Compare+Length,+Area,+Temperature

First Grade Home Page
 * Topic: Compare Length, Area and Temperature**


 * Pretest:[[file:Comparing temperature, area and length Assessment.doc]]out of 10 Sent off 12-6-12 **


 * Optional Assessments: **
 * Rapid1.7B. 1.7D **

These are the rapids that you could do as a quick check if you want to, they don't need to be entered into the common assessment chart
1.7B Directly compare and order two or more concrete objects by length (longest to shortest). Materials: 4 objects of different lengths (straws, blocks, etc). Place objects in random order in front of student. (Have one more of the same length ready.) “Put these in order from shortest to longest.” “Please give me the longest, shortest?” Show the 4th object. “What can you say about this straw?” Read description on page 1017 ARRC MTC Rapids
 * Out of 4 **

1.7B Compare and order two or more concrete objects according to length (from longest to shortest)
 * TEKS: **

1.7B Comparing Length
 * Core Components: **
 * Uses visual estimation as well as guess-and-check strategies to determine which of two objects is shorter or longer.
 * Compares lengths of different objects using nonstandard units.
 * Uses comparative language to solve problems such as "This is longer than that" or "This is shorter than that".
 * Puts objects in order from longest to shortest
 * Directly compares attributes of length
 * Selects and uses non-standard units to describe length (this component is developed further in Instructional Timeline 1-3D)
 * Uses comparative language to solve problems and answer questions

**Vocabulary:** compare, length, shortest, longest, same as, order, hottest, coldest, covers the most, covers the least, area, measure, temperature, thermometer

** Comparing Length: ** 1. Students trace their foot on a piece of manila paper and cut out their foot print. Students can decorate to personalize their footprint. Have students work together in table groups to put feet in order by comparing the length. This is a great activity to introduce math vocabulary such as shortest and longest. Discuss which feet are longer and which are shorter. How do students know when an object is longer or shorter? <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">2. Children use units to measure surfaces in the room such as desktops, bulletin boards, or books. Large regions can be outlines with masking tape on the floor. Small regions can be duplicated on papers so that students can work at their desks. Odd shapes and curved surfaces provide more challenge and interest.
 * <span style="font-family: 'Comic Sans MS',cursive;">Whole Group Mini Lesson: **


 * <span style="font-family: 'Comic Sans MS',cursive; line-height: 1.5;">Questioning: **


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">How do you know if something is shorter / longer, or covers more / less, colder / warmer?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Which of these is longer (or shorter)?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Which of these covers more (or less)?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Which of these is hotter (or colder)?
 * How does the position of a number affect its value?

Van de Walle Comparing Lengths:
 * <span style="font-family: 'Comic Sans MS',cursive;">Math Stations/Independent Activities: **
 * "Longer, Shorter, Same," pg. 228
 * "Length Hunt," pg. 229 (not the Unit Hunt version for first grade

Comparing Lengths <span style="font-family: 'Comic Sans MS',cursive;">1.**How Big is a Foot** <span style="font-family: 'Comic Sans MS',cursive;">** Materials: How Big is a Foot recording sheet (in bucket), various objects ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Students can use their actual foot or take one shoe off and use their shoe to find objects around the room that are shorter than, same as, and longer than their foot. Students record the name of the objects and draw a picture of them on their recording sheets. <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">2. Provide cut and decorated footprints of different school leaders (Mrs. Snow, Mrs. Vogelpohl, Coach DiCarlo, Mrs. Uselman, 1st grade teachers, Kinder teachers, Ms. Wing, Ms. Knox, Mrs. Caffey, Ms. Kubin, etc.) Have students work in table groups to put them in order from shortest to longest. Compare their outcomes with the different table groups. <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">3. Shorter Than My Arm - Have students estimate which objects around the classroom are shorter thatn their arm. Have them measure them to make sure. Extension - choose a different body part. <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">4. Measuring with Hands- Have students trace their hand, decorate and cut out. Have students find objects around the classroom that are shorter than, longer than or the same as their hand.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">AREA: <span style="font-family: 'Comic Sans MS',cursive;">**1. Different Ways to Fill, Shapes** <span style="font-family: 'Comic Sans MS',cursive;">** Materials: shape templates (investigations M24, Unit 2 and also in bucket), tangrams ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">Students will use tangrams to cover the same shape using 3 different numbers of blocks. Students will record the number of blocks they used to cover each shape on their recording sheet. <span style="font-family: 'Comic Sans MS',cursive;"> 2. **Fill and Compare** <span style="font-family: 'Comic Sans MS',cursive;">** Materials: Fill and Compare sheet (in bucket) ;small units such as color tiles, lima beans, etc. ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">The students’ task is to first is to make a guess about which is the smallest and the largest of the three shapes. After recording their guess, they should use a filler of their choice to decide. Students should explain in writing what they found out.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">TEMPERATURE: Softschools.com has a temperature worksheets. This is an example. __Weather Study__ Have the whole class conduct a weather study throughout the academic year, or the two weeks of this unit. You can have different students measure the temperature each day, around the same time, and record other observations, such as weather conditions or amount of precipitation. You may want to keep a class notebook or official record and make sure all students take turns in making weather observations. At the end of the year or week, you can create a line graph together and map out the daily temperature to see how it changed throughout the seasons.

__Temperature Challenge (Advanced)__ Divide students into small groups and give each group a thermometer and a cup of warm water. Have children measure the water's temperature. Then challenge them to get the water to room temperature, about 70°F or 21°C. They may want to add cold water, drop in an ice cube, or even blow air on the water to cool it down. If they make it too cold, how will they warm the water up? You may wish to time the groups for added friendly competition. The first group to cool down their water to the temperature can select another temperature and have the whole class try the experiment again.

<span style="font-family: 'Comic Sans MS',cursive;">[|Math Tools]by Chrismer, Melanie. <span style="font-family: 'Comic Sans MS',cursive;">[|Why we Measure]Trumbauer, Lisa <span style="font-family: 'Comic Sans MS',cursive;">[|Millions to Measure]Schwartz, David M. [|Inchworm and a Half]Pinczes, Elinor J. [|Lulu's Lemonade]DeRubertis, Barbara. [|Room for Ripley]Murphy, Stuart J. Inch by Incy by Leo Leonni Jim and the Beanstalk by Raymond Briggs
 * <span style="font-family: 'Comic Sans MS',cursive;">Literature Connections: **

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">KLRU - Discovering Math: Grades K-02: Measurement
 * <span style="font-family: 'Comic Sans MS',cursive;">Technology Integration: **


 * <span style="font-family: 'Comic Sans MS',cursive;">Common Assessment: **




 * <span style="font-family: 'Comic Sans MS',cursive;">Notes: **