Comparing and Ordering
Comparing and Ordering
Objectives
Students will learn different ways of representing numbers, relationships among numbers, and number systems. Students will learn measurable attributes of objects and the units, systems, and processes of measurement. Students will:
- connect number words and numerals to the quantities they represent, using various physical models and representations.
- recognize the attributes of length, volume, weight, area, and time, and compare and order objects according to these attributes.
- understand how to measure using both nonstandard and standard units.
- select an appropriate unit and tool for the attribute being measured.
Essential Questions
How can data be organized and represented to provide insight into the relationship between quantities?
How can probability and data analysis be used to make predictions?
How does the type of data influence the choice of display?
In what ways are the mathematical attributes of objects or processes measured, calculated and/or interpreted?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
Why does “what” we measure influence “how” we measure?
- What does it mean to estimate or analyze numerical quantities?
- What makes a tool and/or strategy appropriate for a given task?
- Why does what we measure influence how we measure?
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- http://www.kidport.com/GradeK/Math/MathIndex.htm (longer/shorter than games)
- http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-3.htm (weight)
- http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-1b.htm (length)
- http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-2.htm (height)
- http://www.harcourtschool.com/menus/math2004/math2004_grk.html
(Longer and Shorter, Chapter 9)
(Measurement, Unit 4)
- Inchworm and a Half by Elinor J. Pinczes. Sandpiper, 2003.
- Jim and the Beanstalk by Raymond Briggs. Putnam Juvenile, 1997.
- How Big Is a Foot? by Rolf Myller. Yearling, 1991.
- Measuring Penny by Loreen Leedy. Henry Holt and Co., 2000.
- Measuring Weight and Time (Math for Fun) by Andre King. Cooper Beech, 1998.
- How Long or How Wide? A Measuring Guide by Brian P. Cleary. First Avenue Editions, 2009.
- On the Scale, a Weighty Tale by Brian P. Cleary. Millbrook Press, 2008.
- Weight by Henry Arthur Pluckrose. Children’s Press (CT), 1995.
Formative Assessment
-
View
Short-Answer Items
1. Circle the object that is heavier.
2. Circle the object that is lighter.
Draw a line from each picture to the heavy or light side of the scale.
3.
4.
5. Circle the taller object.
6. Circle the longer carrot.
7. Underline the tallest object. Draw a circle around the shortest object.
8. Draw a shorter ear of corn.
9. Draw a longer leaf.
10.
The bug is about ______ crayons long.
11.
The mouse is about _____crayon(s) long.
12.
The pencil is _____ paper clips long.
The pen is _____ paper clips long.
Circle the longer object? pencil pen
Short-Answer Key
1. Circle the object that is heavier.
2. Circle the object that is lighter.
Draw a line from each picture to the heavy or light side of the scale.
3.
4.
5. Circle the taller object.
6. Circle the longer carrot.
7. Underline the tallest object. Draw a circle around the shortest object.
8. Draw a shorter ear of corn.
9. Draw a longer leaf.
10.
The bug is about 3 crayons long.
11.
The mouse is about 1 crayon(s) long.
12.
The pencil is 4 paper clips long.
The pen is 3 paper clips long.
Circle the longer object?
Performance Assessment:
Performance Task
Materials:
- building blocks
- scissors
- straws
- apple
- crayon
- unsharpened pencil
- Tower cards (M-K-6-2_Tower Cards.docx)
- Performance Assessment Recording Sheet (M-K-6_Performance Assessment.docx)
Directions:
Use the Performance Assessment Recording Sheet (M-K-6_Performance Assessment.docx) to record students’ answers.
1. Ask each student to pick a Tower card (M-K-6-2_Tower Cards.docx), and then, using blocks, build a tower that is taller than the tower on the card. Draw the tower the student built on the assessment recording sheet.
2. Give the student two more Tower cards and ask him/her to order the towers on the cards from shortest to tallest.
Circle YES for Height if the student understands height by answering questions 1 and 2 correctly.
Circle NO for Height if the student answered one or both questions incorrectly.
3. Have the student cut a straw that is shorter than an unsharpened pencil.
4. Hand the student two precut straws of different lengths. Have him/her show you which one is longer.
Circle YES for Length if the student understands length by answering questions 3 and 4 correctly.
Circle NO for Length if the student answers one or both questions incorrectly.
5. Hand the student an apple and a crayon and have him/her tell you which object is lighter.
Circle YES for Weight if the student correctly compares the weight of the two objects.
Circle NO for Weight if the student does not correctly compare the weights of the objects.
Performance Assessment Scoring Rubric:
POINTS
DESCRIPTION
4
- Mathematical responses are correct in all five parts.
- Student demonstrates thorough understanding of the measurement concepts.
- Student demonstrates thorough understanding of comparisons.
- Student meets or exceeds all problem requirements.
3
- Mathematical responses are correct in four of the five parts.
- Student demonstrates general understanding of the measurement concepts.
- Student demonstrates general understanding of comparisons.
- Student meets all problem requirements.
2
- Mathematical responses are correct in two or three of the five parts.
- Student demonstrates measurement concepts but has an error in logic or lack of detail.
- Student demonstrates comparison concepts but has an error in logic or lack of detail.
- Student meets most problem requirements.
1
- Mathematical responses have two or more major errors or minor errors in most parts.
- Student attempted to demonstrate measurement concepts but was mostly unsuccessful.
- Student attempted to demonstrate comparison concepts but was mostly unsuccessful.
- Student does not meet most problem requirements.
0
- Mathematical responses are all incorrect or incomplete.
- Measurement concepts are completely incorrect or not attempted.
- Comparison concepts are completely incorrect or not attempted.
- Student does not meet problem requirements.
Final 4/11/14
