Taller or Shorter
Overview
This is an activity model that focuses on measurement related language of comparison at
the same time as developing the skills of estimating lengths (heights) and estimating,
calculating and describing differences.
In this version students use their own heights and hand measures to estimate the heights,
and differences in heights, of other class members. They then describe their findings
orally and in writing using language such as ‘shorter than’, ‘taller’, ‘shortest’.
This activity should be done after the activity ‘Estimating Metric Lengths’, in which
students learn to use parts of their hands as estimating tools for 10 cm, 20 cm and 1 cm.
The ideas modelled in this activity can also be adapted to compare lengths and widths of
objects (longer, shortest, wider, narrowest), distances (furthest, nearer, closer) weights of
various items (heavier, lightest) and sizes of containers (bigger, smallest).
.
Skills and Knowledge Preparation and Materials §
§
§
§
Estimating heights using hand
measures
Metric units of length
Language of height
measurement such as
§ Taller than /shorter than
§ Tallest / shortest
§ Difference
§
Measure your own height in
centimetres before you go into
the class.
Tape measures (1 per pair of
students )
Suggested Procedure
Introducing the language
Ask the students:
§ Who do you think is the tallest person in this class?
§ Who do you think is the shortest?
You may need to stand 2 or 3 people together to decide who is absolutely the
shortest and who is absolutely the tallest.
Building Strength With Numeracy • 2014 • VALBEC • www.valbec.org.au
MEASUREMENT – TALLER OR SHORTER
Page 1 of 4
As you do this, use the language ‘taller than’ and ‘shorter than’ as much as
possible to model the use of this language, as well as making clear how it differs from
‘tallest’ and ‘shortest’.
On the board write:
________________ is taller than ________________
________________ is shorter than _______________
Using the people whose heights you have been comparing, ask students to help you
fill in names to make these sentences true.
Lining up by height
Ask students to all line up in a row or semi-circle, from shortest to tallest.
While they are standing in the line explain:
§ I want each of you to make up a sentence like those we wrote on the board.
§ I will give you two names.
§ For example, Ahmindo and Elisa.
§ You make a sentence using taller than or shorter than.
§ For example, you might say ‘Ahmindo is taller than Elisa’ or ‘Elisa is shorter than
Ahmindo’.
Repeat this, asking a different person each time, until all names have been included
and everyone has made a sentence.
If students seem to have mastered this simple form you could move on to other
sentence forms such as:
… is the third shortest in the class
… is the second tallest person in the group
About how tall?
Ask:
How many of you remember your own height in centimetres?
§
If some students do remember and others do not, then ask:
§ How could we estimate someone’s height if they do not remember it?
If they all remember, then ask:
§ How could you estimate my height?
Building Strength With Numeracy • 2014 • VALBEC • www.valbec.org.au
MEASUREMENT – TALLER OR SHORTER
Page 2 of 4
Explain:
§ If you know your own height you can always use it as a reference to estimate
someone else’s height.
§ Starting with your own height, you can use your hands to measure the difference
between you and the other person.
Demonstrate using your own height and hand
measures to estimate the height of a volunteer, or,
show students how to estimate your height if they
know their own.
This involves adding the extra
centimetres if the person is taller
than you, or subtracting them if the
other person is shorter.
Explain:
§ Everyone should now practice estimating the heights of at least two other people.
When they have done this get them to check their estimates with a tape measure.
They should then record the height of each person they measured and practice,
either in writing or orally, describing heights using forms such as:
‘Armindo is 161 cm tall.’
‘Elisa’s height is 151 cm.’
How much taller?
Ask for two volunteers of different heights to come to the front.
Indicate the difference (extra centimetres) between them.
Explain:
§ We call this the difference between their heights.
§ We would say that Elisa is 10 cm shorter than Ahmindo
§ Or Ahmindo is 10 cm taller than Elisa.
Students should now work with people that they did not measure
before.
Explain:
§ Now estimate the difference between your height and the other person’s using
your hand measures.
§ Make up sentences to describe this.
For example:
§ Sonia is approximately 12 cm taller than Aaron
§ Aaron is about 12 cm shorter than Sonia.
§ The difference between Sonia’s height and Aaron’s height is 12 cm.
Building Strength With Numeracy • 2014 • VALBEC • www.valbec.org.au
MEASUREMENT – TALLER OR SHORTER
Page 3 of 4
Extension for subtraction practice
Ask students to record all of their heights in a table on the board.
Demonstrate how the difference in height can be calculated using subtraction. Use
your own height and one or two of the students’ heights to model the process.
Ask students to select at least 5 other students and
calculate the difference in their heights by subtracting.
Steps to follow this could include:
§
§
Students should be
encouraged to check all of their
subtractions using addition.
Describe these differences using the language models used before.
Use tape measures to check the calculations of height difference.
Extension for language and estimating at home
Ask students to describe themselves and their heights in relation to their family
members, housemates or a group of friends. Estimate how much taller/shorter they
are than the other people and write three or more sentences to describe them.
Follow up
Other length/distance comparisons
Select several lengths or distances in the room or building and go through a similar
set of steps, this time using language such as: shorter/longer than, widest/narrowest,
further than/closer to etc.
For weight comparisons
Use a collection of objects of diverse weights and a set of scales. Encourage
students to estimate and weigh the objects, calculate difference and write statements.
Language would include: heavier/lighter, lightest, etc
For volume/capacity comparisons
Use a collection of containers (jars, cups, bottles, spoons) and various sized
measuring jugs, cups and medicine glasses. Students could order the containers
according to size to practise language such as third smallest/biggest etc, before
measuring the volumes and calculating and describing differences between them.
Language would include; holds more/less than, has a bigger/smaller volume/capacity
than, etc.
Building Strength With Numeracy • 2014 • VALBEC • www.valbec.org.au
MEASUREMENT – TALLER OR SHORTER
Page 4 of 4