The purpose of this activity is for students to compare the lengths of two objects directly. In the Launch, students share statements comparing a pencil and a crayon. Students may share different observations (about color or other attributes) before focusing on the attribute of length. Students individually choose two objects, compare them and describe their lengths using complete sentences. (Example: The pencil is longer than the crayon.) In the Lesson Synthesis, students discuss why it is important to line up objects at their endpoints when comparing their lengths, and students make comparisons using precise language (MP3, MP6). It may be helpful to organize the materials from this activity in bags or buckets because they will be used in other activities.

• Invite previously identified students to show how they lined up objects to compare them.
• “¿Qué pasaría si los objetos no estuvieran alineados?” // “What would happen if the objects were not lined up?” (One might look longer even though it isn’t.)
• “¿Qué afirmación podemos hacer para comparar la longitud de ______ y ______? Usen las frases ‘más largo que’ y ‘más corto que’” // “What statement can we make to compare the lengths of _____ and _____? Use the phrases ‘longer than’ and ‘shorter than.’” (The ___ is longer than the ___. The ____ is shorter than the ____.)

The purpose of this activity is for students to order three objects by length. Students line up objects from shortest to longest and longest to shortest. Students need to attend to the language in the question to know which way to order the objects. The language and reasoning students use in this activity helps prepare them to compare the lengths of objects indirectly in future lessons.

• “¿Cómo ordenaste tus objetos ____ (del más corto al más largo o del más largo al más corto)?” // “How did you order your objects from ___ (shortest to longest or longest to shortest)?”
• “¿Cómo puedes mostrarle a alguien que tus objetos están ordenados correctamente?” // “How could you prove to someone that your objects are ordered correctly?”

• Invite previously identified students to demonstrate how they ordered three objects from shortest to longest.
• Display the three objects with the endpoints lined up so all students can see.
• “¿Qué afirmaciones pueden hacer para comparar la longitud de sus objetos?” // “What statements can you make to compare the length of their objects?” (The ___ is longer than the ___ and ___.)
• As time permits, repeat by inviting a previously identified students to demonstrate how they ordered three objects from longest to shortest.

The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose any previously introduced stage from these centers:

• Target Numbers

• Five in a Row

• Get Your Numbers in Order

• Display numbers 2, 1, and 6.

• “Mai está jugando ‘Números objetivo’. Su última suma fue 78. Estos son los números que sacó en su última ronda. ¿Cuál número debería escoger como sus decenas y cuál debería escoger como sus unidades para acercarse lo que más pueda a 95? ¿Por qué?” // “Mai is playing Target Numbers. Her last sum was 78. These are the numbers she rolled on her last round. Which number should she choose as her tens and which should she choose as her ones in order to get as close to 95 as possible? Why?” (She should choose 1 ten and 6 ones to get 94.)