1. Compare Metric Length Unit of Study 9: Length in Metric Measure Global Concept Guide: 3 of 3

2. Content Development  Students will solve addition and subtraction problems by drawing a picture that directly models the problem. The quick picture should help students determine the correct operation to use when they write a number sentence for the problem. Number lines and the bar models will also be utilized throughout this unit. Some students may be able to solve the problem without the number line, bar model, or pictures but teachers should encourage students to relate their thinking to the number line or bar model. This will improve students’ understanding of number lines and bar models which they will apply in future learning as content increases in complexity.  When students are comparing lengths it is essential that they realize that the objects must be measured using the same unit in order write a number sentence to compare the objects.

3. Day 1  Essential Question: How can measurement tools help me solve problems involving lengths?  On Day 1, students will use open number lines, bar models and diagrams to solve problems. Number lines and the bar model are consistently an area where Hillsborough County students require additional practice. Some students may be able to solve the problem without the number line or bar model, but teachers should encourage students to relate their thinking to the number line or bar model. This will improve students’ understanding of number lines and bar models which they will apply in future learning as content increases in complexity.  Sample Engage: Joe and Tara were playing a game outside. Joe placed his cone 53 centimeters away from the basketball hoop. Tara placed her cone 71 centimeters away from the basketball hoop. How much farther was Tara’s cone?  The focus for the day is to using quick pictures to solve problems that involve length.  Teachers should expect that all students will draw quick pictures, use number lines or bar models to directly model the math problems.  Problem Solving Metric- can be used for the lesson on this day. Problem Solving Metric  By the end of Day 1, students will be able to use models and/or measuring tools to solve problems involving length.

4. Day 2  Essential Question: How can using a number line help when solving problems about length?  The focus of this lesson is to use number lines to solve math problems involving length. Students have spent ample time measure with rulers which are number lines. Now, students are going to apply the strategy of using the number line to solve problems involving length.  GoMath Lesson 9.4 can be used to help students solve problems using a number line.  By the end of Day 2, students will be able to solve a variety of problems involving length by using the strategy of a number line.

5. Day 3  Essential Question: How do you find the difference between the lengths of two objects?  The focus of this day is to find the difference between lengths of different objects using strategies like number lines and quick pictures.  Sample problem:  Lesley wanted to see how much longer her pack of gum was than her unit cube. Lesley’s pack of gum was 8 centimeters. Lesley’s unit cube was 1 centimeter. How much longer is the pack of gum than the unit cube?  8 centimeters- 1 centimeter = 7 centimeters  GoMath lesson 9.7 could be used to provide activities to reinforce this concept.  To extend their learning, students could compare the lengths of the objects using to reinforce the concept.  Students can apply this concept through the following Problem Solving Scenarios.Problem Solving Scenarios

6. Enrich/Reteach/Intervention Reteach  Reteach p. R89  Reteach p. R92  These pages can be used as a guide to create additional problems. Enrich  Enrich Activity T.E. p 457B