because of their

taller. Talk to your partner and decide

prior knowledge)

which one is taller the pencil or the

2. the marker is taller because is higher

marker

then the pencil

2. Ask students how do they know the

3. Students should notice now that the

marker is taller?

pencil is taller

3. Drop the folder and let them see the

4. Students should be able to notice

real sizes of the items. Boys and

that the items need to start from the

girls would it be correct to say the

same point or in a flat surface.

marker is taller (level them both on a

flat surface)

4. Turn to your partner and explain what

I did to make help you be sure that

the pencil is longer than the marker.

5. You have to start at the same point,

or how we call it the ENDPOINT that

is the fair way to see which one is

longer. Just like with our friends all

of them where standing on the floor

with our items .

6. We have to pay close attention and

make sure we line up the very end of

each object, which we call the

ENDPOINT

Teaching-Modeling

Teacher will:

1. Teacher will show a set of 4 paper

lunch bags 2 are labeled shorter 2

longer and each has 2 items or more

in different lengths that are labeled

with letters.

2. Teacher will grab one bag (longer)

and explain that the word on the front

means what they are looking for.

3. Teacher will pull the items and set

them on the table (under document

camera)

4. Which one is longer? which on is

shorter? how can I be sure?

5. Oh line them up!! but where?

6. Letter A is longer than B

7. Lets record that on our graphic

organizer.

8. Teacher writes: Item A is longer than

B then make a quick drawing.

9. Do a quick ball toss (assessment)

make sure students know whey they

are supposed to do during the guided

practice.

strategies, the teacher provides

information and vocabulary

students will need in order to grasp

the concept, strategy, or skill.

examples of what students are

expected to do (how to solve the

problem, answer the question, do

the activity etc.).

Students will:

1. Students should be able to see the

bag and able to identify what they are

looking for a shorter or longer item

2. Students should be able tell the

teacher where to line up the items so

that they all start at the end point.

3. Students and teacher then decide

which of the two items is longer.

4. Students repeat the words : Letter A

is longer than B

5. Student observe how teacher models

it and help her write it on the graphic

organizer.

Guided Practice

Teacher will:

Students will:

1. Teacher will place at every table a set 1. Students working with their partners

of 4 paper lunch bags 2 are labeled

or small groups will go through their

shorter 2 longer and each has 2

4 bags and record the appropriate

items or more in different lengths

information in their graphic

that are labeled with letters.

organizers.

Est #

of

Mins

Closure

Students will

1. Talk about how they compare their items.

2. What are some of the strategies they used to make sure which item is longer?

3. Students will restate the objective and purpose.

I will learn how to compare accurately two items and compare them

Est #

of

Mins

15

Est #

of

Mins

demonstrate new learning by

working through an activity or

exercise with the teachers

guidance. This is the heart of the

lesson.

brief closure activity to cement

learning and optimize transfer.

Students MUST restate

OBJECTIVE & PURPOSE.

Independent Practice

important to provide time for

additional practice. It may be group

or individual work in class or it

might be homework.

informal strategies you will use to

check understanding throughout the

lesson.

MUST be done prior to guided

practice and prior to independent

practice.

Assessment Options

Describe how you will pre- and posttest students understanding of the

objective.

Alternative options for diverse learners

should also be provided

I can compare two things and tell which one is longer and which one is shorter.

1. Homework from EngageNY

Ball Toss

To start the activity, the teacher gives the ball to a student and asks a question.

The student can answer the question and toss the ball to a student of his

choice, who will answer the next question.

Questions like:

How to you compare? Where do you line them up? Who do you know which

one is longer? How do you know which one is shorter? What is a fair way to

measure?

Pre-Assessment of Objective: Are students able to tell which kid is taller then the rest.

are students able to determine that the pencil is longer than the maker.

Post-Assessment of Objective: Based on how they did in their bags and recording the

information in their graphic organizers.

This is an introductory lesson, so students might understand the concept right way

some might need more practice.

Alternative Assessment Options:

Differentiation Options

learners (ability & learning style) by varying

the:

Content

Process

Product

Content: While for most students two items is to compare is ok. For the high achiever

students it might be appropriate to have 3 or 4 items per bag to see if they have

serialization and are able to still compare different lengths.

Process: some students might need to work with an adult, either line up the end points

to be able to compare the two items in length.

Product: The product should be the same for pretty much everyone with the exceptions

that some might need more adult support than others.

21st Century Learning

technology and/or the 4 Cs:

Critical Thinking

Creativity

Collaboration

Communication

Critical Thinking: Students have to decide with their groups/partners what is an

appropriate edge/flat surface to measure from.

Creativity:

Collaboration/ communication: Students need to talk with their groups/partners in

order to be able to agree on end points, proper alignments of items. which one is taller

and and which one is shorter and how to record it.

Additional Information/Appendices:

resources:

EngageNY 1st grade Module 3 lesson 1

Lexicon of Formative Assessment Strategies

https://d2l.pima.edu/d2l/le/397463/discussions/posts/3157491/ViewAttachment?fileId=1614947

Graphic organizer

Name: ________________________________

Date: ______________

BAG 1 - shorter

BAG 2 - shorter

__________________________

BAG 1 - shorter

BAG 2 - shorter

____________________________

Homework

Lesson 1 Homework 13

Name

Date

1. Circle the longer rabbit.

Peter

Floppy

Write the words longer than or shorter than to make the sentences true.

3.

4.

The glue

is ___________________

is __________________

the ketchup.

Lesson 1:

endpoints.

22

Longest one

Shortest one

Total points

Total points

divided by 2

Student is able to

correctly identify

between more

than 3 items the

longest one in the

two bags.

Student is able to

correctly identify

between more

than 3 items the

shortest one in the

two bags.

Student is able to

correctly identify

between 2 items

the longest one in

two bags.

Student is able to

correctly identify

between 2 items

the longest one in

one bag

to correctly

identify the

longest one

Student is able to

correctly identify

between 2 items

the shortest one in

two bags.

Student is able to

correctly identify

between 2 items

the shortest one in

one bag

to correctly

identify the

shortest one

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