Instructor: Ms.

Baxter
Lesson Title: Fun with Measurement
Curriculum Area: Math- Measurement

Design for Learning

Grade Level/Cooperating Teacher: K/Miss Burton
Date: October 24th, 2014
Estimated Time: 25 minutes

Standards Connection: Describe measurable attributes of objects such as length or weight.

Describe several measurable attributes of a single object. {K-MD1}
Learning Objectives: Students will be able to record at least ten measurements accurately when
given a worksheet.
Learning Objective stated in Kid friendly language: Today boys and girls we are going to
measure different objects around the classroom using unifix cubes.
Evaluation of learning objectives: While the students are working the teacher will be observing
the students using the unifix cubes. The teacher will use a checklist to see who understands the
concept of measuring. On this checklist the teacher will be assessing whether or not students can
measure correctly. Students that miss more than half of the worksheet will be placed in the red
category. Students that can identify more than eight correctly will be placed in the green
category.
Engagement: Teacher will dismiss students by table group to come to the carpet. Clap once if
you hear my voice, clap twice if you hear my voice. ( teacher will wait for students to be quiet
before starting). Today boys and girls we are going to measure different objects around the
classroom using unifix cubes. The teacher will ask the students to make a list of the things they
would like to measure. Boys girls, what are some things that you would like to measure? This
could be anything, for example, how tall is Trace? (Teacher will wait for student responses). The
teacher will continue making a list until there are at least five things. Okay so today, we are
going to practice our measuring skills some more.
Learning Design:
I.
Teaching: Alright boys and girls lets make a circle around the carpet. Do you remember
when we measured our feet the other day? ( teacher will wait for student response) Well
today I was thinking we could measure some more things. Maybe something bigger!
What if we measured our classroom? (Teacher will wait for students to respond). I think
that would take a really really long time. What do you all think? How about instead we
measure the classroom by measuring different items found around the classroom??
(Teacher will wait for student response). How do we go about measuring these objects?
Do we just guess? Is there a certain way to do it? (teacher will wait for student response)
Thats right boys and girls! We can use unifix cubes to measure these items! When we
measure these items we are going to measure their length. Length is the measurement
from one end of something to the other. Show example of book. See how there are two
black lines on all of these objects? We are going to measure from one black line to the
other. This is the length of the object! Get a student to help us measure in unifix cubes.
How do we know the length of the book? Provide time for student response. Thats right
we count the cubes! Have student count the cubes and share answer with the group.

II.

III.

IV.

Awesome! Now I am going to turn it over to Miss Baxter and you all are going to have
some time to practice!
Opportunity for practice: The teacher will then explain to the students what the
activity is for that day. Today boys and girls you will complete the activity Measure the
Room. This activity is designed to help you practice measuring skills. You will be asked
to measure the length of the objects using the unifix cubes. Just to review, can someone
tell me what length means? (Teacher will wait for responses). That's right! The teacher
will also review the objects on the sheet before the students get started on the worksheet.
The teacher will then tell the students that they will be coming in groups to work with
her. While she is working with a group of students the rest will be working on math
workshop. Boys and girls, when you come to work with me, you will only complete half of
the worksheet today. We will complete the other half tomorrow. The teacher will make
sure that there are no questions before dismissing students to either math workshop or to
work with her. Boys and girls are there any questions? If no questions the teacher will
dismiss a table group at a time. Table 1, please come work with me. Table 2 and 3 please
go pick something to work on for math workshop. After these tables have picked the
teacher will dismiss table four. Tables four please go pick something to work on for math
workshop. The teacher will call table groups over to work with her, on the activity. While
she is working with a group the rest of the students will be completing math workshop.
After all students have completed the portion for today, the students will return to the
carpet.
Assessment: After the students have completed their activity, the teacher will use the
checklist to see how they did. The teacher will not assess the students until the second
day. The checklist will look at a few things. The first is whether or not he students can
measure correctly. The next will be to see whether or not students could measure more
than eight items correctly.
Closure: The teacher will then call all students back to the carpet. Boys and girls please
clean up your games and come to the carpet. Once all students are seated the teacher will
begin. Boys and girls, who can tell me what we just did today? (Teacher will wait for
student response). Thats right Ross, we learned about length today. Who can tell me
what length means? (Teacher will wait for student response). Thats right length is the
measurement from one end of something to the other. Boys and girls, I want you to turn
to the person on your right, and tell them one thing you learned today. The teacher will
give the students time to talk to their partner. Once students have had an opportunity to
share, she will regain the attention of the class. 1-2-3 Eyes on Me! Wow it seems like you
all learned a lot. Is there a pair that would like to share what they talked about? The
teacher will then wait for a pair to raise their hand. If no one raises their hand the teacher
will just pick a pair. Arthur and Francine, would you like to share? (Teacher will wait for
student response). Thats great; we learned about length and measuring with unifix

cubes. Boys and girls, thank you for all your hard work today! We really are becoming
strong math learners. Teacher will then start to get ready for specials.
Materials and Resources:
Unifix cubes
Measure the Room Activity Sheet
Smart Board/promethean board
Measure the Room Items
Checklist for assessment
http://www.teacherspayteachers.com/Product/Measure-the-Room-Math-Centre271172
Differentiation Strategies (including plans for individual learners):
H- For the students that really seem to understand measurement, the teacher will allow the
students to complete a project. This project will allow the students to measure more things then
present it to the class. They will make a book to show the class all the students what they
measured.
L- For the students that are struggling with measurement, the teacher will start off with things
that are easy for the students to measure. The teacher will also review the term length with these
students. The teacher will ask the students to tell her what they are struggling with before helping
them out.
Data Analysis:
After looking at the Data, it was clear to me that most students really understood the concept of
measuring with unifix cubes. The only students that struggled were the ELL students and the
ones that had trouble counting.

Measure the Room

Activity
Green
Measure the
Room Activity
Red

10

15

Reflection: After teaching this lesson, there are definitely some things that I would do the same
and some things that I would change. One of the things that I would do the same is the

engagement section. The students really liked that they were able to help make the list of things
they could measure in the classroom. One thing that I would change is allowing the students to
only complete half of the worksheet instead of having to do the whole thing in one setting.
Another thing that I would change is making sure that there are more copies of the items for
students to measure, so that students arent just sitting there waiting. The last thing that I would
change, is only calling one table over at a time to work with me. The other students would be at
math workshop while I worked with table groups. I believe that I promoted higher level thinking
by having the students use the vocabulary as much as possible. The word that I kept trying to get
students to know was length. This was an important word that was apart of the standard for
kindergarten.

Assessment Checklist:
Did the student understand the concept of measuring?
How many did the student miss?
Did the student miss more than eight?