CAITLIN JORDAN CHRIS ELIEFF Questions to elicit student thinking When I stand next to the (insert object), am I larger/

smaller than it? How do you know? Student Strategy Students will look to see if the teacher is bigger or smaller than several objects that she is compared to. Related Goals

Students are able to identify if something is larger than or smaller than another object when directly comparing

Comparing two objects results in identifying if one is larger than or smaller than when they are right next to each other. Questions to elicit student thinking As a Measurement Detective, how will you find how many strings <insert object> is? How do you know what object is the bigger object and which one is the smaller object? Key Ideas for Discussion and links to goals
Students will make sure their non-standard units are correctly Student Strategy lined up and compare the number of string lengths each object is. Students will move about the room and measure different, assigned objects and compare it to the number of strings tall the teacher is.

Related Goals By using a non-standard

unit (string) students can compare how much bigger or smaller something is to the original object (the teacher)

The more strings that an object is, the larger it will be always. If the object has a fewer amount of strings then it will be the smaller object.

Key Ideas for Discussion and links to goals

Culminating Comments and questionsShould summarize goals and learningthink about this portion providing evidence of student learning. (Could be followed by an exit ticket that can be used to assess what students learned. Recognizing when two objects are compared to each other, that one can be bigger or smaller. A non-standard unit (String) can be used in order to determine the difference between two objects. Students will receive a worksheet that has several objects (door frame, white board, desk, pencil, etc) compared to the teacher and they will circle the object that is bigger. (or smaller)