Line Up, Little Ones! Ordering by Length

Math Grades 1st Grade 2:36 Video
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Lesson Description

Let's learn how to put things in order by how long they are! We'll find the longest and shortest items, and everything in between.

Video Resource

Order by length | Measurement and data | Early Math | Khan Academy

Khan Academy

Duration: 2:36
Watch on YouTube

Key Concepts

  • Length
  • Comparison (Longer, Shorter, Taller)
  • Ordering

Learning Objectives

  • Students will be able to order three objects by length from longest to shortest.
  • Students will be able to compare the lengths of two objects using the terms 'longer' and 'shorter'.
  • Students will be able to use an intermediary object (blocks) to compare the relative height/length of two objects.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what it means for something to be 'long' or 'short'. Show them different objects in the classroom (pencils, books, erasers) and ask them to point out the longest and shortest. Introduce the terms 'taller' and 'shorter' in relation to height.
  • Video Viewing (7 mins)
    Play the Khan Academy video "Order by length | Measurement and data | Early Math | Khan Academy". Pause at intervals to ask comprehension questions and clarify any confusion.
  • Guided Practice (10 mins)
    Lead the class through a series of examples similar to those in the video. Use physical objects (crayons, blocks) or drawings on the board. Ask students to identify the longest and shortest objects, and then to order them from longest to shortest/ tallest to shortest. Encourage them to explain their reasoning.
  • Independent Practice (8 mins)
    Provide students with a worksheet containing pictures of various objects. Ask them to order the objects by length or height. The worksheet can include lines of varying lengths, or pictures of everyday objects like trees, houses, and animals.

Interactive Exercises

  • Comparing Classroom Objects
    Have students compare the lengths of different objects in the classroom (desks, chairs, books). Ask them to use the terms 'longer', 'shorter', and 'taller' to describe their observations. Provide blocks or other uniform units for indirect comparison.
  • Ordering Activity
    Provide students with a set of pre-cut strips of paper of different lengths. Have them work individually or in small groups to order the strips from longest to shortest. This can be done on their desks or on a larger piece of paper.

Discussion Questions

  • What does it mean for something to be longer than something else?
  • How can we tell which of two things is taller?
  • Can you think of something that is very long? Very short?
  • If a tree is taller than a house, and a house is taller than a bush, is the tree taller or shorter than the bush?

Skills Developed

  • Comparing lengths
  • Ordering objects by length
  • Using comparative language (longer, shorter, taller)
  • Logical reasoning

Multiple Choice Questions

Question 1:

Which line is the longest?

Correct Answer: A long line

Question 2:

If a dog is bigger than a cat, who is taller?

Correct Answer: Dog

Question 3:

Which one is shorter?

Correct Answer: A short tree

Question 4:

If a pencil is longer than a crayon, and the crayon is longer than a marker, which is the longest?

Correct Answer: Pencil

Question 5:

Which is the tallest?

Correct Answer: A grown-up

Question 6:

If a flower is shorter than a house, and a tree is taller than a house, which is the tallest?

Correct Answer: Tree

Question 7:

Which of these things is the shortest?

Correct Answer: A ladybug

Question 8:

If a car is longer than a bike, which is shorter?

Correct Answer: Bike

Question 9:

Which is taller, a chair or a table?

Correct Answer: Depends on the chair and table

Question 10:

If you line up a short stick, a medium stick, and a long stick, which one goes in the middle?

Correct Answer: Medium stick

Fill in the Blank Questions

Question 1:

The opposite of long is _________.

Correct Answer: short

Question 2:

A giraffe is _________ than a cat.

Correct Answer: taller

Question 3:

If something is not short and not long, it is in the _________.

Correct Answer: middle

Question 4:

The _________ line should go at the top when ordering from longest to shortest.

Correct Answer: longest

Question 5:

A worm is _________ than a snake.

Correct Answer: shorter

Question 6:

We can use _________ to help measure how tall or long something is.

Correct Answer: blocks

Question 7:

The opposite of shorter is _________.

Correct Answer: taller

Question 8:

The _________ line should go at the bottom when ordering from longest to shortest.

Correct Answer: shortest

Question 9:

A flagpole is _________ than a chair.

Correct Answer: taller

Question 10:

If something is more than 3 blocks tall, it is _________ than something that is 2 blocks tall.

Correct Answer: taller

Educational Standards

CCSS.Math.Content.1.MD.A.1:Order three objects by length; compare the lengths of two objects indirectly by using a third object. CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Teaching Materials

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