ALEX Lesson Plan

     

Twizzler Measurement

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Annie Arrington
System: Lanett City
School: W. O. Lance Elementary
  General Lesson Information  
Lesson Plan ID: 32737

Title:

Twizzler Measurement

Overview/Annotation:

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

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
16. Identify and describe measurable attributes (length, weight, height) of a single object using vocabulary such as long/short, heavy/light, or tall/short.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Given a variety of 2D and 3D objects, use informal language (short, tall, heavy, light, fat, skinny, etc.) to describe measurable attributes of objects such as length or weight.
Teacher Vocabulary:
  • 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.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.16.1: Define length and weight.
M.K.16.2: Explore objects in relationship to length and weight.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Begin to name and match colors, sizes, and shapes.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.
  • Understand that words can label sameness and differences.
  • Understand that some have more, and some have less.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize and sort familiar objects with the same size.
  • Have an interest in the order of things.
  • Understand the concept of smallest and shortest.
  • Understand the concept of same shape and size.
  • Understand the concept of smallest and shortest.
  • Understand the concept of light and heavy.
  • Understand the concept long and short.
  • Classify common objects according to height (tall/short).
  • Classify common objects according to length (long/short).
  • Classify common objects according to weight (heavy/light).

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.16 Classify objects according to attributes (e.g., big/small, heavy/light, tall/short).


Mathematics
MA2019 (2019)
Grade: K
17. Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Example: Directly compare the heights of two children and describe one child as "taller" or "shorter."
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use direct comparisons of physical objects to determine and explain which object has more of or less of the attribute.
Teacher Vocabulary:
  • 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.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.17.1: Use vocabulary related to length and weight.
Example: longer, shorter, heavier, lighter.
M.K.17.2: Identify objects by length and weight.
Example: shortest pencil, heaviest rock.
M.K.17.3: Sort objects according to measurable attributes.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Begin to name and match colors, sizes, and shapes.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.
  • Understand that words can label sameness and differences.
  • Understand that some have more, and some have less.
  • Sort objects based on shape or color.
  • Name and match primary colors.
  • Sort objects on the basis of both color and shape.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize and sort familiar objects with the same color, shape, or size.
  • Understand the concept of same shape and size.
  • Understand the concept of smallest and shortest.
  • Understand the concept of light and heavy.
  • Understand the concept long and short.
  • Classify common objects according to height (tall/short).
  • Classify common objects according to length (long/short).
  • Classify common objects according to weight (heavy/light).
  • Classify common objects according to size (big/small).
  • Communicate long, short, heavy, light, big, small.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.16 Classify objects according to attributes (e.g., big/small, heavy/light, tall/short).


Local/National Standards:

 

Primary Learning Objective(s):

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. 

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

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

Background/Preparation:

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

  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/.



Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

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

Acceleration:

 

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.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.