5E’s Lesson Plan

Teacher: Kerrie Emig Schoen

Date: 12 October 2017
Subject and Grade Level: 1st Grade Math
Materials:
3 Chart papers with labeled Long, Medium, Short; Various classroom objects (paper clips, pencils, markers, crayons,
stapler, rulers, books, scissors, manipulatives, etc); Exit Ticket, Pencils; whiteboards; Dry Erase markers; Math
Conversations Anchor Chart

Missouri Learning Standards

● GM.1.B Order three or more objects by length.
● GM.1.B Compare the lengths of two objects indirectly by using a third object.
● DS.1.A Collect, organize and represent data with up to three categories.
● DS.1.A Draw conclusions from object graphs, picture graphs, T-charts and tallies.

Lesson objective(s):
● I can identify long, medium, and short objects.
● I can order objects from longest to shortest.
● I can record my data on a chart.

Differentiation:
● Gearing Up: (Student 1) During discussion, ask follow up questions “Why do you think that? How do you know
that?”; Student labels each object on exit ticket chart; Student peer tutors other students on aligning objects to
the baseline of the chart and drawing objects to scale; Enrichment activity- Student uses a strip of paper to
create a ‘measurement tool’ to record actual lengths of objects with labeled dash marks.
● Gearing Down: (Student 2) Verbal repetitions of directions; proximity to teacher or teaching associate; extra
individual conferring before starting work on the exit ticket; Student only draws one object for each length on the
exit ticket graph; Teacher support in writing object names
ENGAGE (10 mins)
● Ask students to line up from tallest to shortest. Identify areas for tallest and shortest kid to stand before students start.
● Provide students with a visual timer for 3mins.
● If students are struggling, model how to use your hand to compare heights.
● As pre-assessment, check for correct ordering, measurement vocabulary, and methods for measuring (back-to-back, hand gauging,
team collaboration)
● Select 2-3 students to step out of line and check the class’ work. Ask- Are students in the right order? Who needs to move? Why do
they need to move?
● Congratulate students on success and/or question to aid them in finding correct order as necessary.
● Gather on carpet for Whole Class Discussion- Review expectations from the Math Conversations Anchor Chart
o How did you figure out who was taller or shorter than who? How do you know that? What did you use to measure?
● Document vocabulary on the board or anchor chart-- highlight key terms: length, long, medium, short

EXPLORE (10 mins)

● Now, that we know which people are long, medium, and short in our class. I wonder what other things in our classroom are long,
medium, and short.
● Show three chart papers and label them long, medium, and short. Model how to pick up an object and place on the correct chart paper.

1
 5E’s Lesson Plan
(Choose an object to model that is very small so as not give too much of an idea about what potential size each category could be.)
● Ask students to find three objects in the classroom-- one long, one medium, and one short.
● Read learning target objective as a class: I can identify long, medium, and short objects.
● Pair students and release them to find and explore the classroom. Set a timer for 3 mins.
● Gather class around the carpet by the chart papers for Whole Class Discussion:
o What do you see? What do you notice?
o How did you figure out what was small, medium, and long? How do you know that? What did you use to measure?
o Are all the objects in the short group the same size? What about the medium or long group?

EXPLAIN (5 mins)
● Continued Whole Class Discussion:
o Are there any objects you think we should move? Why do you think we should move that one?
o Exemplar Response: “I think we should put this stapler into the medium group because it is longer than all the other small
objects.”
● Explain that one way to determine length is by comparing objects side by side. Show two objects from the Long group and demonstrate
how to lay them side by side-- explain that if we just had these two objects then I might say that one is long and the other is short, but
when I look at all the objects together then I can see that these are actually long and everything else might be short. Not all long things
are the same length, not all medium things are the same, and not all small things are the same.
● Explain that when we compare the lengths of objects, we organize them or put them in order.

ELABORATE (10 mins)

● Challenge students to organize or order each set of objects from longest to shortest within each group.
● Read the second learning target objects together: I can order objects from longest to shortest.
● Put students into three groups- for each set of sized objects. Set time for 3 mins
● Students might need to move the chart paper so that they can line up the objects.
● As students work in their groups, check for student’s use of vocabulary and reasoning length by comparison.
● When groups are finished, have each group rotate to another’s chart paper and check their ordering.
● Explain that if we put each of our group of objects together then we would get a full line of objects from longest to shortest.
● Ask one student from each group to connect their line of objects with the others.
● Whole class discussion:
o What do you see? What do you notice?
o Are all the objects in the right spot? Which one might you move? Why/Where would you move it?

EVALUATE (15 mins)

● Explain that because we need to use these objects during the rest of our day, we can record our findings in a picture graph.
● Show sample Exit Ticket and model how to draw each object with relative size down the line so that it matches the objects laid out on
the carpet. Also demonstrate how to complete the sentence starters by recording one long, one medium, and one short object below
their graph.
● Pass out Exit Tickets and students will create their own picture graph of the objects ordered by length.
● Additionally, the class discussions through the lesson will provide formative assessment opportunities to check for students use of
vocabulary and reasoning about length