TouchMath Table of Contents - Math Curriculum and

TouchMath Table of ContentsModule 1 Activity Sheets 1–25 Measuring Lengths of Objects

Have you read the Implementation Guide?Th e Implementation Guide provides a complete program overview, helpful tips, and all the resources you need to unleash the full potential of the TouchMath First Grade Program and change your students’ understanding of math forever.

Page Activity

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Module OverviewOverview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Instructional Strategies for Student Activity SheetsOrdering and Comparing Lengths (Activity Sheets 1–4)

• Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Practice

• Order and Compare Lengths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3–4 2–4• Objective Review Ordering and Comparing Lengths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Measuring Objects Using Units of Various Length (Activity Sheets 5–24)

• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6• Practice

• Measure with “Bug” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 5–6• Measure with “Door” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7–8 7–8• Measure with “Worm” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 9–10• Measure with “Rope” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 11–12• Measure with “Car” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 13–14• Measure with “Corn” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 15–16• Measure with “Dog” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10–11 17–18• Measure with “Foot” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 19–20• Measure with “Leaf” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 21–22• Measure with “Ladder” Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 23–24

• Objective Review Measuring Objects Using Units of Various Length . . . . . . . . . . . . . . . . . . . . . . .13

Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

• Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 25

Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Parent/Guardian Communication Letters. . . . . . . . . . . . . . . . . . . . . . . . . 15–16

Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Teacher Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18–19

1 © 2011 First Grade Unit 4 Module Guide 1

TouchMath Module Overview

Overview of Content

Th is module focuses on Measuring Lengths of Objects. All activities in this module are designed to be completed by pairs of students, so each page includes lines for two student names. Th e activities begin with students using large paperclips to measure lengths of lines. Th e important foundation is learning to measure with same-size units placed end-to-end with no gaps or overlaps. After measuring, students compare the line lengths using long, longer, and longest. Students transfer measuring line lengths to measuring lengths of pictorial objects. Measuring units are included on FlipCards Measuring Objects Using Objects. Th ey are to be cut out and used to measure the pictorial objects on the activity pages in this module. All of the activities are designed to complement actual hands-on measurement of concrete objects. When students fi nish this module, they will have had many experiences that build understanding of expressing the lengths of objects as a number of whole-length units and ordering objects by length.

First Grade Common Core State Standards

• 1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

• 1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Included TouchMath:

• TouchMath PLUS• TouchMath FlipCards Measuring

Units

Classroom:

Crayons or markers, large paperclips, whiteboard, pieces of string, connecting cubes, base 10 blocks, scissors, and paper

Module 1 Activity Sheets 1–25 Measuring Lengths of Objects

Objectives1. To order and compare lengths

2. To measure objects using units of various length

Prerequisites

• Sort objects by length

• Count to 10

• Read and write numbers to 10

• Associate numbers with quantities

Vocabularymeasure • length • units • long • longer • longest • in between

Materials

1© 2012 FGMTDG

Name

Pretest: Measuring Lengths of Objects

Name

units units unitsunits

Answers will vary.

1

© 2011 First Grade Unit 4 Module Guide 1 2

TouchMath Instructional Strategies: Activity Sheets 1–4

Activity Sheets 2–4

Anticipatory Set

Teacher Input/Teacher Modeling

Ordering and Comparing Lengths

Talk about why students might want to measure things in their environment. Elicit that they might need to measure the length of a sheet of wrapping paper to wrap a present, the length of a piece of rope to make a jump rope, or the distance between bases for their baseball fi eld.

Model for students how to use the paperclip measuring unit to measure length. Draw two lines (almost the same length) on the whiteboard. Ask which line is longer. Tell students you will now measure each line using a large paperclip to confi rm their answer. Measure the length of the fi rst line by placing one large paperclip parallel to the line at the left end, and say, “One.” Have a student volunteer place a unit next to the teacher’s and say, “Two.” Pick up your unit, place it after the student’s, and say, “Th ree.” Continue in this manner until the end of the line is reached. Tell students that the last number said is the length, in units, of the line. Th en measure the second line in the same way. Point to the longest line, and say, “Th is line is the longest. It is longer than the other one.”

Say, “We will measure and compare lengths.”

CHECK FOR UNDERSTANDING: Give each student a piece of string (of varying sizes) and a large paperclip. Have students measure their string and tell how long it is. Ask them to share their lengths by saying, for example, “My piece of string is three paperclips long.” Th ey can compare it to another student’s string. [ If some students do not demonstrate understanding, repeat the modeling using other lengths of strings to measure.]

Module 1 Pretest

Pretest: Activity Sheet 1Verbal directions to students:

[ There are two students name lines on the page since the pretest is to be done in pairs. Give each student a measuring unit to measure lengths. Model for them how pairs can work together to lay down each unit end over end, with no gaps or overlaying. Students will need to cut out the units.]

• Use measuring units to measure lengths. Count the number of units to measure each length.

Objective

To order and compare lengths

Name

2© 2012 FGMTDG Order and Compare Lengths

Name

units units unitsunits1 3 24

blue

red

green


TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 2[ The measuring activities on this and the next two pages are designed to be used with a large paperclip, approximately two inches in length. Since the paperclip is not exactly two inches in length, many of the lines cannot be measured exactly, and the lines won’t always be exact full-length measures.]

• Have students work in pairs. Give each student a large paperclip. Tell them that the paperclip is the measuring unit they will use to measure how many units long the line is, or its length. Tell them that they will be measuring the four lines on the page with the paperclip and recording the measures at the bottom of the page. Direct children’s attention to the fi rst line, which is identifi ed with one dot. Tell the fi rst partner to lay the paperclip on the line. Ask if another whole paperclip can fi t on the line. Since it cannot, tell students that the length of the line is one paperclip long. Have students write 1 on the correct line at the bottom of the page.

• Direct children’s attention to the second line, which is identifi ed with two dots. Tell the fi rst partner to lay the paperclip on the line, starting at the left end, and count, “One.” Have the other partner lay a paperclip next to the fi rst one and count, “Two.” Tell the fi rst partner to pick up his paperclip, place it after his partner’s, and say, “Th ree.” Ask the class, “Can you lay down another whole paperclip?” Elicit that they cannot, so the measure of the line is three paperclips. Direct students to write 3 for the two-dot line at the bottom of the page. Th en ask students, “Which line is longer, the fi rst one you measured or the second one? How do you know?”

• Refer children to the third line to measure, the one with three dots next to it. Have partners take turns placing their paperclips on the line and counting how many paperclips long it is. Elicit that is four full-length paperclips long. Direct the class to write the length in the proper space below. Ask, “Which line is the longest, line 1, 2, or 3? How do you know?” Elicit that the third line is longest because its length of four units is greater than three units or one unit.

• Instruct pairs to measure the last line, the line with four dots at its beginning. Elicit that it is two paperclips long, and have students write the measure at the bottom of the page.

• Say, “Let’s order three of the lines by length using long, longer, and longest to describe them.” Point to the three lines identifi ed by two, three, and four dots. Ask, “Which line is long? Which line is longer? Which line is longest?” Finally, have the class consider all four lines, and ask them to ring in red the longest line, ring in blue a long line, and ring in green a line that is in between.

Module 1 Activity Sheet 2 Ordering and Comparing Lengths

2

Name


Name

units units unitsunits

units unitsunits

2 1 211 32

Name


Name

units units units2 2 1



Guided Practice: Activity Sheet 3• Ask children to name the objects they see on the page (e.g., whiteboard, fl ag

and fl agpole, desk, wall). Tell children they will work with a partner to measure how many units in length the fl agpole, desk, and whiteboard are. Remind students to record the number of full-length units only.

• Have partners measure the fl agpole along the dotted lines, placing the paperclips end to end with no space between them. Elicit that the fl agpole is two full-length units long. Direct children to write 2 in the proper space at the bottom of the page. In turn, tell the class to measure the lengths of the whiteboard and the desk. Elicit that the whiteboard is two units long and the desk is one unit long. Have students compare the lengths of the objects by asking questions such as, “Which object is the longest?” Elicit that two objects, the fl agpole and whiteboard, are both the longest because each measured two units. Ask, “Which object is long but not as long as the whiteboard?”

Guided Practice: Activity Sheet 4• Tell students that they will work with a partner to measure objects in their

desks using the large paperclips. Remind the class to record the number of full-length units only. [ If you want students to indicate that the length of an object is more than the number of full-length units, you might have children draw an arrow after the number. For example, is an objects is a little more than three paperclips long, have the children write 3→.]

Additional activities for measuring lengths of objects are found in TouchMath PLUS.

Module 1 Activity Sheets 3–4 Ordering and Comparing Lengths

4

3


TouchMath Review: Activity Sheets 2–4

Module 1 Objective Review Ordering and Comparing Lengths

Say, “You know how to order and compare lengths of objects.”

• Have students draw three lines of diff erent lengths on their paper. With a partner, have them measure the lengths using a large paperclip and write how many units long each line is. Th en ask them to tell which line is the longest, which line is long, and which line is in between.


TouchMath Instructional Strategies: Activity Sheets 5–24

Activity Sheets 5–24

Anticipatory Set

Teacher Input/Teacher Modeling

Measuring Objects Using Units of Various Length

Give students some time to work in pairs to measure lengths of objects in the classroom using such units as paperclips, connecting cubes, or base 10 blocks. Have each pair measure an object and write down how many units long it is. Have students share their fi ndings with the class. Lead children to understand that the smaller the measuring unit, the greater the number required and the more accurate the measure is. [ When measuring objects in the classroom, the objects won’t always be exact full-length units. Have students identify the number of full-length units only.]

Model for students how to use one of the measuring units, such as the ladder, to measure length. Draw a long line on the whiteboard. Place one ladder measuring unit parallel to the line at the left end, and count, “One.” Have a volunteer place a ladder unit next to yours and count, “Two.” Pick up your unit, place it after the student’s, and say, “Th ree.” Continue in this manner until the end of the line is reached. Remind students that the last number said is the length of the line in units.

Say, “We will measure lengths using diff erent units of measurement.”

CHECK FOR UNDERSTANDING: Give each student a piece of string and several measuring tools (e.g., a paperclip, a connecting cube, or have them use one of their fi ngers). Have students measure the pieces of string using diff erent measuring tools. Some may use their fi nger and say, “My piece of string is three fi ngers long.” Th ey can compare it to another student’s string that may be fi ve connecting cubes long. [ If some students do not demonstrate understanding, repeat the modeling using other examples of measuring.]

Objective

To measure objects using units of various length

Name

6© 2012 FGMTDG Measure with “Bug” Units (Use with cutouts from FlipCards Set A)

Name

3 1 4 2 5

Name

7© 2012 FGMTDG Measure with “Door” Units (Use with cutouts from FlipCards Set B)

Name

5 3 2 1 4

blue

red

Name

5© 2012 FGMTDG Measure with “Bug” Units (Use with cutouts from FlipCards Set A)

Name

3 2 7 4 1



[ In each two-page presentation on pages 5–24, the fi rst page uses the indicated unit to measure similar objects, while the second page uses the unit to measure a different object or group of objects. A dotted line at the beginning and end of each object is included to help students know where to line up the units when measuring. The measuring unit is indicated in the footer of each student page.]

Guided Practice: Activity Sheet 5• Have students cut out and use the bug measuring units from FlipCards

Measuring Objects Using Objects. [ You can also have students use the rope and car units.]

• Tell students they will work with their partner and take turns placing their bug measuring units next to each other (with no overlap or gaps), count the number of units in length for each bug.

• Direct children’s attention to the bug identifi ed by one dot. Tell the fi rst partner to place one bug measuring unit on the dotted line, starting at the left, and count “One.” Have the other partner put their bug unit next to the fi rst and count, “Two.” Tell the fi rst partner to pick up the fi rst bug unit, and place it after the partner’s, and count, “Th ree.” Ask students if they can place another full bug unit on the line. Elicit that they cannot, so the length of the fi rst bug is three units. Direct the class to write 3 (or 3→) in the box marked with one dot at the bottom of the page.

• Continue in the same manner to measure the four other bugs on the page. Have partners measure with their bug units and write the number of units in the correct boxes.

• Help students to order the lengths of the bugs by having children start with the shortest and end with the longest.

Guided Practice: Activity Sheet 6• On this page, have students measure each of the lines using their bug measuring

units and record the results in the boxes.

• Discuss with students some situations where they might need to know the length of a line. Students might mention measuring the distance between bases on a baseball fi eld or measuring the length of a piece of wood for a building project.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects A-1–A-6 for extra practice.

Guided Practice: Activity Sheet 7• Have students measure each building using the door measuring unit. [ Students can also use the rope units.]

• Tell students to color the longest building red and the one in between blue.

DRAW, WRITE, SHARE: Have children write a number story about the buildings on the page and share it with a partner.

Module 1 Activity Sheets 5–7 Measuring Objects Using Units of Various Length

6

7

5

Name

8© 2012 FGMTDG Measure with “Door” Units (Use with cutouts from FlipCards Set B)

Name

5 1 3 4 2

blackblack

brownbrown

yellowyellow

yellowyellow

yellowyellow

Name

9© 2012 FGMTDG Measure with “Worm” Units (Use with cutouts from FlipCards Set C)

Name

7 4 8 4 3

greengreen

greengreen

Name

10© 2012 FGMTDG Measure with “Worm” Units (Use with cutouts from FlipCards Set C)

Name

4 6 1 2 3




8

Guided Practice: Activity Sheet 8• Have students use the door units to measure the columns. Tell them to color

the shortest column brown, the longest column black, and a column in between yellow.

DID YOU KNOW? Columns are frequently used to support beams or arches on which the upper parts of walls or ceilings rest. They can also be purely decorative. The ones shown on this page are known as Doric columns because of their scroll design at the top. Other common column designs are Corinthian and Ionic.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects B-1–B-6 for extra practice.

Guided Practice: Activity Sheet 9• Have students measure each worm using the worm measuring unit.

[ Students can also use the dog, foot, leaf, and ladder units.]

• Ask students to color the two worms that have the same length green.

Guided Practice: Activity Sheet 10• Have students measure each connecting cube train using the worm measuring

unit. [ Students can also use the dog, foot, leaf, and ladder units to measure.]

• Have students ring the next-to-longest cube train. Ask, “How do you know that there is another cube train longer than this one?” Ask students if they can think of another way to fi nd out which cube train is the longest (e.g., Since the cubes are all the same size, they can count the number of cubes in each train.).

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects C-1–C-6 for extra practice.

9

10

Name

11© 2012 FGMTDG Measure with “Rope” Units (Use with cutouts from FlipCards Set D)

Name

3 1 7 6 4

Name

12© 2012 FGMTDG Measure with “Rope” Units (Use with cutouts from FlipCards Set D)

Name

1 4 2 5 3

Name

13© 2012 FGMTDG Measure with “Car” Units (Use with cutouts from FlipCards Set E)

Name

2 1 4 3 3

Name

14© 2012 FGMTDG Measure with “Car” Units (Use with cutouts from FlipCards Set E)

Name

2 3 4 5 1

brownbrown

brownbrown

brownbrown




Guided Practice: Activity Sheet 11• Have students measure each piece of rope using the rope measuring unit.

[ Students can also use the car and door units to measure.]

Guided Practice: Activity Sheet 12• Have students measure each animal using the rope measuring unit.

[ Students can also use the car and door units to measure.]

DID YOU KNOW? Help children identify the sea animals shown here—dolphin, whale, shark, and fi sh. Dolphins can stay up to 15 minutes under water, but they cannot breathe under the water. Like dolphins, whales breathe air through their blowholes into their lungs. Fish can breathe underwater through their gills. Sharks are fi sh that never run out of teeth—when one is lost, another spins forward from the rows of backup teeth.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects D-1–D-6 for extra practice.

Guided Practice: Activity Sheet 13• Have students measure each vehicle using the car measuring unit. [ Students

can also use the bug and door units to measure.]

• Help children identify each of the vehicles on the page—airplane, cement truck, motorcycle, car, tugboat. Discuss similarities and diff erences. For example, all but one (the tugboat) have wheels. Only the tugboat can run in the water and only the airplane can fl y.

Guided Practice: Activity Sheet 14• Tell students to measure each truck using the car measuring unit. [ Students

can also use the bug and door units to measure.]

• Ask if any of the trucks are the same length. Tell students to identify the three trucks that are longer than the shortest truck but not as long as the longest truck (the three trucks in between) and color them brown.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects E-1–E-6 for extra practice.

11

12

13 14

Name

15© 2012 FGMTDG Measure with “Corn” Units (Use with cutouts from FlipCards Set F)

Name

4 5 7 6 3

Name

16© 2012 FGMTDG Measure with “Corn” Units (Use with cutouts from FlipCards Set F)

Name

3 8 5 2 6

any colorany color

any colorany color any colorany color

blueblue

yellowyellow

Name

17© 2012 FGMTDG Measure with “Dog” Units (Use with cutouts from FlipCards Set G)

Name

2 1 2 3 4




Guided Practice: Activity Sheet 15• Tell students to measure each carrot using the corn measuring unit. [ Students

can also use the width edge of the foot unit to measure.]

DRAW, WRITE, SHARE: Ask children to make up a number story about the carrots on the page and share it with a partner. Have the partner write a number sentence and solve it.

Guided Practice: Activity Sheet 16• Instruct the class to measure each fence using the corn measuring unit.

[ Students can also use the width edge of the foot unit to measure.]

• Tell students to color the shortest fence blue and the longest fence yellow. Th en allow students to color the fences in between the longest and the shortest any color they choose other than blue or yellow.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects F-1–F-6 for extra practice.

Guided Practice: Activity Sheet 17• Instruct the class to measure the farm objects using the dog measuring unit.

[ Students can also use the worm, foot, leaf, and ladder units to measure.]

• Ask students to name the objects that are animals (pig, chicken), objects that are plants (tomatoes), and objects that are built (barn, fence). Have students name which objects are the same length. Ask, “How many units in length are they?”

15

16

17

Name

18© 2012 FGMTDG Measure with “Dog” Units (Use with cutouts from FlipCards Set G)

Name

2 6 2 5 4

Name

19© 2012 FGMTDG Measure with “Foot” Units (Use with cutouts from FlipCards Set H)

Name

4 3 5 2 7

Name

20© 2012 FGMTDG Measure with “Foot” Units (Use with cutouts from FlipCards Set H)

Name

1 2 3 6 7




18

Guided Practice: Activity Sheet 18• Instruct the class to measure the lengths of the trees and animals using the dog

measuring unit. [ Students can also use the worm, foot, leaf, and ladder units to measure.]

DRAW, WRITE, SHARE: Ask children to make up a number story about the animals on the page and share it with a partner. Have the partner write a number sentence and solve it.

DID YOU KNOW? A family of lions is called a pride. Lions are the laziest of the big cats. They usually spend 16 to 20 hours a day sleeping and resting. Female lions do most of the hunting for food, while the males patrol the territory and protect the pride.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects G-1–G-6 for extra practice.

Guided Practice: Activity Sheet 19• Have students measure the objects using the foot measuring unit. [ Students

can also use the worm, dog, leaf, and ladder units to measure.]

Guided Practice: Activity Sheet 20• Have students measure the distances on the city block using the foot measuring

unit. [ Students can also use the worm, dog, leaf, and ladder units to measure.]

• Lead children to see that on this page they are measuring distances rather than the objects themselves.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects H-1–H-6 for extra practice.

19

20

Name

22© 2012 FGMTDG Measure with “Leaf” Units (Use with cutouts from FlipCards Set J)

Name

4 6 5 3 7

Name

23© 2012 FGMTDG Measure with “Ladder” Units (Use with cutouts from FlipCards Set K)

Name

6 4 2 1 3

Name

24© 2012 FGMTDG

Name

Measure with “Ladder” Units (Use with cutouts from FlipCards Set K)

1 2 6 3 7

Name

21© 2012 FGMTDG Measure with “Leaf” Units (Use with cutouts from FlipCards Set J)

Name

4 3 7 6 5

12

3

4

5




Guided Practice: Activity Sheet 21• Have students measure the tree branches using the leaf measuring unit.

[ Students can also use the worm, dog, foot, and ladder units to measure.]

• Ask students to order the branches from least to greatest measure by numbering them 1 –5, with 1 being the least and 5 being the greatest.

Guided Practice: Activity Sheet 22• Have students measure the tree trunks using the leaf measuring unit.

[ Students can also use the worm, dog, leaf, and ladder units to measure.]

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects I-1–J-6 for extra practice.

Guided Practice: Activity Sheet 23• Have students measure the objects using the ladder measuring unit.


• Remind students to also measure the length left side of the box that is drawn around the picture of the classroom.

Guided Practice: Activity Sheet 24• Have students measure the trees and plants using the ladder measuring unit.


DID YOU KNOW? The cactus on this page is a Saguaro cactus. It is found only in southern Arizona and western Sonora, Mexico. These plants are large, tree-like cacti that develop branches (or arms) as they age, although some never grow arms. These arms generally bend upward and can number over 25. With the right growing conditions, it is estimated that saguaros can live to be as much as 150–200 years old.

FLIPCARDS: Use the TouchMath FlipCards Measuring Objects Using Objects K-1–K-6 for extra practice.

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Posttest: Measuring Lengths of Objects (Use with cutouts from FlipCards Set H)

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TouchMath Review: Activity Sheets 5–24

Module 1 Review Measuring Lengths of Objects

Module 1 Test

Posttest: Activity Sheet 25Verbal directions to students:

• Use measuring units to measure the lengths of the objects. Count the number of units to measure each length.

Say, “You know how to order and compare lengths of objects.”

• Display an arrangement of objects of varying lengths on a table. Have children choose three objects, measure them with a large paperclip, and then arrange them by length from long, to longer, and to longest.

Say, “You know how to measure objects using units of various length.”

• Tell students to choose three objects in their desks to measure using any of the measuring units in FlipCards Measuring Objects (A–K). Have them compare the measures, leading them to see that the smaller the measuring unit, the greater the number of these units is required to measure the same object.

Module 1 Objective Review Measuring Objects Using Units of Various Length

Say, “You know how to measure objects using units of various length.”

• Have students measure the length of the cover of a book that is in their desk using one of the measuring units, such as leaf or foot. Discuss their measures and if there are diff erences because of the measuring units they used.


TouchMath Module ClosureDifferentiated Instruction Measuring Lengths of Objects

• Send Parent/Guardian Communication Letters. (Use school letterhead. Spanish version available on TouchMath PLUS.)

• Document results on Progress Monitoring Record. (Make multiple copies as needed.)

Final Tasks

Literature Connections

• Carrie Measures Up by Linda Aber

• How Long or How Wide?: A Measuring Guide by Brian P. Cleary

• How Big Is a Foot? by Rolf Myller

• Inch by Inch by Leo Lionni

Real World Connections

• On the playground or at the park, look for two things that you can compare using their lengths, such as a long stick and a short stick, a short leaf and a long leaf, or a long driveway and the longest driveway.

• When at the grocery or other type store, look for things that are long and things that are short. Tell someone what you see and how you know their lengths.

Remediate

• Arrange an assortment of objects on a table. Have pairs of students pick two objects to compare, determining which object is longer (or shorter). Have one partner choose an object that might be longer than the object chosen by the other partner. Children can use a measuring unit to check the lengths.

• Have students make a paperclip chain six paperclips long. Ask them to use the chain to look for other objects that are close to the length of the chain. To vary the activity, have students look for things that are longer or shorter than the paperclip chain.

Use the TouchMath FlipCards Measuring Objects (A–K) for more measuring practice.

Reinforce

• Have students select a measuring unit, such as a paperclip or a measuring unit in FlipCards Measuring Objects (A–K). Tell them to use their measuring unit to draw a line that is fi ve units long. Th en have them draw two more lines, one that is longer and one that is the longest of all the lines.

Additional activities for measuring and comparing length can be found in TouchMath PLUS.

Challenge

• Have a partner draw three lines of varying lengths on a piece of paper and measure each line using a large paperclip. Th en ask the other partner to identify the correct line by using clues given by the fi rst partner (e.g., Find the line that is two paperclips longer than the others.).

Have pairs of children draw pictures with diff erent lengths of lines. Tell each partner to measure the lines in the other student’s picture using a measuring unit from FlipCards Measuring Objects (A–K). Challenge children to state which picture has the longest line.

Dear Parent/Guardian,

In this fourth unit of the TouchMath program, your child will further develop their measurement, time, data, and geometry skills. To begin, Module 1 focuses on measuring lengths of objects. Classroom activities start with students using large paperclips to measure lengths of lines. Th e important foundation is learning to measure with same-size units placed end-to-end with no gaps or overlaps. After measuring, students compare the line lengths using long, longer, and longest. Students transfer measuring line lengths to measuring lengths of pictorial objects.

After your child becomes comfortable with measuring line lengths, we will begin to measure lengths of pictorial objects. Terms your child will use in this module include measure, length, units, long, longer, longest, and in between. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to measure objects accurately, with same-size units placed end-to-end with no gaps or overlaps. To help practice this at home, give your child a large paperclip or other object to use as a measuring unit. Th en ask your student to use the measuring unit to draw a line that is fi ve units long. Have your child draw two more lines, one that is longer and one that is the longest of all the lines. Have fun. See it! Say it! Hear it! Measure it! Compare it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

When out with your child, work together to order objects according to length. At the park or on a walk, look for two things that you can compare using their lengths, such as a long stick and a short stick, a short leaf and a long leaf, or a long driveway and the longest driveway. Th en ask your child to fi nd an object that is in between the two in length.

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Dear Parent/Guardian,

Your child has completed Unit 4, Module 1 of the TouchMath program, mastered the test, and demonstrated the ability to measure objects and order them according to length.

In Module 2, the focus is on telling time. Students fi rst learn about analog clocks with hour and minute hands, and then they correlate analog and digital clocks. Classroom activities progress from telling time to the hour to telling time to fi ve minutes. By the end of the module, students will learn to tell time to the half hour. Terms your child will learn include hour hand, minute hand, analog clock, digital clock, o’clock, fi ve minutes, half hour, and half past. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to become comfortable correlating analog displays and digital displays of time. With your child, look for hours of opening and closing at such places as the library, stores, and community centers, which are normally displayed as digital times. Th en at home, have your student draw analog clock faces to show the times. Have fun! See it! Say it! Hear it! Touch it! Learn it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

Go on a clock hunt with your child. Find and count all the clocks you can. In your home, you might fi nd wall clocks, wristwatches, clocks on microwave and regular ovens, DVD players, radios, computers, and so on. In your community, you may fi nd clocks on bank buildings, billboards, in jewelry stores, clock towers, and so on.

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Pretest: Measuring Lengths of Objects

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Measure with “Bug” Units

Measure with “Bug” Units

Measure with “Door” Units

Measure with “Door” Units

Measure with “Worm” Units

Measure with “Worm” Units

Measure with “Rope” Units

Measure with “Rope” Units

Measure with “Car” Units

Measure with “Car” Units

Measure with “Corn” Units

Measure with “Corn” Units

Measure with “Dog” Units

Measure with “Dog” Units

Measure with “Foot” Units

Measure with “Foot” Units

Measure with “Leaf” Units

Measure with “Leaf” Units

Measure with “Ladder” Units

Measure with “Ladder” Units

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TouchMath Teacher Notes


TouchMath Teacher Notes

Documents

TouchMath Table of Contents - Math Curriculum and