Is it Reasonable?

By: Ella Silveira

Grade: Kindergarten

Learning Target​:
Students will be able to explain what a foot is in terms of measurement.
Students will be able to describe objects in the classroom as being bigger than or smaller than a
given number of feet.
Students will be able to use tools independently to measure lengths and widths.

Grade Level Guide: Ohio, Kindergarten, Math

National Council of Teachers Common Core State Interdisciplinary Connections (if
of Mathematics (NCTM) Standards applicable)

Measurement: Ordering We will integrate Language Arts

objects by measurable
attributes Children use
measurable attributes, such
as length or weight, to solve
problems by comparing and
ordering objects. They
compare the lengths of two
objects both directly (by
comparing them with each
other) and indirectly (by
comparing both with a third
object), and they order
several objects according to
length.
Describe and compare into the math lesson. Students
measurable attributes. will be challenged to ask and
CCSS.Math.Content.K. answer questions in order to find
MD.A.1​ Describe different lengths, widths, and
measurable attributes of measurements. At the beginning
objects, such as length of the lesson, the teacher will be
modelling how to ask questions,
or weight. Describe
so students will then have an
several measurable
example for later in the lesson.
attributes of a single
object.
Comprehension and
Collaboration
SL.K.3 Ask and answer
questions in order to
seek help, get
information, or clarify
something that is not
understood.

Academic Language​: Students should know the terms and definitions for the terms length,
width, measurement, bigger than, and smaller than.
Students’ Needs:​ What experiences, prior knowledge and/or knowledge gaps do students
have that relate to the lesson goals?

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)

These students will have a bit These students will have a

of a more difficult time
learning what feet are but
showing them a ruler and
making sure that they know in
English each part (cm, in, and
ft) will be beneficiall and also
helping them understand why
by pointing it out on the ruler.
harder time understanding
why eight feet is eight feet but
will have an easier time
remembering that twelve
inches is equivalent to 1 foot,
showing them a ruler and
explaining will be helpful.

Materials​: worksheets, pencils, rulers, colored tape

Language Function​: Students will be analyzing the problem during the before portion of the
lesson by thinking on their previous knowledge about measurement. They also will be
challenged to think at a higher level during the assessment portion of the lesson when their
groups will get different numbers to measure on the tape. They will need to justify why ten feet
is ten feet and why eight feet is eight feet. Students will also be evaluating each others’ work in
the after portion of the lesson. They will be expected to explain as a group how they arrived at
the measurement they did.
 Lesson Plan
Before​: Start lesson by asking students if they know what a foot is. Determine the
difference between their foot and a foot in the terms of measurement. Ask a student how
tall they are. Then have student come to the front of the class to be measured so
students can relate this to their own experience. Follow this by asking them if they think
they are taller than the teacher. Then explain how the taller or wider object will always
have a larger number of measurement.

During​: Now that students have a basic knowledge of measurement, ask students
questions based off of their knowledge of what one foot is. “Do you know how big ten
feet is? Could the ceiling be ten feet tall? Could a marker be ten feet long? Could the
table be ten feet wide? Could our classroom be ten feet from one end to the other?”
Have students write down with an elbow partner whether they think each of the objects
above are bigger or smaller than ten feet. Then come back together and see what each
group thought about the different measurements.

After​: Lay two long strips of colored tape across the classroom floor. Be sure that they
are each at least twelve feet long. Divide the class into two groups. Both groups will be
working on the same thing at the same time. Have students use rulers to find where ten
feet falls on the tape. Have students mark this with a pencil. Next, have groups switch
places and check the other group’s work.

Assessment​:

Type of assessment Description of Modifications​ to the Evaluation Criteria​- H ​ ow good is

formal or informal; formative assessment assessment so that all G good enough to meet standards?
or summative) What will students do to students may (related to the learning objectives)
show what they have demonstrate learning Include scoring guide, rubric or other
learned? criteria

Formative or -Formative-Students will - A modification that can - Monitoring group work by seeing
Summative begin by be added is if the Who is talking more and is engaged.
explaining what a foot is student is having - Hand a worksheet out to see how
and what they already trouble with this then Well they complete it after group work
know about one on one learning -during the game if played then see
measurement. with the teacher can be Who is participating
-Formative-When provided. -Monitoring and asking questions!
asking students the - A game can be added
series of questions to this lesson so
based off of the learning is tested.
 M measurement of ten
feet, have them work
with an elbow partner to
find their answers.
-Summative-Once
students practice
measurement with ten
feet check their
understanding by
seeing if they can
Find a different lengths
of measurement in a
small group.

Resources​: Include assessments, rubrics, and online resource links incorporated into the
lesson, if applicable.

http://www.corestandards.org/Math/Content/K/MD/

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/English-
Language-Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx?lang=en-US