M&G1.1b Students recognise there is a difference in the length of two objects.
Teaching Strategies
Attribute meaning »Correcting errors »
Questioning »
Take up time »
Touch cues »
Modelling »
Contingent responding »
Strategic pausing »
Prompting »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Tactile resources of different lengths
Assessment Record
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Early Stage 1 Outcome 2012 MES1.1 Describes length and distance using everyday language and compares lengths using direct comparison. WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning) WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)
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Early Stage 1 Outcome 2015 Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions. Mae-9MG Describes and compares lengths and distances using everyday language.
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Life Skills 7-10 Outcome 2015 MALS-11NSA Selects and uses strategies for multiplication and division
HSC Life Skills 11-12 Outcomes 2007 2.1 demonstrate knowledge and understanding of addition, subtraction, multiplication and division processes. |
Framework Indicators
- Makes a distinction between two objects of differing lengths.
- WM Measure personal space using an arms length.
Teacher Language
Give an instruction
‘Look at this ………’.
Make a Statement
‘It is short‘.
‘It is long’.
‘These …… are different’.
‘This one is short’.
‘This one is long’.
Ask a question
‘Which is the short/long …..?’
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.
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Makes a distinction
between two objects of differing lengths
For this activity, it is necessary to have two objects that are identical except for length. When the student is directed to make a distinction between objects of different lengths, allow time to respond.
Place two objects of obviously different lengths directly in the student’s eyesight and state ‘SN, look at this straw. It is short’. Teacher would touch the short straw whilst stating this. Teacher would then state ‘SN, look at this straw. It is long’. Teacher would touch the long straw whilst stating this. Teacher states ‘These straws are different. This one is short (touching). This one is long (touching)’. ‘SN, which is the short straw? Which is the long straw?’
Suggested Apps
