Students create strips of base-10 unit blocks for the numbers 1–5, stick the blocks in a row on tape so the blocks touch, mix the strips up, and are asked to put the strips in order from 1 through 5 (Activity 5). Students are also asked to select two groups/strips and answer which group is greater or less and to line the rods up to see how many more blocks one has than the other.

Students are asked to place time cards (year, month, day, week, second, minute, hour) in order from shortest to longest and identify the shortest and longest periods, showing direct practice ordering measurable quantities. Students match activities to time lengths (seconds, minutes, hours, days) and complete an "It Takes This Long" page by drawing or gluing activities into boxes labeled with time lengths. Students also discuss whether activities take seconds, minutes, or hours, giving verbal comparisons of durations.

The lesson's Skills list explicitly includes "Order three objects by length." On Day 2 students are given three or four shoes of varying sizes and asked to put them in order from shortest to longest, and the Wrapping Up asks students to put several family members' socks in order from shortest to longest. Students are also asked to compare feet ("Whose feet are shorter? Whose are longer?") and to explain how they determined ordering.

Students practice ordering three objects by length when they label sets of three images as 1 (longest), 2 (middle), and 3 (shortest) on the "Comparing Lengths" sheet and when they cut a string into three pieces and place them from shortest to longest in the wrapping up activity. Students practice comparing lengths indirectly by using a third object as a unit when they measure strings and other items by laying paper clips or base-10 blocks end to end (Activity 4) and when they use their feet to measure the distance between two points (Activity 3).

Students use a string to measure two curled snakes and decide which is longer (Activity 1). Students use marshmallows as a unit to measure lines by placing marshmallows end to end and counting them (Activity 4). Students compare groups of units (e.g., 2 ten rods vs 5 paper clips) by lining them up to determine which is longer (Wrapping Up).

Students draw family members and place them in order by height, identifying tallest and shortest (Activity 1). Students collect at least 10 stuffed animals/dolls/action figures and lay them out from shortest to tallest, lining up ends to show correct heights (Activity 2). Students use paper clips, popsicle sticks, ten rods, or craft sticks as measurement units to measure lengths and heights (Activity 3 and Student Activity Page) and measure long and high jumps with a chosen unit, then determine who jumped the farthest or highest (Activity 4).

Students choose and use a specific unit (for example, a craft stick or ten rod) to measure the distances of cotton ball tosses and straw throws. Students record names and measured distances on recording sheets that include a "Unit of Measure" field and multiple Name/Distance entries and then determine winners based on those measurements. The Skills section explicitly tells students to express length by laying multiple copies of a shorter object end to end to count how many same-size units span an object.

Students break spaghetti into pieces and line the pieces up from shortest to longest, practicing ordering multiple objects by length. Students use a marker as a reference object to find items that are the same length, longer, and shorter than the marker. Students also measure objects by lining up markers end to end to find objects that are 3, 5, or 7 markers long, expressing lengths as whole-number multiples of a third object.