Comparing Two Objects Length Click to return to Table of Contents - - PDF document

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1st Grade

Length

2015-11-30 www.njctl.org

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Table of Contents

Comparing Two Objects Using Blocks to Measure Using Blocks to Measure Pt. 2 Classroom Items to Measure Using Our Body to Measure Measuring in Feet Comparing Three Objects Using a "Ruler" to Measure Lab: Comparison Game Lab: Measure Up Lab: Measuring with a "Ruler" Lab: Foot Measuring Ordering Three Objects

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Standards for Mathematical Practices

MP 8 Look for and express regularity in repeated reasoning. MP 1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP 3 Construct viable arguments and critique the reasoning of others. MP 4 Model with mathematics. MP 5 Use appropriate tools strategically. MP 6 Attend to precision. MP 7 Look for and make use of structure.

Click on each standard to bring you to an example of how to meet this standard within the unit.

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Comparing Two Objects

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Length is the distance from one end to the other.

Length

What is Length?

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When measuring, objects can be the same length One can be shorter than the other,

• r longer

than the other. Shorter Longer

Comparing 2 objects Slide 8 / 157 Which pencil is longer?

A. B.

Slide 9 / 157 How about now?

Why does A look longer than B? A. B.

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When comparing two objects, first line up the ends, and then look at the other end to see which one goes further.

Start

Comparing Objects Slide 11 / 157

Start

Which rope is shorter? Slide 12 / 157

Start

Which foot is longer?

What is the easiest way to find out?

Slide 13 / 157 Slide 14 / 157 2 Which line is longer? A B Slide 15 / 157 3 Two snakes where spotted in the woods. The longer snake was red. Which snake is red? A B Slide 16 / 157 4 Is the truck longer than the car? Yes No Slide 17 / 157 5 When measuring two objects, we should line up the ends. Yes No Slide 18 / 157

Slide 19 / 157 Slide 20 / 157 Ruler Hunt

Have students use a 12 inch ruler and send them

• n a mission to find one thing in the classroom

that is about the same size as the ruler, discuss the results and then repeat for objects that are shorter than the ruler and longer than the ruler.

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Comparing Three Objects

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Start

Which truck is longer? Which truck is shorter? What is the first thing you need to do to have an accurate comparison?

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We can compare three objects the same way as two objects. Line up the end of the objects and look to see which one is longer. A B C Which rope is the longest? Which rope is the shortest?

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Slide 25 / 157 Slide 26 / 157 Which tree is the shortest? Slide 27 / 157

A paint brush is shorter than a

• screwdriver. The screwdriver is

shorter than the hammer. Is the hammer shorter or longer than the paint brush? Draw a picture or use words to explain your answer.

Class Discussion Slide 28 / 157 6 Dad needed the longest screw for a project. Which screw did dad pick? A B C Slide 29 / 157 7 Which pen is the longest? A B C Slide 30 / 157 8 Which paperclip is the longest? A B C

Slide 31 / 157 9 A bird built a nest in the tallest tree. Which tree is the bird's nest in? A B C Slide 32 / 157 Slide 33 / 157 Slide 34 / 157 Slide 35 / 157

Ordering Three Objects

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Slide 36 / 157 Which boat is the longest?

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Arrange the children from shortest to tallest. Then go from tallest to shortest. What did you notice about the order each time?

Which child is the shortest? Slide 38 / 157

Write a 1, 2, or 3 to put the worms in order from shortest to longest.

Put the Worms in Order Slide 39 / 157

Put the trees in order from tallest to shortest. These trees are close to the same height. How can you check to be sure which is the tallest?

Put the Trees in Order Slide 40 / 157 11 Which two rows have the objects in order from tallest to shortest? A B C Slide 41 / 157 12 Ken said the cars are in order from shortest to longest. Is he correct? Yes No Slide 42 / 157 13 The ants are in order from tallest to shortest. True False

Slide 43 / 157 14 Jamie saw three worms crawling on the

• sidewalk. They were in order from longest

to shortest. Which row is the row that Jamie saw? A B C

Quiz

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Using Blocks to Measure

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Since connecting cubes are all the same length, we can use them to measure an object. 1 2 3 4 5 6 7 8 This boy is 8 cubes tall.

Using Blocks

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It is also important to make sure the end of each block touches the end of the next block.

Using Blocks Slide 51 / 157 Slide 52 / 157

Use the blocks to measure the building.

Using Blocks Slide 53 / 157

Use the blocks to measure the tree.

Using Blocks Slide 54 / 157

Use the blocks to measure the girl to her fingertips.

Using Blocks

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Use the blocks to measure the truck's length.

Using Blocks Slide 56 / 157 Slide 57 / 157

Use the blocks to measure the rope.

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Have students use connecting cubes to measure: 1 - scissors 2 - an unsharpened pencil 3 - a crayon 4 - a folder 5 - their desk (work with a partner)

School Supply Measurements Slide 59 / 157 Slide 60 / 157 16 Which snake is 4 blocks long? A B

Slide 61 / 157 17 Which tree is 6 blocks tall? A B Slide 62 / 157 18 Beth bought a new couch. How long is her couch? Slide 63 / 157 19 How long is the boot? 1 2 3 4 5 6 7 8 9 10 11 Slide 64 / 157 Lab: Comparison Game

• Split the children into groups of three.
• Have each child roll a die.
• Use connecting cubes to build a train using the

same number of cubes as their roll.

• Compare the size of the trains and the player with

the longest train gets 1 point.

• Play until someone gets 10 points.

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Using Blocks to Measure Pt. 2

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Use the blocks to measure the door.

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Use the blocks to measure the couch.

Using Blocks Slide 70 / 157

When blocks do not connect, it is important to still make sure that the ends touch. But, make sure they do not over lap. Correct Incorrect

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The boy is 5 blocks tall.

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If we left gaps between the blocks, the boy would only be 4 blocks tall which is not true. What is wrong with this measurement?

Using Blocks

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If we placed the blocks on top of each other, the boy would be 6 blocks tall which is not true.

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Use the blocks to measure the building.

Using Blocks Slide 75 / 157

Use the blocks to measure the house.

Using Blocks Slide 76 / 157

Use the blocks to measure the foot.

Using Blocks Slide 77 / 157

Use the blocks to measure the height of the slide.

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Use the blocks to measure the rocket.

Using Blocks

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Use the blocks to measure how far away the dog's bowl is from the dog. If the dog's owner moved the bowl back two blocks, how far away would it be?

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Sally bought the rug below for her kitchen. She bought a rug that is 1 block longer for her family room. How long is the rug in the family room?

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The green train below is 4 blocks shorter than a red train. How long is the red train?

Using Blocks Slide 83 / 157

Kyle's pencil is 6 blocks long. Ben's pencil is 2 blocks longer than Kyle's. How long is Ben's pencil? Explain.

Class Discussion Slide 84 / 157 Classroom Hunt

Have students use their blocks to find items around the classroom that are:

• 5 blocks long
• 8 blocks tall
• 15 blocks long
• 4 blocks tall

Slide 85 / 157 20 Is the dog 6 blocks long? Yes No Slide 86 / 157 21 Is the girl more than 2 blocks tall? Yes No Slide 87 / 157 22 How long is the train? Slide 88 / 157 23 How tall is the tree? Slide 89 / 157 Slide 90 / 157

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Classroom Items to Measure

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Use the erasers to measure the van.

Measurement Tools Slide 95 / 157 Slide 96 / 157

Slide 97 / 157 Slide 98 / 157 Slide 99 / 157 25 Is the rope 4 erasers long? Yes No Slide 100 / 157 Slide 101 / 157 27 Tyler measured his toy truck with his glue

• sticks. How many glue sticks long is his

truck? Slide 102 / 157

Slide 103 / 157 29 How many pencils long is the dresser? Slide 104 / 157 Lab: Measure Up

A creative measurement activity using non- standard measurement tools Click for more information.

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Ruler

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Slide 108 / 157 Preparing for This Lesson

Use the back of a ruler or paint stick and tape a strip

• f paper with stars on it (see handouts). The children will

use this stick to measure different items.

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A ruler is a tool used to measure objects. A ruler has straight sides and is marked in equal sections.

What is a ruler? Slide 110 / 157

This ruler is marked with stars that are all the same size. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Why is it important that all of the stars are the same size?

What is a ruler? Slide 111 / 157

When measuring with a ruler, line the object up with the end of the ruler. Follow with your finger along the ruler to see where the object stops. The stapler is about 5 stars long. 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Using a Ruler Slide 112 / 157

How long is the pencil? 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Using a Ruler Slide 113 / 157 How long is the crayon?

Hint: Remember to line it up!! 1 2 3 4 5 6 7 8 9 10 11 12 13 14

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1 2 3 4 5 6 7 8 9 10 11 12 13 14

How long is the car?

Slide 115 / 157 How tall is the glass?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Slide 116 / 157 How tall is the tree?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

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Now measure the tree with cubes. Was the measurement larger with stars or cubes? Did the tree size change?

Cubes Slide 118 / 157

1 2 3 4 5 6 7 8 9 10 11 12 13 14 Todd measured the building and said it was about 8 stars tall. Is he correct? Explain why

Using a Ruler Slide 119 / 157 30 Is the bike more than 10 stars long? Yes No

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Slide 120 / 157 31 How long is the pencil?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Slide 121 / 157 32 How long is the cat?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Slide 122 / 157 33 How tall is the plant?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Slide 123 / 157 34 How tall is the bat?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Slide 124 / 157 Lab: Measuring with a "Ruler"

Have students measure the following items with their "ruler".

• 1. Pencil
• 2. Paper clip
• 3. Crayon
• 4. Pencil box
• 5. Eraser
• 6. Glue stick
• 7. Their shoe
• 8. Clicker
• 9. 4 Connecting cubes
• 10. Item of their choice

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Using Our Body to Measure

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For many years, people used their bodies or part of their bodies to measure. Body measurements can still be used to tell the length of an object.

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We can use smaller body parts to measure smaller items. Hand Span Hand span is the distance from the tip of the thumb to the tip of the little finger on your

• utstretched hand.

Digit Digit is the width of the top of your thumb. Hand Hand is the distance from the outside of your pinky across to the outside of your thumb with closed fingers.

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Pace Pace is the distance you cover when you take a step. Foot Foot is the distance from your heel to the tip of your toes. Arm Span Arm span is the distance between the tip of your right hand and the tip of your left hand with outstretched arms. We can use larger body parts to measure larger objects.

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Let's use our thumbs to measure how many digits a pencil is. What would happen if we left spaces between each thumb? This pencil is _____ digits long.

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Let's use hand span to measure our board. What would happen if you left gaps between your hands?

Using Our Body

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Let's use feet to measure the rug. Make sure you do not leave gaps between your feet.

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Now let's measure the rug in paces. ** This time it is important to leave space; just walk!! **

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What body measurement would you use to measure your desk?

Using Our Body Slide 136 / 157 Class Discussion

John measured his car with his hand

• span. Tommy measured his car with

his hand span. Tommy said that they had to get to the same measurement since they both measured a car using their hand span. Is he correct?

Slide 137 / 157 35 Is the top of your thumb called arm span when measuring? Yes No Slide 138 / 157 36 Tom said his arm span is bigger than his

• foot. Karen said his foot is bigger than his

arm span. Help them! Which is bigger? A Arm Span B Foot

Slide 139 / 157 37 If you were measuring a rug, would you want to use feet or digits? A Feet B Digits Slide 140 / 157 38 Is it best to use digits when measuring something small? Yes No Slide 141 / 157 39 How many feet did it take to measure the couch? Slide 142 / 157 Body Measuring Centers

Have students rotate through the following 6 activities.

• 1. Use your thumb to measure your star ruler in digits.
• 2. Use your hand to measure the hand span of a table.
• 3. Use your body to measure the arm span of the board.
• 4. Use your hand to measure your desk in hands.
• 5. Use your feet to measure a marked off area in feet.
• 6. Use your feet to measure the hallway in paces.

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Measuring in Feet

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A mom measured the kitchen table using her feet. The table was 6 feet long. Then her 5 year old son measured the table using his

• feet. The table was 10 feet long.

Why do you think they got different measurements?

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Since we all have different size feet, it is hard to use our own feet as a good measurement.

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When we hear people talking about feet when measuring, they are talking about the standard foot. A standard foot is a foot that is exactly the same size every time. Do you think your foot is bigger or smaller than a standard foot?

The Standard Foot Slide 149 / 157 40 All feet are the same size. True False Slide 150 / 157 41 Which is bigger? A Your foot B Standard foot

Slide 151 / 157 42 When measuring with feet, the front of one foot must touch the back of the next foot. Yes No Slide 152 / 157 43 How many feet long is the rug? Slide 153 / 157 44 Should we use feet to measure a pencil? Yes No

Quiz

Slide 154 / 157 Lab: Foot Measurement

Have students work in pairs to trace their own foot. After they trace their foot have them cut it out. Using their foot, have them work together to measure different items around the classroom. Once all students have measured the same few items, call them back together and compare their different measurements and discuss why they got different measurements. Then pass out the standard foot worksheet (see handouts) and have students repeat measuring the same objects from above. When they are done, discuss the results.

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