Vous êtes sur la page 1sur 7

Name: Monique

Title of Lesson: Comparing and Ordering Objects by Size

Date: 11/3/14

Grade Level: Kindergarten

Lesson Source:
Group Characteristics: There are 21 students, 12 boys, 9 girls, 3 students with IEPs, two ELL students,
and teacher assistant.
Time Allotted: Monday November 10th, 12:00-1:00 pm
Big Idea: Comparing and ordering sets of objects by size involves comparing the size attribute of items.
To order objects by size a child needs to know the properties that make its size: large, larger, largest,
small, smaller, smallest, medium, big, bigger, and biggest.
Instructional Student Objectives:
After completing an interactive group discussion and floor activities discussing and interacting with
different sizes of objects, student will be able to describe and compare measurable attributes of objects.
They will place the desired size (small, medium, and large, etc.) of the different paper food items into
their individual grocery carts and then order their sets of objects from smallest to biggest.

Arizona College and Career Readiness Standards Addressed:

Standards for Mathematical Practice:

Measurement and Data (MD)
Describe and compare measurable attributes.
Students are expected to:
K.MD.A.1. Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
Connections: K.RI.3; K.SL.2; SC00-S5C1-01; ET00-S1C2-02
Mathematical Practices
K.MP.7. Look for and make use of structure.
Measurement and Data (MD)
Describe and compare measurable attributes.

Students are expected to:
K.MD.A.2. Directly compare two objects with a measurable attribute in common, to see which object has
more of/less of the attribute, and describe the difference. For example, directly compare the heights of
two children and describe one child as taller/shorter.
Connections: K.RI.3; K.SL.2; ET00-S1C4-01; ET00-S2C1-01; SC00-S1C3-02; SC00-S5C1-0

Mathematical Practices
K.MP.6. Attend to precision.
K.MP.7. Look for and make use of structure.

Main Task(s):

The student will listen for the size of the given item asked for by the teacher and will
compare it to the other identical objects with different size characteristics. They will find
the desired size and put the object in his/her basket. After placing the desired items into
their basket, the student will remove the items and order them from smallest to largest.

Mathematical Vocabulary: These words will be explained through visual representation using different
sizes of boxes. I will ask the students what small, medium, large, size, and compare mean and
get childrens responses. I will focus on the words size and compare and add them to the math chart.
Large; larger; largest: Greater in size, amount, or proportion than the average size.
Small; smaller; smallest: Relatively little in size, number, or amount.
Medium: Of medium size, neither large nor small.
Big; bigger; biggest: Large in size, number, extent, or weight.
Size: Measure of relative largeness or smallness according to a graduated scale.
Compare: To find the similarities and differences of an object.
Materials and Tools Needed:
Five boxes of different sizes

1 Large poster paper cut out like a basket

Large book of When Bob Shops
1 Large poster paper to order sets of objects by size
Pictures of different sized items from When Bob Shops
22 brown paper bags with picture of basket on front of it
22 sets of food item cutouts (different sizes)
22 long pieces of paper with smallest, small, medium, big, biggest to order sets of food
Masking tape

Introduction/Connections to Prior Knowledge (Before):

Introduction/Connections to Prior Knowledge:

1. Begin lesson on the large carpet with students facing teacher and poster paper with basket
drawn on it. I will have students paired with their carpet buddies.
- Today we are going to be comparing and ordering sets of objects by size. I want to see
what you remember about comparing and ordering sets of objects. First we need to
define some words so that we know what they mean. Raise your hand if you know what

small means? (Show me with your hands what a small ball would look like). Raise your
hand if you know what medium means? (Show me with your hands what a medium ball
would look like). What does large mean? (Show me with your hands and arms what a
large ball would look like).
Here is our math chart. What do we put on our math chart? I want to add the words
compare and size. Raise your hand if you have an idea of what size
means?(Measure of relative largeness or smallness according to a graduated scale.) Raise your
hand if you know what compare means? (To find the similarities and differences of an object.)

I have five boxes that are different sizes. What do you notice about these boxes? This
one is the smallest (box #1) and this one is the largest (box #5). I want your help putting
them in order. Which one is the largest? How do you know? (Call on a child to come and
put the largest box on the stool first.) Which one is not as big as this box but larger than
the rest?(Call on child to come and put box # 4 on top of the largest box). Which box is
a medium sized box? This means the box would be larger than these two boxes (pointing
to box # 1 and 2) and smaller than the two boxes on the stool. (Have child come and put
the medium box on the stool).

Now we have two boxes left. Which box do you think would go next? Put your thumbs
up if you think it is this box (hold up box # 2) or put your thumbs up if you think it is this
box( hold up box #1). (Put box # 2 then box # 1 on top).

(Pointing to box # 3,4, and 5) This box is large, this box is larger, and this box is largest.
What are some other words that we can use to describe these three large boxes?(Accept
any responses that compare the boxes.) (If no one thinks of using big, bigger, biggest, I
will give them a hint and say, we can start with the words big. If this box is big (pointing
to the third largest box, box # 3), what is this box (pointing to the second to largest box,
box # 4), and what is this box (call on students who are raising their hands, box # 5.)

I now have box # 1, 2, and 3. Turn to your carpet buddy and decide which box is small,
which box is smaller, and which box is smallest. (I will then choose a team who I heard
choose the correct describing boxes to tell the class which box is small, smaller, and
smallest (using the numbers on the boxes). How did you know which box was small,
smaller, and smallest?

Finally, I will show only box # 2, 3, and 4 and ask students to turn to their partner buddy
and decide which box is the medium sized box (box # 3). Call on group who have TP
(Partners meeting their hands to make a TP) first.


We are now going to play a game. Before we play the game I need everyone to listen
to the rules carefully.

#1- Stand up and walk to your place slowly

#2- if you are confused raise your hand and I will help you
# 3- NO pushing or yelling
What are some other rules that we should follow?
*If you do not follow the rules I will ask you to sit at this table and watch your friends
(the table is the closest to the carpet so they wont miss out on any of the learning
- Do you remember when we had to line up by size to go and take class pictures? I
need everyone to line up by height. I want the largest child in the class to stand here
(point to where I am standing) and I want the smallest child to stand there (point to
white board on the other side of the room. I have marked with tape where I want the
line. Once the students have lined up from smallest to largest I will ask the questions
Who is the largest? How do you know that ____________ is the largest?
Who is the smallest? How do you know that ____________ is the smallest?
Which students are medium heights?
I want the three largest students to make a group facing the line.
Ask students in line, Who is large, larger, and largest?
I want the three smallest students to make a group facing the line.
Ask the student in the line, Who is small, smaller, and smallest?
Transition: Please return to the carpet for the next activity.

Main Lesson: (During):

- I will have students return to the large carpet and face the poster paper with the picture of the
basket on it. I will explain to them that I am going to show them an example of what they will be
doing at their tables but with different items.
- This book is called When Bob Shops, written by Carolyn Fleck, and Illustrated by Jenny Harris.
As I read the book I want you to listen carefully so that I can put the correct things in my
basket.Read book and place items in basket (biggest bear, smaller shirt, longest sandwich, and
largest umbrella). During the story ask Which ___________ do you think Bob wants and why?
After putting the four items in my basket I will say now I need to order these objects by size like
when we ordered ourselves in the line. Which one is largest, medium, smaller, and smallest?
(Place them in order).
Description of their task
- When you return to your desk you are going to find a paper bag with a picture of the same basket
I have here (point to large poster paper), a long piece of paper, and different paper food items.
You are going to listen for the size of each item your teacher or I needs and put the food item in
your paper bag. Are you supposed to mix up all the food items or put them all in your bag?( No)
We will be putting them in order like we did on the poster board so make sure to listen to the
sizes I ask for. What are some things that we have put in order so far during this lesson?
Transition -Safely and silently walk back to your desks.
Walking them through the task
- Look at the food items you have on your desk, you have a small, medium, and large box of
macaroni and cheese. Your teacher needs the small box of macaroni and cheese. Put the small

macaroni and cheese box into your brown paper bag. You should only have one box of macaroni
and cheese in your brown bag and two boxes of macaroni and cheese on your desk.

2. You have three apples. Your teacher wants the largest apple. Put the largest apple in the paper bag.
How do you know which apple is the largest?

3. You have three small duvalin Mexican candies. Your teacher wants the smallest duvalin Mexican
candy. Put the smallest duvalin Mexican candy in your paper bag.

4. You have three bat puppets. Your teacher wants the medium sized bat puppet. Put the medium sized
bat puppet in your bag. What strategy could we use to better see which bat puppet is medium sized?


5. You have three large pumpkins. Your teacher wants the largest pumpkin. Put the largest pumpkin in the
bag. What sizes of pumpkins are there in the picture?

6. You have three juice boxes. Your teacher wants the medium sized one. Put the largest juice box in your
bag. If this one is small and this one is large which one is medium sized?

7. You have three small bananas. Your teacher wants the smallest banana. Put the smallest banana in the

Now I want you to put all of the food items that are left on your table in the middle of your table
so I can collect them. When I come to your table please put them in my bag. (I will collect the
food items quickly).
Now I want you to take out the food items in your brown paper bag and order the food items from
smallest to largest. Put your name on the top of the long piece of paper first. Now I want you to
glue the food items from smallest to largest on your long piece of paper. (Let students work for
about 8-10 minutes.) Can you tell me starting with the smallest food item and going to the
largest food item what the food item size names are in the middle?

Key Questions are underlined and colored as follows according to the type of question (questions used
during the activity can be used to elicit, extend, and support understanding when students are working on
or talking about another food item and its size):
To elicit students thinking:
To extend students thinking:
To support understanding of students who are struggling to perform the task:

Closure: Processing/Summary/Final Discussion (After):

- Once you have finished gluing your food items in order on your long piece of paper and have
written your name on the paper, please clean up your table and come to the carpet with your
paper. (Once all of the students are on the carpet find one student who I have not chosen who has
the food items in the correct order.)
- As a class go over the vocabulary while describing the sizes of objects that are in order by size.
Smallest, smaller, small, medium, big, bigger, biggest.
- Ask the students, how do you think (childs name) knew which food item was the biggest,
smallest, medium (Elicit responses about comparing sizes).

Have students watch Sesame Street YouTube video to review ordering sets of objects by


I will assess the students during the whole group by calling on students and asking the
questions as listed above. I will also ask other questions to trace their thinking.
I will assess the students by walking around and observing students as they listen to
what the teacher needs and what they put in their basket. I will also observe how they
compare and order the sets of objects by size.
I will collect their work at the end to see how well they were able to compare and order
sets of objects by size. I will write down the observations I remembered in my math
journal for later reference and documentation.

Accommodations/Differentiation strategies:
- Providing an example of what they will be doing on their own.
- Using many visuals throughout the lesson to help with understanding.
- Using carpet buddy activity to provide support and guidance for ELL students.
- Using repeated language and comparative words.

* I may have the ELL teacher in the class help the three ELL students rather than the
teacher assistant (as explained below.)
Inclusion Students: Task for those struggling:
- I will give the teacher assistant the same materials as all of the students and have her sit

with the three children with IEPs/ELLs. As I tell the students which items the teacher
wants I will have her demonstrate to the three students what they should be putting in
their bags. I will also give her the script that I have so that if the children need more time
to complete the task that she can slow down to their speed and only expect them to finish
4 of the 7 directions.
I will also talk to table buddies and explain to them that I need them to help their table
buddies if they are having a difficult time finding the correct size of items to put in their
bag or if they are having a difficult time putting their objects in order.

Students with significant prior experience related to the content: Task for those that need extending:
- If students finish prior to their peers they will be encouraged to help the students who are

still working on putting their food items in order from smallest to largest size. If they do
not want to help their peers, I will have them write about a small, medium, and large
object that they use in their home and draw a picture of each one in their math journal (I
will most likely have the majority of students do this if they finish early).