Building Roads Relates to approaches to learning Use of resources and problem solving
Small-group time:
Materials for each child and teacher:
• 4–5 blocks of different lengths but of the same width (or cardboard strips of different lengths)
• 2 Matchbox-sized cars
Shared materials:
• Rulers, yardsticks, and/or tape measures
Backup materials:
• Small figures (e.g., people, animals)
Beginning
• Show the children two Matchbox-sized cars and begin a story. For example, you might say, Once upon a time there were two cars that wanted to race each other. There was just one problem. One car had a long road, and the other car had a short road.
• Set out a long block and a shorter block. Ask "What can we do so the cars can race on the same length of road?"
• Place a variety of blocks on the table in front of you, and ask "What would you do to make both roads the same length?" Follow the chil- dren’s suggestions, and try different ways to make the roads equal lengths.
• Move to an open area of the classroom where the children can build roads. Give each child two cars and several blocks, and encourage them to build their own roads.
Earlier children may:
• Play with blocks in ways other than making roads (e.g., line them up with the long sides touching or stack them).
• Match or sort blocks by length.
• Describe different blocks us- ing a word and its opposite (e.g., Mine is long and Eli’s is short).
Middle children may:
• Use position, direction, or distance words as they build roads and drive cars (e.g., Put that block next to this one).
• Compare two blocks or lengths of road using com- parison words (e.g., This one is longer).
• Add or subtract a block to or from a road and comment on the change in length (e.g., I made it longer).
Later children may:
• Order three or more blocks or roads by length (e.g., Mine is the longest, then Eli’s, then Jordyn’s).
• Make two roads equal by adding or taking away blocks.
• Say two or more of one size block equals one of another (e.g., Two of these small ones makes one of these).
Scaffolding:
• Add more blocks as needed so the children can extend their roads.
• Talk with the children about the length of their roads. Use measurement terms, such as long, longer, short, shorter, same length, twice
Ask, How can you make these roads the same length?
Adults can
• Comment on children’s ac- tions using measurement terms (e.g., You made one tall pile and one short pile).
• Sort blocks by length and ask children for help.
• Hold up two blocks and ask,
Do you want a long block or a short block?
Line blocks next to child’s line of blocks and say, My road is short and your road is long.
Materials for each child and teacher:
• 4–5 blocks of different lengths but of the same width (or cardboard strips of different lengths)
• 2 Matchbox-sized cars
Shared materials:
• Rulers, yardsticks, and/or tape measures
Backup materials:
• Small figures (e.g., people, animals)
Beginning
• Show the children two Matchbox-sized cars and begin a story. For example, you might say, Once upon a time there were two cars that wanted to race each other. There was just one problem. One car had a long road, and the other car had a short road.
• Set out a long block and a shorter block. Ask "What can we do so the cars can race on the same length of road?"
• Place a variety of blocks on the table in front of you, and ask "What would you do to make both roads the same length?" Follow the chil- dren’s suggestions, and try different ways to make the roads equal lengths.
• Move to an open area of the classroom where the children can build roads. Give each child two cars and several blocks, and encourage them to build their own roads.
Earlier children may:
• Play with blocks in ways other than making roads (e.g., line them up with the long sides touching or stack them).
• Match or sort blocks by length.
• Describe different blocks us- ing a word and its opposite (e.g., Mine is long and Eli’s is short).
Middle children may:
• Use position, direction, or distance words as they build roads and drive cars (e.g., Put that block next to this one).
• Compare two blocks or lengths of road using com- parison words (e.g., This one is longer).
• Add or subtract a block to or from a road and comment on the change in length (e.g., I made it longer).
Later children may:
• Order three or more blocks or roads by length (e.g., Mine is the longest, then Eli’s, then Jordyn’s).
• Make two roads equal by adding or taking away blocks.
• Say two or more of one size block equals one of another (e.g., Two of these small ones makes one of these).
Scaffolding:
• Add more blocks as needed so the children can extend their roads.
• Talk with the children about the length of their roads. Use measurement terms, such as long, longer, short, shorter, same length, twice
Ask, How can you make these roads the same length?
Adults can
• Comment on children’s ac- tions using measurement terms (e.g., You made one tall pile and one short pile).
• Sort blocks by length and ask children for help.
• Hold up two blocks and ask,
Do you want a long block or a short block?
Line blocks next to child’s line of blocks and say, My road is short and your road is long.