M&G1.2 Students match one length to another with a defined baseline (starting point).
Teaching Strategies
Touch cues »Take up time »
Questioning »
Provide opportunities for choice »
Errorless learning »
Distractors »
Correcting errors »
Attribute meaning »
Modelling »
Strategic pausing »
Prompting »
Match to sample»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
BlocksLaminated folder activities (same, short and long lengths)
Straws
Objects of different length
Assessment Record
Download 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
- Matches to sample when given 1 option of length.
- Matches to sample when given 2 options of length.
- Matches to sample when given 3 options of length.
- WM Use a laminated folder activity to place a long or short item on top of a given length.
Teacher Language
Give an instruction
‘Match the long / short …’.
‘Match the longer / shorter…’.
‘Match the longest / shortest…’.
Say / sign ‘Match the same’.
Make a Statement
‘This is a long / short …’.
Ask a question
‘Which is longer?’
‘Which is shorter?’
Correction / prompt
‘Is that longer / shorter?’
‘Try again’.
‘Which is longer/shorter?’
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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Prior to beginning this activity, students need to have achieved M1.1b
Matches to sample when given 1 option of length
Errorless learning (provide only the correct option so there is no chance for error).
Matches to sample when given 2 options of length
Place a representation of a two obviously different lengths in front of the student. Have another set of identical objects within reach. Teacher touches the long object and states ‘This is the long …... Match the long …….’. Teacher touches the short object and states ‘This is the short ….. Match the short …..’.
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Matches to sample when given 3 or more options of length
The aim of this activity is to reinforce the concept of shortest and longest. Students match all the items according to their length but are only asked to identify the longest and shortest items.
Place items e.g. strips of cardboard, in front of the student. The items would be identical except for the characteristic of length. Have another set of identical objects within reach. Teacher states ‘Match the same’. Once the student has matched all the items, the teacher asks ‘Which is the longest, which is the shortest?’
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