Janice Putnam - Relative Size Lesson Plan

Lesson Plans

RELATIVE SIZE LESSON PLAN FOR FIRST GRADE

· written by: Janice L. Putnam

· graphics, editing, & formatting by: Dr. Beth McCulloch Vinson

SMALL

MEDIUM

LARGE

Subject: Comparing Relative Size

Grade: First (Alabama Course of Study pg. 19, item 32)

I. Behavioral Objective:

After a teacher-directed math lesson the students of Ms. Putnam’s first grade class will: compare triangle sizes, square sizes, and lengths. Each student will use manipulatives of three varied sized triangles, squares, and strips to measure, and compare relative size and lengths. Each student will compare sizes and measure lengths at an accuracy rate of at least 90%.

II. Instruction/Method:

A. Anticipatory Set:

1. Explain that today we will learn to compare sizes.

2. Read the book I Love to Learn About Sizes, Shapes, and Opposites.

3. Express the importance of being able to compare sizes in everyday life, such as purchasing, building, and measuring.

4. Use shapes of circles, squares, triangles, and items with same size and shape, and build on that to explain comparing sizes and lengths.

5. Supply the following definitions to ensure understanding: “compare,” “size,” “length,” and “different.”

B. Statement of Objective:

“When we finish today you will be able to compare same shapes of different sizes and compare different lengths.”

C. Instructional Input:

1. Use circles, squares, triangles, and strips to review the different shapes.

2. Review congruent sizes.

3. Use shapes (circles, squares, triangles, and strips) to illustrate size and length differences.

4. Use PowerPoint to define and compare different sizes and lengths; also show examples.

D. Modeling:

1. Illustrate the difference between congruent sizes and shapes of different sizes: triangles, squares, and strips.

2. Using ELMO illustrate smaller and larger than by placing shapes over each other, and by placing side by side.

3. Using a large model of three lengths of strips show children how three inches can go into six inches or how six inches can go into twelve inches.

E. Checking for Understanding:

1. Ask children which triangle, square, and circle is larger or smaller; which strip is longer or shorter.

2. Quiz children on their responses and the reason for those responses.

F Guided Practice:

1. Place students in groups of four. Give each student a set of color coordinated squares, triangles, and stripes.

2. Instruct the children to place the blue triangle on the yellow triangle and tell which is larger.

Student Number:

1- Please place the yellow square on the blue square. Which color is larger?

Which color is smaller?

2- Please place the blue square and the blue triangle on the right side of your desk

and the yellow square and the yellow triangle on the left side of your desk.

Tell us what size shapes are on the right and what sizes are on the left.

3. Please take your blue strip on the yellow stripe. How many times will the blue

strip will fit on the yellow strip?

G. Independent Practice:

1. Give laminated sheets to compare size and lengths.

2. Using dry erase markers have students to mark the correct answer when asked to compare size.

3. Oversee this activity in case someone needs help.

1. Strategies to use with Exceptional Children:

a. For enrichment, increase the number of shapes.

b. For remediation, children will only use two shapes.

2. Activities which Value Cultural Diversity:

a. Children who speak English as a second language (ESL) will say shapes and colors for the class in their primary language.

b. Children who speak ESL will give one example in their primary language: “The blue triangle is smaller than the yellow triangle.”

3. Activities which Foster Active Inquiry, Critical Thinking, and

Problem Solving:

a. Give each child ten pipe cleaners and make five shapes. Make one large

and the other small.

b. Have the children to bring in one small and large item of one of the shapes we have studied in class.

H. Closure and Summary:

1. Bring session to a close by having children identify which is larger, smaller, longer, or shorter when asked to compare shapes of different colors and sizes.

2. Ask children to look for opportunities to use this new skill at the grocery store with cereal boxes, canned goods, Jell-O boxes, etc. Tell the class about it during math class next week.

III. Assessment Techniques:

The students of Ms. Putnam’s first grade class will compare sizes and measure lengths at an accuracy rate of at least 90%.

It must be determined whether a child understands the concept of congruent shapes and sizes, and be able to identify geometric shapes as prerequisite skills. In order to determine whether a child understood congruent sizes and shapes, the children could be given wood shaped blocks and have them pick out congruent shapes, and tell which shapes they are.

IV. Materials:

ELMO, PowerPoint, pipe cleaners, strips, key words, sets of squares and triangles, wood shaped blocks, laminated worksheets with dry erase markers.

Book: Guiles, G. (1986). I Love to Learn About Sizes, Shapes, and Opposites. New

York: Waldman Publishing Corporation. (ISBN: 0-70097-00221-8)

Also, see the Counting PowerPoint Slides Shows at:

http://www.athens.edu/pt3/vinson/counting.ppt

http://www.athens.edu/pt3/vinson/triangles.ppt