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LEARNING OBJECTIVES
1. Students will be able to order objects by length
ASSESSMENTS
Observations: Student discussion and participating
Summative Student Christmas Tree Craft
Key Questions: What is length?
How can we order length?
Products/Performances: Summative Christmas Tree Craft
Student discussion
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Alberta Program of Studies Teacher Materials:
Nelson Math Focus 1 Teacher Resource Magnetic Candy canes
Pinterest Red Paper
Varying lengths Green Strips (6 for each student)
Brown paper (resembling tree trunks)
White Paint
Q-tips
Straws
Student Materials:
Glue Sticks
Pencils
PROCEDURE
Introduction Time
Attention Grabber Ask students to join me at the math wall 1 min
Transition to Body Last week we talked about measurement and we are going to continue to talk
about length!
Body Time
Learning Activity #1 Review:
o Can anyone refresh my memory and tell me what length is?
o What are words that we use to describe length
o What are some things that we can measure the length of?
With magnetic candy canes (4)
o How can we order these in candy canes in order of length? 7 mins
o How do we know that one is the shortest?
o Which is the longest? Why do you think so? How can you find out?
o What ordering rule did you use? Is there a different ordering rule that
we can used?
o Why do we think measuring length is important?
Assessments/ Are students engaged and participating? Do students remember what length is?
Differentiation Do students understand length and concepts regarding length?
Learning Activity #2 Christmas Tree Lengths (Summative Assessment) ~30 mins
SUMMATIVE ASSESSMENT:
When checking student work see if students are able to distinguish long
strips and short strips and able to order them accurately.
Use rubric
Learning Activity #3 Straws: ~10 mins
o When students are done and cleaned up they are to group up in a pair of (depending
three with a student and they will get 4-5 various sizes of straws on how
o What they must do is hold them in there hand so they all look the same long it
length takes
o Each student must pick a straw whoever chooses the longest straw wins students to
o They will hold the straws next finish their
o Change the game to the student drawing the shortest straw crafts)
Assessments/ Are students engaged and participating? Are students able to distinguish between
Differentiation the longest and shortest straws?
Cliffhanger/Closure Time
Assessment of Learning: Are student engaged and participating in the learning activity? Are students
able to order different objects by length? Are students able to compare
object based on length?
5 mins
CLOSURE:
Students are asked to join me on the carpet and ask students explain how
they know how to order length?
Transition: Ask students to line up at the door and wash their hands for lunch.
Rationale
How does this individual lesson
scaffold learning opportunities
for students? Students have been learning about different forms of measurement and we have been
What assumptions does this working on length for two lessons before this. We have been working on skills of ordering
lesson make about what and comparing different objects based on different measurements. We will be introducing
students already know?
capacity next lesson!
In what ways is this lesson
connected to the next lesson?