Embedded Files
Core concept: Length is an attribute that can be measured.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- length is the measure from end to end from one point to another
- the length of an object remains the same even when it is in a different position or location
- mathematicians are precise, lining objects up from the same starting point to compare lengths.
Success Criteria:
Success Criteria:
Students can:
Students can:
- articulate where a measurement begins and ends
- describe objects using the language of measurable attributes, for example, tall, short, big, small, heavy, light
- identify that the length of an object remains the same when in a different position or arrangement
- explain the importance of using fair and precise measurement techniques, such as using start points.
Daily number sense: Counting with understanding – 10 minutes
Daily number sense: Counting with understanding – 10 minutes
Build student understanding of whole numbers by counting quantities.
Build student understanding of whole numbers by counting quantities.
Ask students to stand up and count the total number of people in the class. Allow time for students to respond and prompt by asking how they could find out. Reintroduce the ‘mathemagician’ wand to count the whole group. Students sit when tapped.
Ask students to stand up and count the total number of people in the class. Allow time for students to respond and prompt by asking how they could find out. Reintroduce the ‘mathemagician’ wand to count the whole group. Students sit when tapped.
Repeat the process of counting, but this time students count the numbers orally.
Repeat the process of counting, but this time students count the numbers orally.
Decide on an attribute to sort the class by, for example, long hair/short hair, black shoes/coloured shoes. Use the mathemagician wand to count how many students are in each attribute group.
Decide on an attribute to sort the class by, for example, long hair/short hair, black shoes/coloured shoes. Use the mathemagician wand to count how many students are in each attribute group.
Prompt discussion by asking what students need to remember when counting. Students turn and talk with a partner to share their thoughts and strategies. You may also choose to incorporate other dialogic tools or ‘Talk moves’.
Prompt discussion by asking what students need to remember when counting. Students turn and talk with a partner to share their thoughts and strategies. You may also choose to incorporate other dialogic tools or ‘Talk moves’.
Create a class anchor chart, see Figure 2, to document student thinking about how to count with understanding.
Create a class anchor chart, see Figure 2, to document student thinking about how to count with understanding.
Counting quantities – 15 minutes
Counting quantities – 15 minutes
Show Resource 1: Number cards (0 to 6). Begin the activity by turning over one card at a time and reading the numeral aloud. Students use their fingers to represent the numeral and then attach pegs to the card to match the numeral and quantity, see Figure 4.
Show Resource 1: Number cards (0 to 6). Begin the activity by turning over one card at a time and reading the numeral aloud. Students use their fingers to represent the numeral and then attach pegs to the card to match the numeral and quantity, see Figure 4.
After showing each card, ask the students how they know it is 6. Provide students time to turn and talk with a partner to share their reasoning.
After showing each card, ask the students how they know it is 6. Provide students time to turn and talk with a partner to share their reasoning.
What doesn’t belong? – 10 minutes
What doesn’t belong? – 10 minutes
What do you notice about these 4 items?
What do you notice about these 4 items?
How could we describe these objects?
How could we describe these objects?
Can you find a reason one of these doesn’t belong in the group?
Can you find a reason one of these doesn’t belong in the group?
Explain that we can compare items using measurable attributes such as length, area, weight, and mass. Revisit items and compare attributes. For example, you can compare the length of a book to the piece of string; you can compare the mass of the sponge to the mass of the book.
Explain that we can compare items using measurable attributes such as length, area, weight, and mass. Revisit items and compare attributes. For example, you can compare the length of a book to the piece of string; you can compare the mass of the sponge to the mass of the book.
Explore length: I spy walk – 25 minutes
Explore length: I spy walk – 25 minutes
What do you notice about the 3 objects?
What do you notice about the 3 objects?
How could we describe the objects?
How could we describe the objects?
Can you think of a way we could order the objects based on their measurable attributes?
Can you think of a way we could order the objects based on their measurable attributes?
Activity: Walk students to the playground. As a class, decide on an object that can be used for comparison. While walking, ask students to notice objects in the playground that are:
Activity: Walk students to the playground. As a class, decide on an object that can be used for comparison. While walking, ask students to notice objects in the playground that are:
- taller than the object
- shorter than the object
- about the same length as the object.
Allow students to respond and test out their ideas. Students justify their responses by the teacher asking questions such as:
Allow students to respond and test out their ideas. Students justify their responses by the teacher asking questions such as:
- Can you prove your object is taller than, shorter than or about the same length as another object?
- How can you compare the length of different objects?
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