Students will gain knowledge of measurement systems, procedures, units, and measurable characteristics of objects. Students are going to: 
- Acknowledge the characteristics of length, volume, weight, area, and time; then, compare and arrange objects based on these features. 
- Comprehend how to measure using nonstandard and standard units. 
- Choose a measurement tool and unit that are suitable for the attribute being assessed.

- How can information about the relationship between quantities be organized and represented?
- How can you make predictions using probability and data analysis?
- What impact does the type of data have on the display option?
- What techniques are used to measure, compute, and/or interpret an object's or process' mathematical properties?
- What does it mean to evaluate or estimate a numerical quantity?
- What qualifies a tool or strategy as suitable for a particular task?
- Why does "what" we measure have an impact on "how" we measure?

- Height: Vertical distance from the top of an object or figure to its base. 
- Shorter: Having lesser length or height. 
- Size: The quality of a thing that determines how much space it occupies. 
- Taller: Having a relatively greater height.

- building blocks 
- Tall Tower index cards (M-K-6-2_Tall Tower Index Cards), cut apart, a set for each group of three 
- Tall Tower Observation worksheet (M-K-6-2_Tall Tower Observation), one copy for each student 
- Tower cards (M-K-6-2_Tower Cards), cut apart, a set for each group of three 
- Extension 1 and 2 index cards (M-K-6-2_Extension 1 and 2 Index Cards) 
- Lesson 2 Comparison Assessment (M-K-6-2_Lesson 2 Comparison Assessment and KEY), one copy for each student

- Lesson plans and difficulty levels will be influenced by the teacher's observations during group discussions and in-class activities. 
- Utilize the Lesson 2 Comparison Assessment (M-K-6-2_Lesson 2 Comparison Assessment and KEY) to gauge students' level of competency.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Explain to the students that you will be using blocks to build towers and compare the tower heights. 
H: Explain to the class that you will be comparing the tower heights that they will construct. Use the Tower cards found in the Resources folder to demonstrate how to build towers. 
E: Assign students to complete the tower-building task and complete the Tall Tower Observation form in groups. Move between the groups to respond to inquiries and maintain the attention of the students. 
R: To ensure that students grasp the vocabulary and are capable of completing the task, verbally instruct them on how to build towers that are taller or shorter than a predetermined height. 
E: Verify that students comprehend the terms "taller than," "shorter than," etc. After they have finished the Lesson 2 Assessment, go over it as a class. 
T: Assign students to build towers that satisfy the specified requirements. Make sure they know that just because A is taller than B, it doesn't necessarily mean that B is shorter than A. Students can arrange classroom items according to height during the academic year. 
O: As students study the idea of height, this lesson was intended to be interactive. To support their understanding of shorter and taller, there are a variety of activities available. Assessments, individual, and group work, as well as discussions, are all part of the activities. 

To start the lesson and get students thinking about the quality of height, the teacher has them talk about and debate skyscrapers. After that, they listen to a book that explains height and the related mathematical terms. Students are given models of the material so they can complete the assignments independently and comprehend the goals of the lesson.

"We're going to be using blocks to construct towers today. How many of you have ever seen a skyscraper?" Seek out hands and give students a nod. " Are all skyscrapers the same? Not at all; some are distinct. How might we draw comparisons between skyscrapers?" Students may propose ideas based on color, shape, size, and height. "Yes, that is correct! Those are some excellent responses! We're going to compare towers based on height today."

Inform the students that you will be comparing various towers' heights during class.

"If you enjoy building towers, raise your hand. I'll demonstrate what you'll be doing in your groups right now."

Take the first step and model. A stack of Tower cards (M-K-6-2_Tower Cards), index cards for the Tall Tower (M-K-6-2_Tall Tower Index Cards), and some building blocks should be in front of you. Make sure that everyone can see you by having students circle you.

"We're going to construct towers of various heights using these blocks." Build the towers that are depicted on the cards by selecting two Tower cards from the pile. Place the first tower on the A-labeled index card and the second tower on the B-labeled index card. "How can the heights of these two towers be compared?" Each tower's identity as a distinct number of blocks should be the focus of the students' answers. A student might say, "Tower A is three blocks tall, and Tower B is five blocks tall."

Give the class several examples to follow, such as posing queries about how many extra or fewer blocks a particular tower has. Invite a student to demonstrate building a tower once they appear to be understanding the idea. Ask the students to compare which tower is taller/shorter or tallest/shortest after the towers are constructed.

Tower Building Activity

Show the students how to fill out their Tall Tower Observation sheets before they start the exercise. Below are the instructions.

Setup: Depending on the size of the group, place a face-down stack of Tower cards (M-K-6-2_Tower Cards) and the Tall Tower index cards (M-K-6-2_Tall Tower Index Cards) at each table or station. Next, place one copy of the Tall Tower Observation sheet (M-K-6-2_Tall Tower Observation) for each student and enough building blocks for small groups to use (about 15 units total). Give students cutout squares to glue on their page for Tall Tower Observation.

Activity: Assign students to groups of three. As the group builds the towers, they should place them on the index cards for towers A and B. The first student should take two Tower cards from the stack on the table. Next, on their Tall Tower Observation sheets, students should use the squares to depict the towers. Students should note how many blocks tall their towers are after they have been glued down. Under that section, they are asked, "Which tower is taller?" On the line, students should write either tower A or tower B.

Help students stay focused and ensure they comprehend the material by providing guidance. For approximately fifteen minutes, groups will work on building towers. Ask students questions like these as you visit different groups:

"How many towers are you constructing?"
"Which tower has the biggest or smallest height, or is the tallest or shortest?"
"How are you aware of this?"
"What is the difference between this tower and the other in terms of blocks?"

Bring the students back together after they have completed their observation sheets. Give students a sample to try out on their own, and review with them the material they were just working on. Say, "All right, let me ask you a question. The tower I own is five blocks tall. Would you kindly construct a tower that isn't longer than five blocks?" Ask students to disassemble their earlier towers and construct a tower that is no longer than five blocks on their own. After constructing their towers, students should describe whether or not their tower is truly shorter than five blocks, as well as how they determined this. Say, "I have a tower that is three blocks tall," to repeat this review exercise. "Would you kindly construct a tower taller than three blocks?" Recognize that some students might attempt to construct extremely tall towers. Remind students that they must still share and that they should only use the blocks that are on their tables if they are attempting to construct extremely tall towers. This exercise will review the Tower-Building activity and assist you in assessing whether students have a firm understanding of the lesson's core concept and vocabulary terms, or whether any lessons need to be repeated.

Bring the class back together. To ensure that the information is retained, it is crucial to reflect on the lesson and go over the previously covered material. Ask a few groups to volunteer to describe their findings and display their towers on their observation sheets. Help them use appropriate terms like "taller than," "shorter than," and so on.

After the group discussion, assign the Lesson 2 Comparison Assessment (M-K-6-2_Lesson 2 Comparison Assessment and KEY) to the students and have them return to their seats. Discuss the assessment's example as a class, and then go over the remaining portions of it with the students as they finish it.

Remind students of the purpose behind the concepts they are learning. We can compare the heights of objects like crayons, doorways, trees, buildings, and people because we use height in our daily lives.

Extension:

To meet the needs of your students throughout the year, make use of the strategies and activities listed below.

Routine: The concept of height can be reinforced in the classroom through a variety of established routines.

1. Students should arrange various items in the classroom as a morning exercise. Youngsters are eager to assist in determining the right answer because they enjoy volunteering. Toys, writing instruments, or students are a few other items that could be utilized for this practice.

2. Set a challenge for the students to construct towers of varying sizes using their snacks and napkins during snack time, then compare the results. You can do this with any type of snack, such as cookies, popcorn, crackers, or raisins.

3. Every year, measure the pupils' heights and record it. Use pieces of masking tape to possibly indicate heights for students on the inside of closet doors. Engage students in a discussion about how their height has changed over the years and how it relates to their peers' heights.

Small Group: Form groups with students who require more learning opportunities. Assign each group member the task of constructing a tower made of three, four, or five blocks. After that, give the students some practice utilizing the proper vocabulary to compare the tower pairs. As an illustration, "The four-block tower is taller than the three-block tower. The three-block tower is not as tall as the four-block tower. Presently, contrast the five-block tower with the three-block tower."

Expansion 1: Enlist the help of the students to build three towers of varying heights. Towers A, B, and C can be labeled using index cards (M-K-6-2_Extension 1 and 2 Index Cards). Students should compare the towers' heights two at a time and determine which three are taller or shorter. (For instance, A is taller than B, B is taller than C, and A is still taller.)

Expansion 2: Assign students the task of building towers that satisfy specific requirements. As an illustration:

Construct a tower that is higher than the first one.
Construct a tower that is not as tall as Tower B.
Construct a tower that stands taller than Tower B but shorter than Tower A.