1 IV. Vi. VIL. Vil. Lesson Plan Title/Topic and Grade Level: Length Measurement, Grade | Lesson Essential Question: How can we compare lengths of different objects? Standard: CCSS.MATH.CONTENT.I.MD.A.1: Order three objects by length; ‘compare the lengths of two objects indirectly by using a third object. Objectives and Assessments Learning Objectives Assessments Students will be able to compare | Teacher will be able to assess lengths of two objects indirectly by | students’ acquired knowledge by using a third object. observing the students’ understanding of length measurements through the activities at each center Materials: © Rulers * Objects brought in from homework © Different size fish cut-outs © Dominoes ‘Different size square cut-outs Pre-Lesson assignments and/or prior knowledge: For last night’s homework, the students were told to bring in an object from home to use for today’s lesson. They can use the objects to ‘compare the lengths with other objects. Lesson Beginning: Tell the students that they will be finding the lengths of different objects today. Tell them that they will be able to tell which objects are greater in size and which are lesser in size Instructional Plan: 1. Begin by asking all the students to take out the objects they brought from home. 2. Have them compare their objects with the ones around them 3. Go around and ask them which objects they think are longer than some and which they think are shorter 4. Ask for volunieers to bring their objects up to be measured. 5. Use dominos as a unit of measurementIx, 6 Write the words “less than” and “greater than” on the board. 7. Ask the studemts to compare the lengths of two objects using the words “less than” and “greater than’ 8 Inform the students of each center that has been set up for their learning experience. a Center one is where students will measure their objects with rulers. Let them discuss which object is “greater than” or “less than” each other. Make sure to explain first that a ruler is just another measuring unit and use the big ticks since it will be ceasiest for them to understand. Have them use the unit of inches, b. Center two is where students will use either dominos or rulers to ‘measure other objects around the room, They will write down on a piece of paper what each object measures’ Make it interesting by encouraging them to find the longest objects in the room! © Center three is where students will measure three different size square cutouts with dominos. Each square will be labeled a, b and ¢. They will record how many dominos are equal to one side of the square With these recordings the students will come up with their own formulas using “greater than” and “less than” For example, “square a is than ¢”. Inform them that they must come up with three different formulas. d. Center four is where students will play a little game. There will be cutouts of different size fish laid upside down and mixed up on the table. Tell them that they will be timed to see how fast they can put the fish in order of least to greatest in length. Inform them that at the end of the class the group that was the fastest will win a prize! 9. Inform the students that once they are done with one center they will be free to move on to another center. 10, Split the class into four groups, one for each center. 11. Once the students have ample time to rotate between the centers tell them that they have to finish what they are doing and head back to their seats. 12. The teacher will ask if any student wants to share what they learned today 13, Reward the group that won the fish game with their prize. Conclusion: ‘Ask the students what they learned from each center. Have them share the formulas they made at center three. Tell them that both the dominos and inches are used as units of measurement Explain that the more popular unit of measurement in today’s world uses the tools of rulers. Explain the inches are just one unit and that they will be exploring other Units of measurement throughout the week. ‘Tell them that they all did a great job with each center and will be able to measure objects in no timel Citai“"Grade 1» Measurement & Data.” | Common Core State Standards Initiative. N.p., n.d, Web, 2015.