Prepared by: Megan Stone

Lesson title/topic: Measurements

Subject area: Mathematics

Grade: Kindergarten
Date: 3/7/2012

Time available: 30 Minutes

STANDARDS/OUTCOMES addressed in this lesson:

M.UN.00.04 Compare two or more objects by length, weight and capacity, e.g., which is shorter, longer,
taller?
-Students will be comparing objects and deciding which object is taller or shorter. Using the sticks and
the twizzlers within the lesson each student will have opportunities to compare objects. In the video the
student will be watching there are comparisons and use of the measurement language.
OBJECTIVES Through these learning activities, the student will be able to:

Students will be able to identify which of two objects are longer.

Students will be able to identify which of two objects is shorter.
INSTRUCTION

Teaching strategy:

Demonstration - Showing the students that I am taller than they are.

Indirect- Student will be going around the room working together to find the correct length of twizzler.
Concept Attainment- Student will learn words such as shorter, longer, and taller.
Direct- Reading part of the story.
Introduction/Set induction

I am going to show a small video about being smaller or bigger, and after the video talk about what the
video talked about. Ask the students who is the tallest in the class. Do a demonstration with the kids
showing them that I am bigger than them, and how some of them are bigger than their other
classmates. Introduce the words taller, longer, and shorter.
Instructional Activities

1. Each of the students is going to have 5 sticks at their desk and the sticks are going to be of different
sizes. However there will be two sticks that are going to be the same size. I am going to ask the
students to hold up the longest/tallest stick that they have. Then have then hold up the shortest sticks
that they have. Then I am going to have them hold up the two sticks that are the same size, and then
hold up two sticks that are of different sizes. Then the students will need to line up the sticks that they
have from shortest to tallest across their desk. During this time I am going to be watching to see if they
are lining up the sticks in the correct order. The sticks will be all different colors, the longer sticks are red
and the shorter sticks are blue.
2. Each student is going to have a piece of a twizzler there will be six different sizes of twizzlers. I am
going to have the students find a partner who has the same size twizzler as them. Once all the students
have done that then with their partner they need to decide which partner is taller than the other. After
all the students have told me who is taller then they need to find a partner who has a different size
twizzler then them and stand by them. Once they get together then we will go around the room and the
partners will share which one is longer and which one is shorter. Also with their new partner decide
who the taller partner is. Once everyone knows who is taller then they will need to find one more
partner who has a different length twizzler, which they have not been with yet, and tell which one is
shorter and which one is longer. I will be walking around and watching to make sure the students are
understanding the concepts and partnering up correctly. I will have a check list to make any notes that I
need to during this activity. Then the students need to put their twizzler in the trash and meet me at
the carpet.

Conclusion/Closure

Read part of the book "Inch by Inch" by Leo Lionni. Talk to the student about how measurement was
being used in the story. Talk about how small the inch worm is compared to them as kindergartners.
Transitional Activities

The students will line up from tallest to shortest across the room. They will do this by themselves with
not help from the teacher. After they have all lined up starting from the shortest student have students
go back to their seat slowly and quietly. When they get back to their seat I will pass out a fresh twizzler
to each student so they can eat and get ready for next lesson.
How this lesson provides for ASSESSMENT of student learning:

During the activities one and two I will be watching to see who understands the concepts and who is
having a hard time.
Pre-assessment

After the short video I am going to ask the student who they think is the tallest person in the class. This
will help me know who already knows how to determine the tallest and shortest.
Checking up

While the students are doing activity one with the sticks, I am going to be watching to see who
understands the concept and who needs more practice. Also I will be watching to see if the students are
just looking at a neighbor to get the right answer.
Post-assessment

By having the students line up across the room I will be able to tell if they know how to determine who
is taller and who is shorter. I will have a check list and will be watching to make sure the students are
working together and lining up correctly.
How this lesson provides DIFFERENTIATION for the students in this class:

I have different activities that meet the needs of students with different learning styles. Such as the
video for the visual and auditory learners, and the twizzler activity and the stick activity for the
kinesthetic learners.
RESOURCES NEEDED

http://www.youtube.com/watch?v=QL0doYVl3nM&feature=related
Twizzlers
Red and Blue Sticks
"Inch by Inch" by Leo Lionni
REFLECTIVE ASSESSMENT of the lesson and student success (to be hand written after lesson is taught)