Teacher: Jackie Paxson

Subject: Math
Grade: 1st
Date: 4/2
Vocab & Teaching the Lesson Wrap Homework/ Modifications
Day Materials Up/Exit Assessment
Ticket

Mon.

Tues. Students will Vocab: Warm Up: Page 565 Homework: -Repeat and
identify Length https://www.youtube.com/watch?v=j6QNau95J5g (stop at & 566 Pages: clarify
length Long 2:23) problems Lesson 1 - directions as
between Short  What was Lisa’s homework assignment? 2 -5 will be 3 needed;
three  What does measuring mean? checked have
objects  Who did she want to measure? for students
using Materials:  What were some ways she measured Penny? completion repeat
shorter than My Math  What do you think non standard measurement and directions
and larger Presentation means? accuracy. back
than. My Math I DO:The teacher will show the students 2 objects, a -Provide
Workbook pencil and a pink eraser. The teacher will explain that she small group
Lesson 1 wants to figure out which object is shorter. The teacher instruction
will compare the 2 objects and tell the class that the pink for students
H.O: eraser is shorter. The teacher will then add a ruler to the who need
What is group. “I know the ruler is longer than the pencil. The additional
measurement? pencil is longer than the pink eraser. Now I want to know, support with
Why is it is the ruler longer than or shorter than the pink eraser?” using
important that The ruler is LONGER THAN the eraser. I know this shorter than
we learn how because the pencil is longer than the pink eraser and the and larger
to measure ruler is longer than the pencil therefore the ruler must be than to
objects? longer than the pink eraser. identify
When would We Do: The class will work together to solve the sample length
you analyze problem and problem 1 on page 564. -Provide 1:1
data, besides  How do you know the tube of paint is shorter than support and
in math class? the paintbrush? manipulatives/
 If I didn’t know show you pictures would you still whiteboards as
be able to figure it out? What could you use to needed for
figure it out without pictures? independent
You Do: Students will independently complete problems 2 practice work
- 5 on pages 565 & 566.

Higher students will be given an additional enrichment

worksheet. This worksheet will help students make real
world connections to measuring.
Wed. Students will Vocab: Warm Up: Long than & Shorter than you worksheet. Page 571 -Repeat and
compare Compare Yesterday we compared objects that were shorter and & 572 clarify
and order Length longer than other objects. Today you are going to identify problems directions as
the lengths Long something that is longer and shorter than you. 4 - 9. needed;
of objects. Short  Example: A giraffe is longer than Ms. Martin. A have
snail is shorter than Ms. Martin. students
Lesson 2 Once the students are done the activity they will peer repeat
Materials: share and then we will share a few examples as a class. directions
My Math I DO:The teacher will use the sample problem from page back
Presentation 570. All problems will be displayed on the board. The -Provide
My Math teacher will share her thought process as she completes small group
Workbook the problems. “First, I want to look and see which object is instruction
the shortest. Once I find the shortest I will put a #1 under for students
it. Then I will look for the next object that is a little bigger. who need
H.O: If it is a little bigger that tells me it is longer.” additional
When would  The teacher will point out that she notices she is support with
you need to sequencing and that we talk about sequencing comparing
identify if when reading but we can also use it in math! and ordering
something is We Do: The class will work together to solve problem 1 - lengths of
longer or 3 on page 570 together. objects
shorter than  1. Which object is shorter? -Provide 1:1
you?  2. Which object is longer? support and
When would  3. Which object is long? Which object is longer? manipulatives/
we need to put Which object is longest? whiteboards as
items in order? You Do: Students will independently complete problems 4 needed
- 9 on pages 571 - 572

Higher students will be given an additional enrichment

worksheet. The worksheet includes putting objects in
order by length. Comp questions including: which item is
longest? Shortest? Write a sentence telling about the
order.
Thurs. Students will Vocab: Warm Up: https://www.youtube.com/watch?v=q8o7n- Page 576 - -Repeat and
measure the Measure A0SC0 (Students will be given a Broken Rules 578 clarify
length of unit worksheet to follow along with. They will be required problems directions as
objects to fill in the 4 broken rules!) 3 - 10. needed;
using Materials:  Why could the teacher keep getting different (Take as a have
nonstandard My Math answers when she measures? classwork students
units. Presentation  Do you see something wrong with the way she grade) repeat
My Math measured? (ask for all 4 ways shown) directions
Workbook  What are some of the rules we figured out? back
Lesson 3  Will these rules work for measuring with cubes? -Provide
I DO:The teacher will briefly explain that today we will be small group
using cubes to measure objects. Every cube is called a instruction
H.O: unit. The teacher will use the sample problem to show for students
What is a unit? how to measure them using snap cubes. “There are 2 who need
What do we animals here that I need to measure. I am going to use additional
call it when we these cubes to help me measure them.” The teacher will support with
use cubes to model that the horse is 3 cubes long and the other animal measuring
measure an is 2 cubes long. the length of
object?  Which animal is longer? objects
 How do you know that? using
 Do the cubes help you show that one is longer nonstandard
than the other? units
We Do: Each student will be given a row of 10 cubes to -Provide 1:1
use. The class will work together to measure the colored support and
pencil for problem 1 and 2 on page 576. The teacher will manipulatives/
call students up to the board to help find how many cubes whiteboards as
long each colored pencil is. needed
 Which color colored pencil is longer?
 Which color colored pencil is shorter?
 How do you know?
You Do: Students will independently complete problems 3
- 10 on pages 576 - 578

Higher students will be given an additional enrichment

worksheet. The worksheet includes word problems,
measuring with cubes and comprehension questions such
as is this correct, why or why not?
Fri The Warm Up: Pages 583 -Repeat and
students https://jr.brainpop.com/math/measurement/inchesandfeet/ - 584 clarify
will predict (Stop at 1:18) problems directions as
the length Questions to address throughout the video: 1-6 needed;
of an object  How do you measure without a ruler? have
and  What else could Annie and Moby use to measure students
measure to Sheldon? repeat
check their I DO:The teacher will use the first sample problem on directions
guess. page 581. The teacher will walk through how to make a back
prediction and then measure using cubes. First the -Provide
teacher will first guess how long the object is and write small group
Lesson 4 down her answer. The teacher will point out that the word instruction
problem tells us the carrot is less than 10 cubes but more for students
than 2 so we know it will either be 3,4,5,6,7,8 or 9 cubes who need
long. Then she will use her cubes to measure the object. additional
 Was I correct? Why or why not? support with
 What if I used paperclips to measure, would I get predicting
the same answer? and then
We Do: Each student will be given a row of 10 cubes to measuring
use. The class will work together to solve the sample the length
problem on page 582. on an object
 How long do you think the container is? Why did -Provide 1:1
you guess that? support and
 What hints were you given before you guessed? manipulatives/
 How many cubes long is the container once we whiteboards as
measured together? Was your prediction correct? needed
You Do: Students will independently complete problems 1
- 6 on pages 583 - 584.

Higher students will be given an additional piece of paper

to write down how they came up with their predictions for
problems 1 - 3.