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OUTCOME
A student:
MAe-9MG: describes and compares lengths and distances using everyday language
TEACHING POINT | When students are asked to compare the lengths of two objects of equal length and can consistently say that the objects are equal in length though their relative positions have been altered, they are conserving length.
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| This is an important concept and develops over time. | |
Once students can compare two lengths, they should then be given the opportunity to order three or more lengths. This process requires students to understand that if A is longer than B, and B is longer than C, then A is longer than C.
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| Once students can compare two lengths, they should then be given the opportunity to order three or more lengths. This process requires students to understand that if A is longer than B, and B is longer than C, then A is longer than C. | |
| Length and distance are distinct concepts. The term ‘length’ is generally used to describe a measure from end to end of a drawn interval, a two-dimensional shape or a three-dimensional object. The term ‘distance’ is generally used to describe the lineal space between two things, places or points. Activities should focus on both concepts. |
| LANGUAGE | Students should be able to communicate using the following language: length, end, end-to-end, side-by-side, long, longer than, longest, short, shorter than, shortest, high, higher than, highest, tall, taller than, tallest, low, lower than, lowest, the same as, near, nearer, far, further, close, closer. |
Use direct and indirect comparisons to decide which is longer, and explain their reasoning using everyday language (ACMMG006) | identify the attribute of ‘length’ as the measure of an object from end to end |
| make and sort long and short constructions from concrete materials | |
| use everyday language to describe length, eg long, short, high, tall, low | |
| use everyday language to describe distance, eg near, far, nearer, further, closer | |
use comparative language to describe length, eg longer, higher, taller than, shortest, lower than, longest, the same as | |
| compare lengths directly by placing objects side-by-side and aligning the ends | |
| compare lengths indirectly by copying a length, eg using the same strip of paper to compare lengths | |
record length comparisons informally by drawing, tracing, or cutting and pasting, and by using words and numerals |
To be added
