Display 2 pieces of yarn of equal length. Have one piece of yarn placed in a straight line while the other one is displayed in a curved shape. What do you predict about the lengths of the two pieces of yarn? How would you explain to a friend how to best measure the lengths of the pieces of yarn? Now actually measure the two pieces of yarn and determine which one is longer and by how much.

Have students find a partner with a pencil. Compare the size of your pencil with the size of your partnerâ€™s pencil. What is the difference between the two pencils in centimeters? What about the difference in inches?

Find five items in the room that are smaller than your pencil. How much smaller than your pencil are they?

Find an item in the room that is about twice the size of your pencil. How do you know?

Alyssa has a piece of railroad track that is 10 inches long. Trey has a piece of railroad track that is 23 centimeters. Whose train track is the longest? Use your ruler to draw a picture to help solve this problem.

About the Math

Ask students to visually compare two or more objects. Which object is longer? shorter? or in between to objects. Then move to actual measurements. How much longer is your desk than the table? How can you find out? It is also important for students to compare lengths that are not in straight lines. Place yarn or tape on the floor in curvy configurations and ask students which is longer. Ask students to figure out if it is longer to walk to the gym or the cafeteria? How can we find out? When students are comparing lengths of objects they are internalizing the meaning of length and distance. Essential vocabulary for this standard includes: length, unit, inch, foot, centimeter, meter, and difference(online dictionary, visual mathematics dictionary, HCPSS Vocabulary Cards).

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

VDW-k-3.png

Teaching Student-Centered Mathematics, K-3

Crooked Paths, pages 249 - 250

Make some crooked lines with yarn, tape or another material. Have students guess which path is longer. Then have students choose a measuring tool (i.e. ruler, yard stick, meter stick) and measure and record the paths. Then have students explain which path is longer and why. Students can also explain if the results surprised them or not.

Activity 8.1, Longer, Shorter, Same, page 228
Make a sorting-by-length station at which students sort objects as longer, shorter, or about the same as a specified object. It is easy to have several such stations in your room. The reference object can be changed occasionally to produce different sorts. A similar task is to put objects from shortest to longest.

Activity 8.2, Length Hunt, page 229
Give pairs of students a strip of tagboard, a stick, a length of rope, or some other object with an obvious length dimension. The task on one day might be to find five things in the room that are shorter than, longer than, or about the same length as their object. They can draw pictures or write the names of the things they find.
By making the target length a standard unit (e.g., a meter stick or a 1-meter length of rope), the activity can be repeated to provide familiarity with important standard units.

Learnzillion Video Resources (5 Lessons)

Select image for lesson set.

Print Resources:

Number Sense, Grades 1-2: How Long is a Handful, pages 40 - 41,

## Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Quarter 1Quarter 2Quarter 3Quarter 4Increasing Rigor

Ask students to visually compare two or more objects. Which object is longer? shorter? or in between to objects. Then move to actual measurements. How much longer is your desk than the table? How can you find out? It is also important for students to compare lengths that are not in straight lines. Place yarn or tape on the floor in curvy configurations and ask students which is longer. Ask students to figure out if it is longer to walk to the gym or the cafeteria? How can we find out? When students are comparing lengths of objects they are internalizing the meaning of length and distance. Essential vocabulary for this standard includes:About the Mathlength, unit, inch, foot, centimeter, meter,anddifference(online dictionary, visual mathematics dictionary, HCPSS Vocabulary Cards).Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)## Teaching Student-Centered Mathematics, K-3

Crooked Paths, pages 249 - 250Make some crooked lines with yarn, tape or another material. Have students guess which path is longer. Then have students choose a measuring tool (i.e. ruler, yard stick, meter stick) and measure and record the paths. Then have students explain which path is longer and why. Students can also explain if the results surprised them or not.

Crooked Paths Black Line Master

Activity 8.1

, Longer, Shorter, Same, page 228Make a sorting-by-length station at which students sort objects as longer, shorter, or about the same as a specified object. It is easy to have several such stations in your room. The reference object can be changed occasionally to produce different sorts. A similar task is to put objects from shortest to longest.

Activity 8.2,

Length Hunt,page 229Give pairs of students a strip of tagboard, a stick, a length of rope, or some other object with an obvious length dimension. The task on one day might be to find five things in the room that are shorter than, longer than, or about the same length as their object. They can draw pictures or write the names of the things they find.

By making the target length a standard unit (e.g., a meter stick or a 1-meter length of rope), the activity can be repeated to provide familiarity with important standard units.

## Learnzillion Video Resources (5 Lessons)

Print Resources:Number Sense, Grades 1-2:How Long is a Handful, pages 40 - 41,Groundworks, Reasoning About Measurement Grade 3:Pencils, pages 1 - 6Maps,pages 80 - 86Web Resources:Games and CentersLessonsStudent ResourcesVideo SegmentsStudent Resource Page

Teacher guide for virtual manipulatives 2.MD.4

Student Resource Page

online game

Student Resource Page

Student Resource Page

Student Resource Page

Children's Literature:Polly's Pen Pal by Stuart Murphy

The long and short of it

by Cheryl Nathan and Lisa McCourt

## Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.Use and Sharing of HCPSS Website and ResourcesHoward County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.