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### Overview

Students will use technology, hands-on interaction, and active participation to compare and measure different heights of objects.

## UP:MA19.K.16

• Attribute

### Knowledge

Students know:
• how to describe similarities and differences in objects.

### Skills

Students are able to:
• Describe measurable attributes of objects using informal language.

### Understanding

Students understand that:
• objects can be described by using measurable attributes.

## UP:MA19.K.17

• Attribute

### Knowledge

Students know:
• how to describe similarities and differences in objects.

### Skills

Students are able to:
• Directly compare two objects and explain which object has more of or less of the attribute.

### Understanding

Students understand that:
• objects and geometric figures have measurable attributes that allow them to be compared.

### Primary Learning Objectives

Students will be able to accurately sort objects by height.

Students will be able to describe objects as shorter, longer, or same height.

Use cubes to determine which object is longer, shorter, or same height.

### Procedures/Activities

Step 1: Teacher will begin by reading The Giant Carrot by Jan Peck. Stop occasionally during the book to discuss the different heights. Poll the students to see which carrots are taller, shorter, same height, etc.

Step 2: The teacher will call a couple students up at a time to discuss who is taller and shorter. Find students that are the same height and discuss.

Step 3: The teacher will pass out blank paper for students to write/draw on. The teacher will pick an object and ask the students to draw that object in the middle of their paper.

Step 4: The students will be instructed to think of something that is taller and draw it on the left side of the paper. (Teacher will model while giving instruction.) The students will label this object taller.

Step 5: The students will be instructed to think of something that is shorter and draw it on the right side of the paper. This will be labeled shorter.

Step 6: The teacher will pass out pre-made bags of Twizzlers.

Step 7: Students will be instructed to pull out one Twizzler. They will find one shorter, one taller, and one the same height as the chosen Twizzler.

Step 8: Using the pre-made graph sheet, students will be guided through laying Twizzlers out in "My Twizzler" section, "Longer" section, "Shorter" section, and "Same Height" section.

Step 9: Students will count the blocks to see how long  each Twizzler is and record number in the correct spot on the worksheet.

Step 10: As students are finished with their work, they will have the opportunity to play shorter/longer game on the Internet: http://www.harcourtschool.com/activity/longer_shorter/.

Step 1: Teacher will begin by reading The Giant Carrot by Jan Peck. Stop occasionally during the book to discuss the different heights. Poll the students to see which carrots are taller, shorter, same height, etc.

Step 2: The teacher will call a couple students up at a time to discuss who is taller and shorter. Find students that are the same height and discuss.

Step 3: The teacher will pass out blank paper for students to write/draw on. The teacher will pick an object and ask the students to draw that object in the middle of their paper.

Step 4: The students will be instructed to think of something that is taller and draw it on the left side of the paper. (Teacher will model while giving instruction.) The students will label this object taller.

Step 5: The students will be instructed to think of something that is shorter and draw it on the right side of the paper. This will be labeled shorter.

Step 6: The teacher will pass out pre-made bags of Twizzlers.

Step 7: Students will be instructed to pull out one Twizzler. They will find one shorter, one taller, and one the same height as the chosen Twizzler.

Step 8: Using the pre-made graph sheet, students will be guided through laying Twizzlers out in "My Twizzler" section, "Longer" section, "Shorter" section, and "Same Height" section.

Step 9: Students will count the blocks to see how long  each Twizzler is and record number in the correct spot on the worksheet.

Step 10: As students are finished with their work, they will have the opportunity to play shorter/longer game on the Internet: http://www.harcourtschool.com/activity/longer_shorter/.

Step 1: Teacher will begin by reading The Giant Carrot by Jan Peck. Stop occasionally during the book to discuss the different heights. Poll the students to see which carrots are taller, shorter, same height, etc.

Step 2: The teacher will call a couple students up at a time to discuss who is taller and shorter. Find students that are the same height and discuss.

Step 3: The teacher will pass out blank paper for students to write/draw on. The teacher will pick an object and ask the students to draw that object in the middle of their paper.

Step 4: The students will be instructed to think of something that is taller and draw it on the left side of the paper. (Teacher will model while giving instruction.) The students will label this object taller.

Step 5: The students will be instructed to think of something that is shorter and draw it on the right side of the paper. This will be labeled shorter.

Step 6: The teacher will pass out pre-made bags of Twizzlers.

Step 7: Students will be instructed to pull out one Twizzler. They will find one shorter, one taller, and one the same height as the chosen Twizzler.

Step 8: Using the pre-made graph sheet, students will be guided through laying Twizzlers out in "My Twizzler" section, "Longer" section, "Shorter" section, and "Same Height" section.

Step 9: Students will count the blocks to see how long  each Twizzler is and record number in the correct spot on the worksheet.

Step 10: As students are finished with their work, they will have the opportunity to play shorter/longer game on the Internet: http://www.harcourtschool.com/activity/longer_shorter/.

### Assessment Strategies

Students will be informally assessed by their ability to effectively complete lesson.

### Intervention

Teacher will have small groups available later in day to give extra assistance to students who are struggling.

Extra practice may also be given through homework and math centers.

### Total Duration

61 to 90 Minutes

### Background/Preparation

Prior to lesson, students will be able to use computers effectively to access Internet. Students will also review how to label objects.

### Materials and Resources

• Twizzlers
You will need to cut these into various sizes. For each bag, there will need to be two of each size.
• Ziploc bags

### Technology Resources Needed

Computer with Internet access