<p>Students will gain knowledge of numbers, number systems, relationships between numbers, and representations of numbers. Students will become acquainted with measurement units, systems, and processes. The students will:<br>- Connect numerals and number words to the quantities they stand for by employing a variety of physical models and depictions.<br>- Acknowledge the characteristics of length, volume, weight, area, and time; then, compare and arrange objects based on these features.<br>- Understand how to measure in both standard and nonstandard units.<br>- Choose a measurement tool and unit that are suitable for the attribute under consideration.</p>

<p>- How can information about the relationship between quantities be organized and represented?<br>- How can you make predictions using probability and data analysis?<br>- What impact does the type of data have on the display option?<br>- What techniques are used to measure, compute, and/or interpret an object's or process' mathematical properties?<br>- What does it mean to evaluate or estimate a numerical quantity?<br>- What qualifies a tool or strategy as suitable for a particular task?<br>- Why does "what" we measure have an impact on "how" we measure?</p>

<p>- Inch: A unit of length in the U.S. Customary and British Imperial systems, equal to 1/12 of a foot (2.54 centimeters).&nbsp;<br>- Length: The longest extent of anything as measured from end to end.&nbsp;<br>- Longer: Having greater length.&nbsp;<br>- Shorter: Having lesser length or height.</p>

<p>-,chenille sticks (cut to equal the length of a block or another similar object), one for each student&nbsp;<br>- cube-shaped blocks (one “inchworm” [chenille stick] long)&nbsp;<br>- Leo Lionni. (1995).<i> Inch by Inch.</i> HarperCollins.&nbsp;<br>- pencils&nbsp;<br>- markers/pens&nbsp;<br>- string&nbsp;<br>- straw&nbsp;<br>- chalk&nbsp;<br>- glue stick/glue bottles&nbsp;<br>- Unifix cubes&nbsp;<br>- any other objects around the classroom that can be measured&nbsp;<br>- Inchworm Measurement worksheet and KEY (M-K-6-1_ Inchworm Measurement and KEY), one copy for each student&nbsp;<br>- Station Cutout activity sheet (M-K-6-1_Station Cutout Sheet&nbsp;<br>- Lesson 1 Assessment (M-K-6-1_Lesson 1 Assessment and KEY), one copy for each student&nbsp;<br>- several items for measuring activity. Set up measuring workstations in advance.</p>

<p>- The assessment of student's mastery of the lesson's skills will be aided by teacher observations made during activities and classroom discussions.&nbsp;<br>- To determine which students might benefit from more practice or challenging material, use the Lesson 1 Assessment (M-K-6-1_Lesson 1 Assessment and KEY).</p>

<p>Scaffolding, Active Participation, Modeling, and Explicit Instruction&nbsp;<br>W: Inform the class that you will be measuring, estimating, and comparing object lengths.&nbsp;<br>H: Read Leo Lionni's book Inch by Inch. Use a chenille stick as a measuring device, referring to it as an "inchworm," and measure items that are the length of an "inchworm."&nbsp;<br>E: Divide the class into groups to work on the worksheet Inchworm Measuring. Students can measure items on the worksheet as well as actual classroom or common objects with their cutout inchworm.&nbsp;<br>R: While the students are working, discuss the measurements and their observations. Request that some students summarize their findings with phrases like "X was longer/shorter than Y."&nbsp;<br>E: Assist students in finishing the Lesson 1 Assessment, which requires them to measure independently and compare the lengths of two distinct objects.<br>T: More activities for this lesson could involve having students arrange different objects according to length or giving them an object of a specific length and asking them to locate other items in the classroom that are similar to, shorter than, or longer than the reference object.&nbsp;<br>O: The purpose of this lesson is to familiarize students with the idea of comparing objects based on length. Students can draw comparisons by using the appropriate vocabulary. Developing a solid grasp of the concept of length is the aim of a number of activities.&nbsp;</p>

<p><strong>"We're going to practice measuring object lengths today. Is there anyone who knows what the&nbsp;length is? Could you provide me with an example?"</strong>&nbsp;Give students some time to consider and formulate their answers.&nbsp;<strong>"We discuss how long something is when we discuss length. What length is your hair?"&nbsp;Ask the other students whether they believe the child's hair is short or long after they have a student step up to the front. By having a second student step forward and compare their hair, you can further develop this discussion about length.&nbsp;"Today, we're going to measure things in our room to determine their lengths."</strong><br><br><strong>"Let's read a story together first. We call this book Inch by Inch."</strong>&nbsp;Before reading aloud to the class, show them the book's cover. Show a chenille stick to the students.<strong>&nbsp;"This little buddy of mine is called Inchworm (show chenille stick 'inchworm').&nbsp;We're going to measure various lengths today with the aid of an&nbsp; inchworm." </strong>Remove a block with a length of one "inchworm." Choose an item that is one inch long instead of a block if you don't have one. <strong>"Let's examine this particular block. How long will the block be if I use our friend the inchworm to measure this?"</strong>&nbsp;(<i>It is one inch long, and students ought to respond.</i>) <strong>"Imagine that I had two blocks. What is the expected number of inchworms?"&nbsp;</strong>Students should answer that it is two inches long.<br><br><strong>"You will now work in small groups to complete the task that we just completed together."&nbsp;</strong>(<i>Due to a lack of workstations, students might have to be divided into groups</i>.) Give each group a copy of the Station Cutout activity sheet (M-K-6-1_Station Cutout Sheet) and the Inchworm Measurement worksheet (M-K-6-1_Inchworm Measurement and Key). Please take note that the purpose of the Station Cutout activity sheet is to provide groups with an inchworm copy to use as a measuring tool.<br><br>Cut out the station images, and set one aside at each workstation (or assign a student to cut out an image from each group). As a one-inch measuring tool, students can use the inchworm they cut out of the Station Cutout activity sheet. On the Station Cutout activity sheet, students will measure the length of the line next to each image. They will then record the corresponding measurements in the appropriate column on their Inchworm Measurement worksheets. Make sure the students are measuring with the objects arranged end to end as they work on this task. If required, demonstrate to the students that there cannot be any spaces between the measuring object's placement when measuring something longer than an inchworm.<br><br>Assign each group a distinct workstation. "<strong>You are going to measure several objects at your workstations using your inchworms,"</strong> you can say.&nbsp;Ask students to measure the objects and note what they discover on their worksheets. The total number of students and the number you want at each station at a time will determine how many workstations you set up. (<i>The stations may be set up on a table, at a desk, or on the floor.</i>) Students will be able to measure one type of object per workstation with their inchworms.<br><br>If those items are being measured, you can use the Inchworm Measurement worksheet; if you are using other objects, you should create a worksheet that is similar to this one or one that has blank spaces so that students can record their measurements. Items on workstations may consist of<br><br>blocks<br>pencils<br>pens or markers<br>string<br>straws<br>chalk<br>glue bottles or sticks<br>anything else that students can measure in the classroom.<br><br>Give students a set amount of time to spend at each station. A bell, clap, or other attention-getting device should be used to notify the groups when it's time to move on to the next station. Give students enough time to measure each object and record the results on their worksheets for inchworm measurement.<br><br>Once every group has visited each station, reconvene the class. Discuss with the students what they observed while measuring. Use comparison terms like "longer than," "shorter than," and so on. Ask students to use the following sentence to summarize what they learned: <strong>"Object ______ was longer than object ______." </strong>After that, flip the statement and continue practicing.<strong> "Object ______ was shorter than object ______."</strong>&nbsp;Here's an illustration of an additional concluding statement:&nbsp;This straw is five inches long, and this block is three inches long. What's the longer one?"&nbsp;Ask students to identify which object they believe to be longer.&nbsp;<br><br>Asking <strong>"How do you know that?"</strong> to students will help them clarify their responses.&nbsp;(<i>Students may reply that since five is greater than three, it must be greater than three.</i>) Go over a few more examples to make sure you understand the idea of comparing the lengths of two objects.<br><br>Students can return to their seats and finish the Lesson 1 Assessment (M-K-6-1_Lesson 1 Assessment and Key) after they have finished discussing the comparisons. The evaluation includes images of varying lengths. Pupils must compare the two lengths after measuring the images with their inchworms. Students then circle the appropriate phrase after determining whether the first picture is longer or shorter than the second.<br><br><strong>Extension:</strong><br><br>To meet your students' needs throughout the year, implement the strategies and activities listed below.<br><br><strong>Routine: </strong>Give each pair of students a strip of tagboard, a stick, a length of rope, or some other obvious-length object. Finding five items in the room that are either the same length as their reference object, longer than it is, or shorter than it could be the assignment for one day. On a piece of blank paper, students can write the names of objects they find or draw pictures of them.<br><br>You can use this routine as an annual morning activity. If you can make the idea visually appealing to the students, they will find it enjoyable. You could ask them to locate the different objects to compare to their reference object by going on a treasure hunt, for instance.<br><br><strong>Workstation: </strong>Transfer instruction from whole-group to station settings. Provide students with a variety of objects at each station to sort by length, based on whether the objects are longer, shorter, or roughly the same length as the reference object. Ensure that students can easily see the reference object. It might have a different color or some other characteristic that sets it apart. Give students roughly ten minutes to finish each task at the station. Depending on how well the students are performing, you might need to change the time limit. These stations can be used with a variety of objects. Here are some illustrations to get you thinking: Paper clips, straws, stir sticks for coffee, toothpicks, and Unifix cubes. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<br><br><strong>Expansion 1: </strong>As a way to extend the lesson, you can ask students to rank different objects in the following order: longest to shortest or shortest to longest. You should preselect the objects so they are of different lengths.<br><br><strong>Expansion 2: </strong>Use this activity with students who might be surpassing the standards. Establish a learning center or workstation where students are in charge of their education. The task assigned to the students is to construct something that is the same length as something else using the straws, Unifix cubes, coffee stir sticks, paper clips, toothpicks, and other materials that are provided. Giving a student multiple pieces of chalk and asking them to lay them end-to-end until they are the same length as a straw is one way to demonstrate this. Alternatively, students could cut the straw so that it is roughly the same length as the chalk piece.</p>