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Name: Emily Trapp

Date: April 23, 2010


Grade Level/Subject: Kindergarten/ Math
Thematic Unit: Restaurants
Prerequisite Knowledge: Students have a very basic knowledge of the concept of
measurement, engage in reading time daily, and have worked in partners before.
Approximate Time: 45-60 minutes
Student Objectives/Student Outcomes:
• Students will be able to sit and listen attentively while the story is read
• Students will be able to work effectively in pairs on the math activity
• Students will be able to demonstrate measuring with the intended measuring device
(cut out 3-inch circles acting as pancakes)
• Students will be able to fill out the worksheet with accuracy and turn it in at the end
of the lesson
Illinois Standards:
6.A.1a Identify whole numbers and compare them using the symbols <, >, or = and the
words “less than”, “greater than”, or “equal to”, applying counting, grouping and place
value concepts.
6.D.1 Compare the numbers of objects in groups.
7.A.1a Measure length, volume and weight/mass using rulers, scales and other appropriate
measuring instruments in the customary and metric systems.
7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks,
watches—both analog and digital).
10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts or bar
graphs.
Materials: “Piggy’s Pancake Parlor” by David McPhail, 9 baggies filled with twenty 3-
inch circles (pancakes), measurement worksheet

Opening of lesson: Because students have been working for two weeks on their
restaurant unit, this activity will explore mathematics measuring using 3-inch circles
2-3 (pancakes) to measure different parts of the room as designated on a related
minutes worksheet. Students will be asked to come and sit in the reading area for a story
entitled “Piggy’s Pancake Parlor” by David McPhail, which is related to their
classroom restaurant Piggy Pancake House.
Students will be expected to sit and listen attentively during the reading; if a student is
disruptive they will be given a warning. If disruptive again, the student will have to
return to their seat.

Procedures: The lesson will start with reading the story. The book explores a pig
named Piggy who loves pancakes so much that he opens a pancake parlor with his
friend Fox and their experiences with pancakes. Students will be asked the following
questions during the reading of the book:
10-15
minutes -Who do you think Piggy is going to ask to help him with his restaurant?
- Do you think that people are going to show up to their grand opening?
- Do you think that Piggy will trade the money with the stranger and tell him the secret
ingredients in the pancakes?

25-30 After the story is complete, I will keep the students in the reading area on the rug to
minutes read the directions of the worksheet and show an example before sending them back to
their seats in pairs to begin the worksheet. First, I will note that there are going to be 8
groups of students and 8 areas to be measured. So we are going to move like we do in
literacy centers. Each pair of students will be at a measuring area for a period of time
with their partner, measuring the object and writing it on the worksheet. It is important
that they work together and share the pancakes because there is only one bag per pair.
Then, I will show the students all the areas on the worksheet and what part they will be
measuring. I will hold up the worksheet to show where there are pictures to reference
and also where to write the number of pancakes. There are both pictures and words on
the worksheet for the students to reference if they get confused. After all the areas
have been described, I will measure a practice item and ask the students the following
question:
-Do you think we would get a good measurement if we overlapped the pancakes like
this (demonstrating)?
-What do you think is a good way to measure?
After eliciting a response about places the edges of the circles next to each other, I will
send the students back to their desks to pass out the worksheet, have them write their
name on it, and collect a pencil to record their findings. Then, I will pair off the
students and send them to the 8 different areas. They will have 2-4 minutes per station
to measure and document the measurement on their worksheet, and then rotate to the
next spot. If within those 2-4 minutes a pair of students is unable to complete their
measurement, they will have an opportunity later to finish the measurement.
After all the groups have rotated to the measuring areas, they will be asked to return to
their seats for a group discussion.
If a group of students has finished measuring their station’s object before the rest of
the class, I will ask them to measure a few items near their station to practice for the
next object and also to make predictions and estimate how many pancakes long the
remaining items will be.
4-5 Summary/Closing: To conclude the lesson, I will ask the students a series of questions
minutes about their measurements as to ensure that they have connected the idea that the
pancakes were used as a measuring tool to determine the length of a series of items. If
there are more pancakes, then the object is longer where if there are fewer pancakes,
the object is shorter.
-Which object was the longest?
- How many pancakes long was it?
- Did everyone get the same measurement?
- Which object was the shortest?
- Were any objects the same length?
- How did you know that the _____ was the longest object?

Student Assessment: Students will be informally assessed based on their performance


of the worksheet, participation in class discussion and activity, and attentiveness
during reading and working time.
The following rubric can be used to assess students:

CATEGORY 4 3 2 1
Attentiveness Student was Student seemed Student needed Student had to
attentive during somewhat to be asked once be asked more
the reading of distracted during to pay attention than once to pay
the story, did not the story and while the story attention during
bother others, followed was read and the story and did
and followed directions had difficulties not following
directions. somewhat well. following directions.
directions.
Working in Student was an Student was an Student Student did not
partners engaged partner, engaged partner cooperated with work effectively
being respectful but had trouble others, but with others.
of others and listening to needed
working others and/or prompting to
cooperatively working stay on-task.
throughout cooperatively.
lesson.
Use of Student always Student typically Student Student rarely
Manipulatives listens and listens and sometimes listens and often
follows follows listens and "plays" with the
directions and directions and follows manipulatives
only uses uses directions and (pancakes)
manipulatives manipulatives uses instead of using
(pancakes) as (pancakes) as manipulatives them as
instructed. instructed most (pancakes) instructed.
of the time. appropriately
when reminded.
instructed. instructed most (pancakes) instructed.
of the time. appropriately
when reminded.

Completion All problems are All but one of All but two of Several of the
completed. the problems are the problems are problems are not
completed. completed. completed.