Embedded Files
Core concept: Different lengths can be measured by using comparisons.
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
- 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:
- estimate and compare lengths using direct comparison
- 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 marking the start and endpoints.
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.
Modelling clay worms – 15 minutes
Modelling clay worms – 15 minutes
Build student understanding of measuring length by direct comparison. Tell students they are going fishing and will need to make some worms.
Build student understanding of measuring length by direct comparison. Tell students they are going fishing and will need to make some worms.
Students make worms out of modelling clay by rolling it out into the shape of a worm. Take notice of short and long worms and support the language of length comparison. For example, this one is tall and thin, this one is short and round.
Students make worms out of modelling clay by rolling it out into the shape of a worm. Take notice of short and long worms and support the language of length comparison. For example, this one is tall and thin, this one is short and round.
Students need to make 5 worms that are all different in length as shown in Figure 7.
Students need to make 5 worms that are all different in length as shown in Figure 7.
Ask students:
Ask students:
- What do you notice and what do you wonder?
- How will you know which order to put the worms in?
- Do you think your worm is taller, shorter, or the same height and how do you know?
- How could we find out? Share strategies of investigation.
- How could you ensure it is a fair investigation?
Woolly worms – 25 minutes
Woolly worms – 25 minutes
Select 2 woolly worms and ask students to use their mathematical imagination to predict which worm is longest.
Select 2 woolly worms and ask students to use their mathematical imagination to predict which worm is longest.
Mathematicians are always precise and, to be precise, the objects must all begin at the same point. If the woolly worms do not begin at the same level, they will not give accurate mathematical information.
Mathematicians are always precise and, to be precise, the objects must all begin at the same point. If the woolly worms do not begin at the same level, they will not give accurate mathematical information.
- What were some of the challenges you found when measuring the worms?
- What were some of the strategies you used to make sure your measure was accurate and precise?
- Did your lengths change if the wool was rolled up, or curled? How do you know?
Conservation of measurement: The length is unchanged if it is rearranged. Students who do not understand the conservation principle may think that wool is not the same length when it is curled up as when it is stretched out.
Conservation of measurement: The length is unchanged if it is rearranged. Students who do not understand the conservation principle may think that wool is not the same length when it is curled up as when it is stretched out.
Page updated
Report abuse