Getting Started |
Misconception/Error The student does not have an effective strategy for comparing his or her height to that of the partner. |
Examples of Student Work at this Level The student is unable to use the cubes or string to model his or her own partner's height.
The student makes a mark on the wall to record his or her partner's height but does so inaccurately. |
Questions Eliciting Thinking How can we measure height? Can you use the ruler to help you transfer your partner's height to the wall?
If these two students stand side-by-side, can you tell me who is taller and who is shorter? |
Instructional Implications Model and describe how height can be measured using tools that are available.
Provide direct instruction on the meaning of the words taller and shorter, and model how to compare two objects using these words correctly.
Guide the student in describing the difference between the heights or lengths of objects by using a length of string or a span of linking cubes. |
Moving Forward |
Misconception/Error The student compares his or her height to that of the partner but uses the words taller and shorter incorrectly. |
Examples of Student Work at this Level The student has an effective strategy for comparing heights but inaccurately describes his or her partner as taller. |
Questions Eliciting Thinking How do you know if something is taller or shorter? What do you need to do to find out if something is taller? Shorter?
Can you find some other things in the room that are taller than you? What about shorter than you? |
Instructional Implications Provide direct instruction on the meaning of the words taller and shorter as well as longer and shorter. Model how to compare the heights or lengths of two objects using these words correctly.
Guide the student in describing the difference between the heights or lengths of objects by using a length of string or a span of linking cubes. |
Almost There |
Misconception/Error The student struggles to explain the difference in heights. |
Examples of Student Work at this Level The student has an effective strategy for comparing heights but is unable to describe the difference in the heights. |
Questions Eliciting Thinking Can you show me the difference in your heights by comparing the string you used to measure your heights?
Can you show me the difference in your heights by comparing the marks you made on the wall?
If these two students stand side-by-side, can you show me with your hands the difference in their heights? |
Instructional Implications Give the student two objects, and ask the student to model the difference in their lengths using a piece of string or a span of cubes.
Guide the student to describe one object as a specific amount longer than another (e.g., 'My desk is four cubes longer than it is wide'). |
Got It |
Misconception/Error The student has no misconceptions or errors. |
Examples of Student Work at this Level The student correctly compares his or her height to that of the partner, uses the terms shorter or taller in making the comparison, and can describe the difference in heights.
The student shows the difference in heights with either a length of string, a span of cubes, or the difference between two marks made on a wall made to record the students' heights. |
Questions Eliciting Thinking Who do you think is the tallest student in the class? How could we prove that?
What is the difference between bigger and longer?
What is the difference between longer and taller? |
Instructional Implications Have the student compare the heights of three students, and have the student order the students according to their heights, from shortest to tallest.
Help the student to use indirect comparisons (e.g., determine whether a doorway is wide enough for a table to go through by using an intermediary object). |