G1 U5 L8 TE
Applied MP
MPs * Embedded MP 1
Conceptual Lesson Grade 1 · Unit 5 · Lesson 8
2
3
4
5
*
MC: 1.MD.1
6
7
8
*
Student Journal Pages
57-60
object.
Today, I will compare the height of two objects by using a third
Vocabulary Compare the height of two objects by using a third object:
Teacher Resources Considerations: When comparing more than two objects use the suffix –est. Continue to use –er when comparing two objects. While length typically refers to a horizontal linear measure, height refers to a vertical linear measure. We would say a child is three feet tall, and a table is three feet long. In previous lessons, students were comparing length of objects horizontally. Some objects can be stood on their ends and have their heights compared vertically. This lesson requires students to transfer height in real-life to height represented in two dimensions on paper. Students may need additional time comparing heights of real-life objects. Use classroom objects (table, desk, chair, cabinets, etc., or outdoor objects (slide, picnic table, tree, basketball hoop, telephone poles, parking meters, etc.) to make additional comparisons. Recommended classroom items for this lesson: markers, pens, books, pencils, packets with a short strip of yellow paper, a medium strip of green paper, and a tall strip of red paper.
The first flower is shorter than the flower in the box. It is the shortest.
Steps:
The last flower is taller than the flower in the box. It is the tallest.
Application of MPs:
Copyright © Swun Math
1. 2.
Line up 3 objects, from the shortest to the tallest, standing them on their ends on a flat surface. Compare the height of two of the objects by using a third object.
MP1:
How can you explain your work?
MP6:
How can you use math vocabulary in your explanation?
MP7:
What steps help you solve the problems?
Grade 1 Unit 5 Lesson 8 C TE
Answer Key: I/M 1. Answers will vary depend-
SGP
FCU
HW
1. See SGP #1
1. Answers will vary depend-
1. 5 flowers
ing on the people selected.
2. Answers will vary depending on the items selected.
ing on the items selected.
2. See SGP #2
2. Answers will vary depend-
2. 7 strawberries
ing on the items selected.
3. 6 slices of pizza
4. No, 9 baseballs
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
/ Directions: Compare the height of two objects by using a third object.
1. Indirectly compare the height of two objects by using a third.
State the objective: Today, I will compare the heights of 2 objects by using a third object.
Give the definition of height: Height refers to how tall something is.
Call to the front of the room three students of different heights (perhaps use yourself for “tallest”).
Emphasize that in order to compare height, it is necessary to look carefully at where all 3 objects start and end. Their feet are all standing on the flat floor.
Explain that the height of the three people can be compared by looking at the middle person.
Model how to identify the tallest person and the shortest person in comparison to the medium-sized person. Use the terms “shorter” and “taller” when comparing 2 objects.
2. Indirectly compare the height of two objects by using a third.
Restate the objective: Today, I will compare the height of two objects by using a third object.
Model how to line up 3 pens/markers of different heights by standing them on their ends.
Emphasize that to in order to compare height, it is necessary to look carefully at where all 3 objects end.
Explain that the height of all of the objects can be compared by looking at the medium-sized object.
Model how to identify the tallest pen/marker and the shortest pen/marker in comparison to the medium-sized pen/marker. Use the terms “shorter” and “taller” when comparing 2 objects.
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
/ Directions: Compare the height of two objects by using a third object.
1. Indirectly compare the height of two objects by using a third.
Direct students to line up and compare the height of 3 different size pencils. Standing the pencils on their ends may prove to be difficult. Model representing height on paper by drawing a line that represents the ground (or tabletop), and lining up the base of the three objects with the line. Relate this to comparing the heights of the three people in I/M #1. Each person was standing on the ground, so you could tell who was taller/shorter because the measurement started from the same place.
Discuss how the comparison would be different if objects were not lined up correctly along the same floor/base. Emphasize the importance of lining up the bottoms of the objects along a straight line.
Determine which is the tallest and which is the shortest of the 3 in comparison to the medium-sized pencil. Use the terms “taller” and “shorter” when comparing 2 objects.
2. Indirectly compare the height of two objects by using a third.
Direct students to line up and compare the height of a short, yellow strip of paper, a medium-sized green strip of paper, and a long, red strip of paper. Assist students with representing height on paper by drawing a line that represents the ground (or tabletop), and lining up the base of the three objects with the line. Emphasize the importance of lining up the bottoms of all three paper strips along a straight line.
Discuss which is the tallest and which is the shortest of the 3 in comparison to the green strip of paper. Use the terms “taller” and “shorter” when comparing 2 objects.
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
Directions: Compare the height of two objects by using a third object.
1. Compare the height of 3 different books. Stand them on your tabletop. Hold up the book that is taller than 1 book but shorter than the other. Continue comparing the other two books to that book, and find the tallest and shortest books.
2. Compare the height of 3 different crayons. Stand them on your tabletop. Hold up the crayon that is taller than 1 crayon but shorter than the other. Continue comparing the other two crayons to that crayon, and find the tallest and shortest crayons.
Recap today’s lesson with one or more of the following MP questions: MP1: How can you explain your work? MP6: How can you use math vocabulary in your explanation? MP7: What steps helped you solve the problems?
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
Name: ____________________________ Date: ______________________________ Directions: Review. Read each word problem. Write an equation and solve the problem.
1. Maria has 7 flowers. She picked some more from her garden. Now she has 12 flowers. How many flowers did she pick?
2. Kari has some strawberries. Justin has 8 strawberries. They have 15 strawberries in all. How many strawberries does Kari have?
Equation:
Equation:
___________ flowers
___________ strawberries
3. Brady ate 4 slices of pizza. Pierson ate some more slices of pizza. Altogether they ate 10 slices of pizza. How many slices did Pierson eat?
4. Jeff threw some baseballs. Ronnie threw 9 baseballs. They threw 18 baseballs in all. How many baseballs did Jeff throw?
Equation:
B=7
Yes
No
Equation:
___________ slices of pizza
Copyright © Swun Math
___________ baseballs
Grade 1 Unit 5 Lesson 8 C TE
MPs * Embedded MP 1
Conceptual Lesson Grade 1 · Unit 5 · Lesson 8
2
3
4
5
*
MC: 1.MD.1
6
7
8
*
Student Journal Pages
57-60
object.
Today, I will compare the height of two objects by using a third
Vocabulary Compare the height of two objects by using a third object:
Teacher Resources Considerations: When comparing more than two objects use the suffix –est. Continue to use –er when comparing two objects. While length typically refers to a horizontal linear measure, height refers to a vertical linear measure. We would say a child is three feet tall, and a table is three feet long. In previous lessons, students were comparing length of objects horizontally. Some objects can be stood on their ends and have their heights compared vertically. This lesson requires students to transfer height in real-life to height represented in two dimensions on paper. Students may need additional time comparing heights of real-life objects. Use classroom objects (table, desk, chair, cabinets, etc., or outdoor objects (slide, picnic table, tree, basketball hoop, telephone poles, parking meters, etc.) to make additional comparisons. Recommended classroom items for this lesson: markers, pens, books, pencils, packets with a short strip of yellow paper, a medium strip of green paper, and a tall strip of red paper.
The first flower is shorter than the flower in the box. It is the shortest.
Steps:
The last flower is taller than the flower in the box. It is the tallest.
Application of MPs:
Copyright © Swun Math
1. 2.
Line up 3 objects, from the shortest to the tallest, standing them on their ends on a flat surface. Compare the height of two of the objects by using a third object.
MP1:
How can you explain your work?
MP6:
How can you use math vocabulary in your explanation?
MP7:
What steps help you solve the problems?
Grade 1 Unit 5 Lesson 8 C TE
Answer Key: I/M 1. Answers will vary depend-
SGP
FCU
HW
1. See SGP #1
1. Answers will vary depend-
1. 5 flowers
ing on the people selected.
2. Answers will vary depending on the items selected.
ing on the items selected.
2. See SGP #2
2. Answers will vary depend-
2. 7 strawberries
ing on the items selected.
3. 6 slices of pizza
4. No, 9 baseballs
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
/ Directions: Compare the height of two objects by using a third object.
1. Indirectly compare the height of two objects by using a third.
State the objective: Today, I will compare the heights of 2 objects by using a third object.
Give the definition of height: Height refers to how tall something is.
Call to the front of the room three students of different heights (perhaps use yourself for “tallest”).
Emphasize that in order to compare height, it is necessary to look carefully at where all 3 objects start and end. Their feet are all standing on the flat floor.
Explain that the height of the three people can be compared by looking at the middle person.
Model how to identify the tallest person and the shortest person in comparison to the medium-sized person. Use the terms “shorter” and “taller” when comparing 2 objects.
2. Indirectly compare the height of two objects by using a third.
Restate the objective: Today, I will compare the height of two objects by using a third object.
Model how to line up 3 pens/markers of different heights by standing them on their ends.
Emphasize that to in order to compare height, it is necessary to look carefully at where all 3 objects end.
Explain that the height of all of the objects can be compared by looking at the medium-sized object.
Model how to identify the tallest pen/marker and the shortest pen/marker in comparison to the medium-sized pen/marker. Use the terms “shorter” and “taller” when comparing 2 objects.
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
/ Directions: Compare the height of two objects by using a third object.
1. Indirectly compare the height of two objects by using a third.
Direct students to line up and compare the height of 3 different size pencils. Standing the pencils on their ends may prove to be difficult. Model representing height on paper by drawing a line that represents the ground (or tabletop), and lining up the base of the three objects with the line. Relate this to comparing the heights of the three people in I/M #1. Each person was standing on the ground, so you could tell who was taller/shorter because the measurement started from the same place.
Discuss how the comparison would be different if objects were not lined up correctly along the same floor/base. Emphasize the importance of lining up the bottoms of the objects along a straight line.
Determine which is the tallest and which is the shortest of the 3 in comparison to the medium-sized pencil. Use the terms “taller” and “shorter” when comparing 2 objects.
2. Indirectly compare the height of two objects by using a third.
Direct students to line up and compare the height of a short, yellow strip of paper, a medium-sized green strip of paper, and a long, red strip of paper. Assist students with representing height on paper by drawing a line that represents the ground (or tabletop), and lining up the base of the three objects with the line. Emphasize the importance of lining up the bottoms of all three paper strips along a straight line.
Discuss which is the tallest and which is the shortest of the 3 in comparison to the green strip of paper. Use the terms “taller” and “shorter” when comparing 2 objects.
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
Directions: Compare the height of two objects by using a third object.
1. Compare the height of 3 different books. Stand them on your tabletop. Hold up the book that is taller than 1 book but shorter than the other. Continue comparing the other two books to that book, and find the tallest and shortest books.
2. Compare the height of 3 different crayons. Stand them on your tabletop. Hold up the crayon that is taller than 1 crayon but shorter than the other. Continue comparing the other two crayons to that crayon, and find the tallest and shortest crayons.
Recap today’s lesson with one or more of the following MP questions: MP1: How can you explain your work? MP6: How can you use math vocabulary in your explanation? MP7: What steps helped you solve the problems?
Copyright © Swun Math
Grade 1 Unit 5 Lesson 8 C TE
Name: ____________________________ Date: ______________________________ Directions: Review. Read each word problem. Write an equation and solve the problem.
1. Maria has 7 flowers. She picked some more from her garden. Now she has 12 flowers. How many flowers did she pick?
2. Kari has some strawberries. Justin has 8 strawberries. They have 15 strawberries in all. How many strawberries does Kari have?
Equation:
Equation:
___________ flowers
___________ strawberries
3. Brady ate 4 slices of pizza. Pierson ate some more slices of pizza. Altogether they ate 10 slices of pizza. How many slices did Pierson eat?
4. Jeff threw some baseballs. Ronnie threw 9 baseballs. They threw 18 baseballs in all. How many baseballs did Jeff throw?
Equation:
B=7
Yes
No
Equation:
___________ slices of pizza
Copyright © Swun Math
___________ baseballs
Grade 1 Unit 5 Lesson 8 C TE
