Measure with Objects

Overview

In lesson 8 of 30 in Building Mathematical Thinking, students compare objects by length, height, and weight, then measure one object using repeated informal units. The lesson builds from noticing attributes to using precise comparison language and explaining how units can be arranged to measure.

Learning intentions

• Students will be able to describe measurable attributes of objects.
• Students will be able to compare objects using longer, shorter, taller, heavier, and lighter.
• Students will be able to measure an object with repeated informal units, such as linking cubes.
• Students will be able to explain how they know which object has more or less of an attribute.

Success criteria

• I can identify whether an object is longer, shorter, taller, heavier, or lighter.
• I can compare two objects directly and describe the difference.
• I can measure one object by placing equal-sized units end to end with no gaps or overlaps.
• I can record or tell how many units long an object is.

Curriculum links

• Measurement and Data — describing measurable attributes of objects and describing several attributes of one object.
• Measurement and Data — directly comparing objects with a measurable attribute in common and describing the difference.
• Measurement and Data — classifying objects into categories and counting objects in each category.
• Measurement and Data — developing the foundation for ordering objects by length and comparing length indirectly.

Lesson structure (30 minutes)

1. 0–4 min · Hook and notice. Teacher opens with the comparison hook and places two classroom objects where all students can see them, asking, “What is the same, and what is different?” Students turn to a partner, notice one attribute, and use a comparison word such as longer, shorter, taller, or heavier.

2. 4–9 min · Direct comparison. Teacher models comparing two objects by lining up their ends for length, placing them side by side for height, and carefully comparing weight by holding one object in each hand; teacher introduces the sentence frame, “The ___ is ___ than the ___ because ___.” Students practice with a partner and show their answer using the comparison language and picture cues.

3. 9–14 min · Informal-unit modeling. Teacher models measuring a pencil with linking cubes, beginning at one end and placing cubes in a straight, touching row with no gaps or overlaps; teacher counts aloud and records, “The pencil is ___ cubes long.” Students identify examples and non-examples shown on the measuring demonstration and explain what needs to be fixed.

4. 14–23 min · Partner measure and compare. Teacher pairs the 10 students and distributes linking cubes, classroom objects, and the measure and compare recording sheet; teacher circulates, prompts students to align units, and checks one measurement with each pair. Students compare two objects directly, measure at least one object with repeated cubes, and record or dictate the result using the sentence frame.

5. 23–27 min · Sort and discuss. Teacher collects two or three measurements and helps the class sort the objects into categories such as shorter than 5 cubes and 5 or more cubes, recording the count for each category; teacher uses the class sorting and discussion prompt. Students place or name objects in a category and explain how the counts or measurements support their decisions.

6. 27–30 min · Plenary and exit check. Teacher displays the final review prompt and asks each student to compare two objects and answer, “How could you measure one?” Students complete or dictate the final item on the measure and compare recording sheet, showing one comparison word and one measurement with informal units.

Resources

• the comparison and measuring slide deck
• the measure and compare recording sheet
• Linking cubes or other equal-sized connecting blocks
• Six to eight safe classroom objects of varied lengths, heights, and weights
• Balance scale, if available
• Pencils, crayons, and clipboards
• Visual comparison cards with pictures and words
• Tactile objects for students who benefit from hands-on exploration

Assessment

• During direct comparison, listen for accurate use of longer, shorter, taller, heavier, and lighter. Ask, “What did you compare?”
• During partner work, check that students start units at an endpoint, place them end to end, and count each unit once.
• Use the final worksheet response as an exit check: students should identify one comparison and measure or explain how to measure an object.

Differentiation

• Support: Provide a small choice of two objects, visual comparison cards, linking cubes, and the sentence frame, “The ___ is ___ than the ___.” Accept pointing, selecting a word card, signing, or oral responses.
• Dyslexia-friendly access: Use clear visuals, large sans-serif print, high contrast, minimal copying, short spoken directions, and one instruction at a time. Read worksheet directions aloud and allow students to dictate answers.
• Special education and mixed-grade access: Use partner modeling, repeated demonstrations, tactile tools, and frequent checks for understanding. Assign a concrete role such as comparer, measurer, counter, or recorder.
• Extension: Invite advanced learners to measure and compare three objects, order them from shortest to longest, and explain how a third object can help compare two objects indirectly.