Learning intention
Students will learn how to:
compare and order lengths using direct comparison.
Success criteria
I will know I have been successful if I can:
- order lengths from longest to shortest.
Prerequisites
None
Languages
Reinforce the use of language related to measurement: long, longer than, longest, short, shorter than, shortest
Misconceptions
- Lengths that ‘stick out’ further (regardless of whether the ends are aligned or not) are longer.
Before the video
- ‘What is length?’ Discuss.
- Ask the students to find 1 long object and 1 short object. Ask the students to compare their objects with a partner. Which object is the longest/shortest? How do you know?
During the video
First viewing:
Watch the video without stopping or pausing. Then, ask the children to explain what happened in the video. Begin to draw out key vocabulary or possible misconceptions.
Second viewing:
| Pause point | Key learning | Action/discussion |
|---|---|---|
| 1:02 | Finding the longest length | How could Ed work out which is the longest strip? |
| 1:41 | Lining up end-to-end to measure | Why has Ed put them side-by-side when he is not sure? |
| 3:19 | Using key vocabulary | What did Ed need to do to make a pyramid? Recap the steps together. |
After the video
Make a pyramid:
- Students follow Ed’s steps to make their own pyramid using the printable (do not glue the strips down yet).
- Ask the students to mark bricks on their pyramid using the top brick and state the measured length (in bricks) of each layer of the pyramid. (Recap from 3:22 on video if necessary.)
- Pair work: ‘Swap 2 layers of your pyramid. Ask your partner to work out which 2 layers have been swapped.’
Craft creations:
- Provide students with strips of card and invite them to create their own craft creations.