Jamee Stearns

Kindergarten Math: Measurement

I. Context for Instruction and Learning
Students’ Prior Learning: What do students already know about this topic? What data (formal or informal) is available about their
prior knowledge/understanding? How will you use information about their prior knowledge/understanding for instruction? Identify
common pre-conceptions your students may have that may interfere with student learning relative to the learning segment and
how you will address these in your lesson plan.

Students have been introduced to shapes in geometry and are familiar with the vocabulary word “attribute.”
Students already understand the concepts of tall, short, long, heavy, and light within a real word context so I
will be able to build on that background knowledge when introducing measurement. I anticipate students
getting length and height mixed up so I will be sure to design lessons that stress the difference.

Funds of Knowledge: What are your students’ funds of knowledge relative to the content of this learning segment? How will you
use students’ funds of knowledge? How does the lesson connect to students’ real lives and cultures?

Kindergarteners are at an age where they are naturally curious about the world. I see kids make general
comparisons of measurements in school quite often. They are always interested in who has the shortest pencil
or who is taller. I’m going to build on their funds of knowledge about basic measurement and use their
wonderings about comparing measurable attributes to teach these lessons. I will use the first day to lead a class
discussion about what the students already know about measurement and let everyone share personal insight.
The students will be able to take what they learn from this 5-day unit and apply it to the real world. They will
understand how to use a ruler to accurately take measurements and make comparisons in real world situations.
The students come from a variety of backgrounds. Some live with their parents who both work full time.
Others live with a single parent or other family members. Some receive free or reduced school lunch, breakfast,
and food to take home. Others come from families who live above poverty level. They come from a variety of
ethnic backgrounds including Hispanic, Native American, Nepali. With this comes a variety of knowledge
based on their own cultures. The surrounding neighborhood is a mix over working and middle class.
Fortunately, measurement is something all of the kids can resonate with and their families will be able to
understand no matter their background. I hope it will become something that the students can bond over
because they will all have it in common.

Variability of Learners: Identify learner accommodations and requirements set out in IEPs, 504 plans, READ plans and ALPs. Describe
how your lesson plan ensures that those accommodations and requirements are met. Identify the WIDA levels for your multi-lingual
learners and how you will support their learning needs and support them in moving to the next WIDA level.
Learner Identifier Accommodations and requirements How lesson plan meets those accommodations
and requirements

Student 1 with IEP Extra support with reading. Access to anchor charts and other visual aids. I
will read expectations and directions for
activities aloud for whole class.

Student 2 with IEP Extra support with math including extra time and one-on-one support.
Access to anchor charts and other visual aids.
Can be partnered up with another student who
can help with problem solving. Small group/
one on one support when necessary.

Students in WIDA levels Supports and Differentiation

Level 4-6 — 3 students All students were just recently tested on the ACCESS test and scores will not be
reported back until May. However, all students scored “highly proficient” on their English oral language pre-
screening. I will repeat directions and expectations as needed. Students will also have access to anchor charts
and visual aids. Students can be pulled for small group instruction as necessary.

Language Demands: Identify the key language domain, function and form (language demand) that students will need to succeed in
meeting the learning objectives in this lesson. How will the lesson support students in meeting the language demands?
Language Domain:

1. Reading: Students will need to read worksheets to themselves or to each other and measurements on a ruler. Students
will need to read anchor chart. I will also read all of these out loud before sending students off to work.

Differentiation for WIDA Levels (4-6) and IEP

For students on IEPs and ELL students I will be sure to place them with a partner who is able to help with reading
worksheets and directions. I will also be around to help with reading during this time. Visuals are also provided at math
centers.

2. Writing: Students will be expected to write the correct numbers in the answer portions of their worksheets. Students
may choose to draw objects instead of write the name of the object.

Differentiation for WIDA Levels (4-6) and IEP

For students on IEPs and ELL students I will be sure to place them with a partner who is able to help with reading
worksheets and directions. I will also be around to help with reading during this time. Visuals are also provided at math
centers.

3. Listening: Students will be expected to listen to short lectures facilitated by teacher with whole class and class
discussions. Students will need to listen to worksheet directions and class expectations given by teacher.

Differentiation for WIDA Levels (4-6) and IEP

I will repeat expectations multiple times and have the students repeat them to me. Expectations will also be written on
board. On Monday, students will be able to see the anchor chart being made while listening to discussion.

4. Speaking: Students will be encouraged to participate in class discussions. Students will need to answer questions when
asked by teacher. Teacher will call on or speak individually with all students at least once a day as formative
assessment to check for understanding and provide immediate support.

Differentiation for WIDA Levels (4-6) and IEP

During class discussions I will have ELL students and student with speech delay sit near me so I will be able to listen to
them intently. When calling on these students I will prompt and provide support when they are answering questions
including giving them words to use and having them repeat.

Language Function:

• Students will be describing measurable attributes of objects using vocabulary such as length, height, and weight.
• Students will be comparing measurable attributes using vocabulary such as taller, shorter, longer, heavier, lighter.

Language Form:

Describing

• Nouns, new vocabulary

• Ex. “The length of a pencil can be measured.”
Comparing

• Comparative language using new vocabulary: longer, shorter, taller, heavier, lighter, bigger, smaller
• Ex. “The pencil is longer than the glue stick.”

Vocabulary
• Measurement: helps us figure out size and compare and observe our world
• Length: how long something is
• Weight: how much something weighs
• Height: how tall something is
Differentiation: Consider the variability of learners in the classroom. Discuss the instructional strategies you will use to support
access and challenge for all learners. This includes scaffolding, grouping, and differentiation of content, processes and products.

Students will be given the opportunity to help me create an anchor chart to introduce the concept of
measurement. With the support of the visual aid, class discussion, and my emphasis, students should have the
informations they need to begin to start using non-standard units of measurement to take measures, for
example, connecting cubes. Students will be welcomed to complete worksheets together or individually. I will
modify instruction as necessary and pull small groups as needed. During the final assessment of comparing
lengths of objects in the classroom to the students’ pencils, students can choose to draw the objects or write the
names of the objects. Students who need extra support will sit near me during class discussions and I will
provide prompting and check in with them for understanding. They will be partnered with students who can
support their completion of the assignments. Teachers and paras will be regularly checking in with students as
they complete the assignments and providing assistance as needed. Teachers and paras will also repeat
instructions as necessary and students will have access to vocabulary with visual aids every day.

II. Learning Objective

List the learning objective(s) for this lesson and the related standard references. For each learning objective specify the cognitive
rigor (Revised Bloom’s Taxonomy, Depth of Knowledge and/or Six Facets of Understanding). Describe how your learning objective
aligns with the unit goals and big ideas/essential questions.
Standards:

CCSS.MATH.CONTENT.K.MD.A.1: Describe measurable attributes of objects, such as length or weight.

Describe several measurable attributes of a single object.
• Bloom’s Taxonomy Depth of Knowledge Level 3: Analyzing, high cognitive rigor

CCSS.MATH.CONTENT.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.
• Bloom’s Taxonomy Depth of Knowledge Level 4: Evaluating, high cognitive rigor

CCSS.ELA-LITERACY.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
• Bloom’s Taxonomy Depth of Knowledge Level 1: Memorize/recall, low-medium cognitive rigor

CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
• Bloom’s Taxonomy Depth of Knowledge Level 3: Draw conclusions and cite evidence, high cognitive rigor

Objective:
Students will make connections to real world objects about attributes of space, shape and structure which can
be measured and compared.

Learning Targets:
• I can measure length and height with units.
• I can compare measurements.

The learning targets are the kindergarten friendly version of the major learning objective in terms of language.

What aspects of this lesson are transferrable and transformative?

The students will be able to transfer their understanding of measuring length, height, and weight to other types
of measurement including width and capacity. Students will also be able to transfer their understanding of
measurement to real world situations when they come in contact with a time when they need to measure an
object for various reasons. For example, students may need to be able to measure their own height and weight
for health purposes or know how to measure weight of produce at the grocery store. Additionally, as adults,
students will need to be able to measure height and length of furniture, rooms in their homes, etc.

The students will be able to transform their understanding of measurement to complete higher level tasks the
require comparing measurements. For example, the students will eventually need to be able to take
measurements in of a single object and add them together, convert units, and use subtraction to find
differences. They will have the foundation for developing these skills.

III. Assessment
What formal and informal evidence of student learning will you look for, listen for and collect as part of the lesson? The types of
evidence collected should be varied. What will you hope to see or hear in that evidence that shows that students made progress
toward or met the lesson objectives? Describe what you will look for to determine whether the supports provided for the language
demands were successful.
When beginning this unit, I will use a class discussion to create an anchor chart on measurement. The students’
responses during the discussion will be my pre-test to evaluate what the students already know about this
concept. I will use observations and questioning to determine which students already have a clear
understanding of measurement and take note of who may need extra support. I will use probing questions to get
students to explain their thinking further and questions that generate the class discussion so I can get answers
from multiple students. Each day I will observe and discuss with students as they are working to take
measurements of objects and people. I will also collect their recording sheets. In the final day, I will observe
and discuss with students as they work with a partner to make comparisons between measurements. I will also
collect their recording sheets.
 IV. Lesson Component

A. Lesson Introduction: ‘Hook’ students into content. Address objective, rationale, and assessment.

Today we are going to talk about measurement. We are going to all get objects from the classroom and talk about them. You can grab any t
objects you can carry!

What is measurement? Measurement helps us figure out size and compare and observe our world.

Go over learning target.

Introduction: about 5 minutes

B. Body of Lesson
Learning Objective(s): Teacher Does: Students Do: Learning Evidence:

I can measure 1. Gather everyone on rug. 1. Students search for objects. Class discussion wi
length, weight, and assessment to mea
height with units. 2. “Go find two different objects
in our classroom and bring Anchor chart creat
them the rug”. minutes

3. “What do you notice about 2. Students share what they notice and wonder. Math buckets: abo
those objects? What do you
wonder about those objects”?

4. Create anchor chart based on 3. Students listen and discuss.

students responses highlighting
important vocabulary such as
length, height, weight, size, big,
small, tall, short, long, heavy,
light. “what is size? When we
talk about five we might use the
words bigger or smaller.” “what
is length? When we talk about
length we might use the words
longer or shorter” “what is 4. Students go to math bucket rotations.
height? When we talk about
height we might use the words
taller or shorter.” “what is
weight? When we talk about
weight we might use the words
heavier or lighter.”

5. After anchor chart is complete,

release students for math bucket
rotations.

C. Closing: Review progress toward objective (may include student self-assessment)

Students use success criteria to grade themselves on how well they did during the class discussion and math bucket rotations.

I will use notes during anchor chart discussion to determine understanding of vocabulary.

Closure: about 5 minutes

D. Extension of Learning (e.g., homework)

We do not assign the kindergartners homework.

Resources Selected Why selected and how

Chart paper Needed for class discussion

Markers
Objects in classroom

IV. Lesson Component

A. Lesson Introduction: ‘Hook’ students into content. Address objective, rationale, and assessment.

What do we remember about measurement? Today we’re going to talk about what we can use to measure and how we know what to use t
we are going to practice measuring objects in the classroom!

Go over learning target.

Introduction: about 5 minutes

B. Body of Lesson
Learning Objective(s): Teacher Does: Students Do: Learning Evidence:

1. “I can use paper clips to 1. Students discuss. Students discussion

I can measure measure the length of a
length, weight, and stapler. Can I use paper clips
height with units. to measure the height length
of this wall”?
2. “Sometimes one unit of
measurement will work for
one object and not another. I
might need a tape measure to
measure the length of the
wall".
3. “Should I use paper clips to
measure the length of this
piece of paper”?
appropriately units
show understandin
lesson.
Observations of stu
measurements aro
show students und
2. Students listen. using various units
determine length a
Students recording
collected and asses
understanding.

4. Have students use various 3. Students discuss.

units of measure to find height
and length of objects in
classroom.

5. Release students to do math

bucket rotations as they finish. 4. Students use paper clips, staplers, pencils, etc. to
measure objects in room and record findings with units.

5. Math bucket rotations.

C. Closing: Review progress toward objective (may include student self-assessment)

Some students will share findings with class. (Formative assessment)

Students will self-assess using success criteria for activity.

D. Extension of Learning (e.g., homework)

We do not assign the kindergartners homework.

Resources Selected Why selected and how

Classroom supplies to use as units of measure including paper clips, Classroom supplies will be used to practice measure
pencils, markers, pieces of paper, etc measure

I created a recording sheet for students to use and it

Classroom supplies to measure including chairs, tables, bookcase,
lesson plans
folders, etc

Recording sheet

IV. Lesson Component

A. Lesson Introduction: ‘Hook’ students into content. Address objective, rationale, and assessment.

What kinds of units did you use to measure objects in the classroom yesterday? Yesterday we focused on measuring height and length of ob
are going to learn how to use a ruler and measure objects in the room!

Go over learning target.

Introduction: about 5 minutes

B. Body of Lesson
Learning Objective(s): Teacher Does: Students Do: Learning Evidence:

I can measure 1. Introduce ruler. Discuss 1. Listen and watch. Observation of stu
length, weight, and proper way to line up ruler use of ruler.
height with units. and “inches” as unit of
measurement. Model on a few Recording sheet ha
objects. labels and appropr
measurements.
2. Have students get into
partners to determine height and Discussion: about 1
length of objects in classroom. 2. Find objects in classroom to measure length/height.
Measuring: about 2
3. Students record findings on
recording sheet. Math buckets: abo
3. Record findings.
4. Release students to do math
bucket rotations as they finish.

4. Math buckets.

C. Closing: Review progress toward objective (may include student self-assessment)

Some students will share findings with class. (formative assessment)

Students will self-assess using success criteria for activity.

Closure: about 5 minutes

D. Extension of Learning (e.g., homework)

We do not assign the kindergartners homework.

Resources Selected Why selected and how

Rulers Students will use rulers to measure classroom objec

Classroom objects to measure (student’s choice) I created a recording sheet included after lesson plan

Recording sheet

IV. Lesson Component

A. Lesson Introduction: ‘Hook’ students into content. Address objective, rationale, and assessment.

Remember when we measured length and height of objects yesterday? Today we are going to do that with our bodies and we are going to w
too!

Go over learning target.

Introduction:about 5 minutes

B. Body of Lesson
Learning Objective(s): Teacher Does: Students Do: Learning Evidence:

I can measure 1. Introduce tape measure.
length, weight, and Measure student’s height as
height with units. an example.
2. Introduce “arm-span”.
Measure student’s arm-span as
example.
3. Introduce how to use scale.
Have a student stand on scale
and record weight as example.
4. Have students partner up and
take each other’s measurements.
5. Release to math bucket
rotations as they finish.
1. Listen and watch. Students can appro
measure.
Students can show
2. Listen and watch. span when asked.
Students use corre
recording sheet.
Discussion: about 1
3. Listen and watch.
Measuring: about 2
Math buckets: abo
4. Students measure each other’s height and arm-span
with tape measures and weight with scales.

5. Math buckets.

C. Closing: Review progress toward objective (may include student self-assessment)

Some students will share findings with class. (formative assessment)

Students will self-assess using success criteria for activity.

Closure: about 5 minutes

D. Extension of Learning (e.g., homework)

We do not assign the kindergartners homework.

Resources Selected Why selected and how

Scales Scales for weighing students

Tape measures Tape measures for measuring height

Yard sticks Yard sticks for measuring arm span

Recording sheets I made a recording sheet included after lesson plans

IV. Lesson Component

A. Lesson Introduction: ‘Hook’ students into content. Address objective, rationale, and assessment.

Today we are going to compare our height, weight, and arm-span length to our partner’s!

Go over learning target.

Introduction: about 5 minutes

B. Body of Lesson
Learning Objective(s): Teacher Does: Students Do: Learning Evidence:

I can compare 1. Use two students as example. 1. Students listen, watch, volunteer, discuss, interact. Students can expla
measurements. Have them write height on shorter, heavier, lig
board. Ask class who is taller? why.
How do they know? Repeat
for arm-span length and Students appropria
weight with different students measurements on
each time.
Discussion: about 5
2. Release students to compare
with a partner. Comparing: about
2. Students compare measurements.
3. Release students to math Math buckets: abo
buckets as they finish.

3. Math buckets.

C. Closing: Review progress toward objective (may include student self-assessment)

Some students will share findings with class.

Students will self-assess using success criteria for activity.
Students will turn in recording sheets. (summative assessment)

Closure: about 5 minutes

D. Extension of Learning (e.g., homework)

We do not assign the kindergartners homework.

Resources Selected Why selected and how

 Recording sheets I made the recording sheet included at the end of le

Checklist for including in lesson:

✓ Active Engagement Strategies
✓ Language Demands
✓ Cooperative learning
✓ Critical thinking
✓ Arts Integration
✓ Checks for understanding
✓ Frequent feedback
✓ Student voice and choice
✓ Scaffolding
✓ Strategies to support ELLs
o Visual supports
o Explicit vocabulary
o Realia
o Native language support
Day 2:

Name __________________

Height — How tall is it?

Object Height Units

What can I measure? How can I measure?

bookcase paper clips

table markers

chair glue sticks

backpack pencils

tape crayons
Name ____________________

Length — How long is it?

Object Length Units

What can I measure? How can I measure?

book paper clips

folder markers

white board glue sticks

easel pencils

carpet crayons
Day 3:

Name ___________________

Measure Objects!

Object Height Length

Day 4:

Name __________________

Measure Kids!

Name Height Length Weight

Day 5:

Name ___________________

Compare!

Height — How tall?

I am taller than my partner.

I am shorter than my partner.

I am the same height as my partner.

Length — How long?

I have longer arms than my partner.

I have shorter arms than my partner.

My arms are the same length as my partner’s.

Name _______________________

Compare!

Weight — How much?

I am heavier than my partner.

I am lighter than my partner.

I am the same weight as my partner.