Learning intention
Students will learn how to:
describe distances using the language of near, far, close, nearer, closer, further, nearest, furthest, closest.
Success criteria
I will know I have been successful if I can:
- say whether an object is near (close) or far
- say whether an object is nearer (closer) or further
- say which object is nearest (closest) or furthest.
Prerequisites
None
Language
Reinforce the use of the language of distance: near, far, close, nearer, further, closer, nearest, furthest, too close
Before the video
- Take the students outside and ask, ‘What are some things you can see that are really far away / close? What object is nearest to you? What object is furthest away?’
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 |
|---|---|---|
| 1:54 | Far, nearer, nearest, furthest | ‘Tell your partner something that is far away from where you are sitting. And something that is near.’ Repeat with further, nearer, furthest, nearest. |
| 2:20 | Objects look smaller the further away they are | Discuss a time when the students may have been up high or very far away and everything looked very small (eg on a plane). |
After the video
Where are they?:
- Draw objects or glue pictures according to a description given by the teacher, eg the mouse is very far away from the cat, the dog is closest to the ball. Alternatively, this could be done with real objects.
Mathletics worksheets:
- Themed colouring page showing objects in perspective. Discuss the objects in the picture using the vocabulary of distance.