Student: Ariel Reiter Professor:Dr.

Moroney
Course EDU 527 Date: 12/6/17
Grade:1 Content Area: Math

Topic: Measurement: Ordering Lengths

Instructional Objective
After practicing ordering objects based on their length in class, students will be able to
demonstrate ordering three different objects from smallest to largest or largest to smallest by
recording results on the activity sheet during the teach station.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two
objects indirectly by using a third object.
Indicator: This will be evident when the students complete the classwork at each rotation
center. This will be evident when students complete the formative assessment by choosing the
correct answer that matches the multiple choice question.

SL.1: Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others ideas and expressing their own clearly and persuasively.
Indicator: This will be evident when students participate in a turn and talk activity in
which they take turns sharing their ideas. This will also be evident when students help each other
during the center rotations.

ISTE.5.d: Develop a sequence of steps to create and test automated solutions.

Indicator: This will be evident when students identify and follow the steps necessary to
order objects from smallest to largest, or largest to smallest.

Materials
Smartboard
SMART Notebook activity
BrainPopJR video and quiz
Computer
15 unifix cubes
Ruler
Marker
Crayon
Chromebooks
Worksheets
Teacher observation checklist
Center 4 materials: penny, marker, eraser, pencil, cube, crayon, paper clip, bead, ruler, book,
activity sheet

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Motivation
The students will watch a BrainPopJr. video on measurement, called Inches and Feet at the
carpet. As a class, we complete the easy quiz.

Developmental Procedures

1.Teacher asks the students What is length? (allow time for students to think and respond)
Length is the measurement of the most extended dimension of an object, or its longest side.
Length can be measured in both nonstandard units, which are variable, and in standard units,
which are consistent across contexts. That means that you measure how long or short an object
is.

2.Teacher will use unifix cubes to make three towers of different lengths in different colors. The
shortest tower will be three cubes, the next tower will be five cubes, and the longest tower will
be seven cubes. Teacher holds up all three towers, and asks students which is the shortest and
then counts the number of cubes. (allow time for students to think and respond) Teacher asks the
students which is the next longest tower and counts the number of cubes. Teacher asks the
students which is the longest tower and counts the number of cubes.

3.Teacher says We are going to put these towers in order from shortest to longest. What does it
mean to order from shortest to longest? Turn and talk with your partner. (allow time for
students to talk to partner) Call on one or two students to answer the question. Take the shortest
tower and place it first on the table. Explain that this is the shortest tower because it has the
fewest cubes, and that is why it is first. Ask the students which is the next longest tower. Place it
next to the shortest tower and explain that it has the next shortest amount of cubes and that is
why it is second. Finally, ask the students which is the longest tower and place it last. Explain
that it has the largest amount of cubes, and that is why it is last. Explain to students that this is
how you order from shortest to longest.

4. Teacher shows students a ruler, a marker, and a crayon. Teacher says, We are going to order
these objects from longest to shortest. What does it mean to order objects from longest to
shortest? Turn and talk to your partner. (allow time for students to talk) Now, think about
which item might go first, remember we are ordering from longest to shortest. (allow time for
students to think) Call on three students to answer which item will be first (ruler), second
(marker), and third (crayon). Explain that this is how you order from longest to shortest, with the
longest item being first.

5.Teacher brings up the SMART notebook activity onto the smart-board. Students will be called
up one at a time to answer the questions.

6. Students will transition to their appropriate rotating centers while teacher observes a small
group of students at the teach station completing their performance task.
Center 1- Scoop and Order
Center 2- Chromebook-Quizzizz
Center 3-Worksheets
Center 4- Order the Objects (Teach station)
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
7. Closing back at the carpet, we will discuss what we learned. What does it mean to order from
shortest to longest? What does it mean to order from longest to shortest? What is length?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Name: Date:
Performance Activity

1. Order and draw three objects from shortest to longest.

2. Order and draw three objects from longest to shortest.

3. Order and draw three objects from shortest to longest.

4. Order and draw three object from longest to shortest.

Instructional Strategies
Direct Instruction
Indicator: This will be evident when students are instructed on what it means to order
objects based on their lengths and how to order objects based on their lengths.

Cooperative Learning
Indicator: This will be evident when students turn and talk to their partners during the
lesson. It will also be evident when students help each other during the center rotations.

Group Discussion
Indicator: This will be evident when students participate in group discussions and turn
and talks during the lesson that takes place at the carpet.

Adaptions (Exceptionality*)
A student that has a fine motor skills deficits will be able to use a tablet. The tablet will have the
worksheets from the rotation centers and the worksheets uploaded onto the tablet. This will allow
the student to fill in the answers without using a pencil.

Differentiation of Instruction
Struggling Students

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
A struggling student would be a paired with a higher math student. This would allow the
struggling student to communicate and ask for help from a peer. Students can also access the
weebly to practice more.

Average Students
Students will be able to complete the rotation centers on their own with little help from the
teacher. Students will also be able to access the weebly to continue to practice ordering lengths.

Advanced Student
Students will take a large piece of paper and measure themselves and two others. They will then
order them correctly. Students can also access the weebly to practice more.

Assessment
Teacher will assess students informally during the turn and talk activity during the whole group
lesson. I will be able to hear the conversations with each group and check for understanding. The
teacher will also be able to check for understanding when students participate and volunteer
answers when questions are asked.

Teacher will assess students informally during center rotations. The teacher will walk around the
room and check in with students as they work in centers. Teacher will be able to note students
understanding by observing their interactions with the other students as well as how the complete
the work.

Teacher will assess students formally after the students complete the quizzizz assessment which
will compile four multiple choice questions. The questions will ask them about ordering objects
from smallest to largest, or largest to smallest. A rubric will be followed by the teacher to grade
each students assessment accurately.

Independent Practice
Students will complete activity worksheets independently at the appropriate rotation center. For
homework, students will find objects in their house and order them from shortest to longest or
longest to shortest. They will record their findings and bring it in to class.

Follow-Up Activities: Direct Teacher Intervention And Academic Enrichment

Direct Teacher Intervention

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Teacher will sit with the struggling students at the teach station. Teacher will model how to
arrange objects from shortest to longest or longest to shortest. Teacher will encourage students to
use the vocabulary words while helping the teacher arrange. Students will then complete the
activity sheet on their own.

Academic Enrichment
Students can find objects at home to order from longest to shortest or shortest to longest.
Students can also use the weebly to get more practice if they are finished. Students can also use
lined paper to explain how they ordered the objects using math vocabulary terms.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Math - Problem Solving : Measurement-Ordering Lengths

Teacher Name: Ariel Reiter

Student Name: ________________________________________

CATEGORY 4 3 2 1
Mathematical Uses complex Uses effective Some evidence Little evidence of
Reasoning and refined mathematical of mathematical mathematical
mathematical reasoning reasoning. reasoning.
reasoning.

Use of Student always Student typically Student Student rarely

Manipulatives listens and listens and sometimes listens and often
follows follows listens and \"plays\" with the
directions and directions and follows manipulatives
only uses uses directions and instead of using
manipulatives as manipulatives as uses them as
instructed. instructed most manipulatives instructed.
of the time. appropriately
when reminded.
Understanding Students Students Students Students
answered all ten answered most of answered some answered few to
questions the questions of the questions no questions
correctly. correctly. correctly. correctly.

Mathematical Correct Correct Correct There is little

Terminology terminology and terminology and terminology and use, or a lot of
and Notation notation are notation are notation are inappropriate
always used, usually used, used, but it is use, of
making it easy to making it fairly sometimes not terminology and
understand what easy to easy to notation.
was done. understand what understand what
was done. was done.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES
B. (2017.). Inches and Feet. Retrieved November 29, 2017, from
https://jr.brainpop.com/math/measurement/inchesandfeet/

Education.com, E. (2017). Length Resources. Retrieved November 29, 2017, from

https://www.education.com/resources/length/ordering/

(2017.). Scoop and Order. Retrieved November 29, 2017, from https://www.k-
5mathteachingresources.com/support-files/scoop-and-order.pdf

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language