**Grade Level:** Kindergarten **Concept: **Measurements

**MEASUREMENTS **

**California Standards:** **Language Arts : ***Reading*

1.0 Word analysis, fluency, and systematic vocabulary development.

1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).

1.18 Describe common objects and events in both general and specific language.

**Mathematics: **

** ***Algebra and Functions*

1.0 Students sort and classify objects

1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).

*Measurement and Geometry*

1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties.

1.1 Compare the length, weight and capacity of objects by making comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more)

**Part 1 – ****Introduction**** **

**Day 1, Lesson 1**

**Text:** Inch by Inch – By: Leo Lionni

**Lesson Plan:** Read Aloud

**Objective: **The learner will develop vocabulary and concept on a new math unit: measurements.

**Standards: ***Reading*

1.0 Word analysis, fluency, and systematic vocabulary development.

1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).

1.18 Describe common objects and events in both general and specific language.

**Materials: **Text: Inch by Inch – By: Leo Lionni, teacher’s chair, about 5 students, ruler, post-it notes and paper clips.

**Anticipatory Set: **Standards – Tell students that they are to remained seated and quiet. Only students that raise their hand will be called upon. Please participate in the present discussion only.

Engagement – Have the students answer predetermined questions that are asked by the teacher.

Transfer – Students who are called upon will answer the question.

Purpose – To develop new vocabulary and concept for the new math unit: measurements that the students will be working on this week and next week.

Motivation – To be the student picked to answer questions that are asked about the text. To be picked to participate in modeling measurements in front of the class.

**Instruction: **I will show the text “Inch by Inch.” I will ask the students they can tell me what they see in the picture (cover page). I will call those who have their hands raised. I will then read the title, author and illustrator of the text. I will then ask the students what each person (author and illustrator) does. After this I will do a picture walk with the students. I will ask them what is happening in the first page, the middle page and the last page. Then I will do a read aloud. I will also explain and model the new vocabulary words: measure, inch, shorter, and longer.

**Guided Practice: **I will read the text and stop at different intervals to ask the students predetermined questions about the picture or what was just read. I will call on students who raise their hands to answer the questions.

**Independent Practice: **The learner will model what they see in my read aloud and apply it during their math seat work involving measurements the week.

**Closure: **I will call up to 5 students to the front of the class to model measurements by asking the whole class to put these 5 students in height order, from shortest to tallest. This gives the students a visual of what measurements is about.

**Overview**

** **1. Introduce the concept of measurements by modeling to students which item is longer and which is shorter.

2. Look around the classroom for other objects to be used as models.

3. Hold up two objects, one shorter than the other.

4. Call up individual students and ask which is longer, shorter, taller, tiny, small, and larger.

** **

**Part 2 – ****Practice**

** ****Day 2, Lesson 1 **

** ****Text:** Math Worksheet – Longer or Shorter (pgs 163-166) **Lesson Plan:** Measurements

**Objective: **The learner will develop and distinguish the difference between shorter and longer and will estimate how many unifix cubes will cover a certain object and will find out the correct amount after their estimation.

**Standards:**

** ***A**lgebra and Functions*

* *1.0 Students sort and classify objects

1.1 Identify, sort, and classify objects by attribute and identify objects hat do not belong to a particular group (e.g., all these balls are green, those are red)

*Measurement and Geometry *

1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties.

1.1 Compare the length, weight and capacity of objects by making comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).

**Materials: **Math worksheet pages 163-166, Unifix cubes, pencil, eraser, small groups consisting of 5 students.

**Anticipatory Set: **Standards – Tell students that they are to remained seated and quiet. Only students that raise their hand will be called upon. Please participate in the present discussion only.

Engagement – Have the students answer math questions from the worksheet as a small group and some as individuals.

Transfer – Students who are called upon will answer the math questions or as a small group they will answer the math questions together.

Purpose – To develop and comprehend the concept for the new math unit, measurements, that the students will be working on for the week.

Motivation – To be the student picked to answer questions that are asked about the text. To be picked to participate in modeling measurements in front the small group using the unifix cubes for each math question.

**Instruction: **I will reread Inch by Inch to reinforce what was learned the day before to review the new concept and vocabulary words (measure, inch, shorter, and longer). I will have students answer each question together and individually (round robin) as we go along with the worksheet together.

**Guided Practice: **I will read the math questions one at a time and I will ask my small group for the answer. After a few math questions I will go round robin and ask individual students each a math question.

**Independent Practice: **The learner will model what they see in my read aloud and apply it during their math seat work involving measurements this week and next week.

**Closure: **I will have each student work on the last two problems without my instruction or help. This will determine whether or not they have comprehended what was taught.

**Overview**

1. Review from Lesson 1

2. Using a rule, give students a number of items to measure and compare, such as a pencil to an eraser.

3. Give students a math worksheet on measurements.

4. On the worksheet, students are to decide which picture is shorter or longer. In one of the problems a log is drawn, students are to draw another log that is longer.

****

******Day 3,****Lesson 2 **

**Text:** Math Worksheet – Measure Different objects using a ruler **Lesson Plan:** Measurements

**Objective: **The learner will demonstrate their comprehension of measurements and how to use a ruler to measure different objects and then comparing the length of one object to another.

**Standards: ***Measurement and Geometry*

1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties.

1.1 Compare the length, weight and capacity of objects by making comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).

**Materials: **Math worksheet (Measure Me), ruler, pencil, a partner, construction paper, and scissors.

**Anticipatory Set: **Standards – Tell students that they are to remain and quiet. Students are to measure objects (in the classroom) listed on the worksheet with their partner.

Engagement – Have the students answer math questions from the worksheet with a partner.

Transfer – Students are to record how many inches a certain object is. After they are finish recording, they are to compare and decide which object is longer and which is shorter.

Purpose – To learn how to measure objects using a ruler and comparing the measured object to determine which is longer and which is shorter.

Motivation – To be able to move around the classroom using a ruler to measure different objects with their partner.

**Instruction: **I will review the new vocabulary words. Explain the worksheet to the students, telling the students to look at the pictures to determine what object they will need to measure. Each object listed and pictured on the worksheet has been pre-measured by myself and marked with a strip of red construction paper indicating where to measure in case the student cannot find the object. For example, the filing cabinet will have a strip of red construction paper that is pre-measured to specific inches. The students will use the ruler and measure the red strip to arrive at how many inches is that object. Each pre-measured object will be an exact whole number inch (es). There will be no object with ½ inches; it will be a whole number. I will pair up the students. I will give one ruler to each pair and explain how to use it. Explaining and reminding the students what an inch is and how to measure things is done by modeling.

**Guided Practice: **They are to measure the objects on their own. They will be given help when they ask, such as not knowing what object they are to measure because they do not know what the picture is of.

**Independent Practice: **The learner will model what I have taught by moving around the class and measuring different objects listed on the worksheet.

**Closure: **I will have each student trace and cut their foot on construction paper (their choice of color) and have them measure it. Each foot print will have its inches written large for all to see. After every student has trace, cut and measured their footprints, I will post them all on the wall. The students are to determine which of their classmates has the largest footprint and which has the smallest.

**Overview**

1. Give each student a worksheet that list different objects to measure: Measure Me.

2. Pair up the students.

3. Give each pair a ruler.

4. The pairs will go around the class to measure the objects listed on Measure Me.

5. Give each student their choice in colored construction paper, pencil and scissors.

6. Students are to trace their footprint.

7. After doing so, pair students up with a partner.

8. Students are to see how many footprints it takes to cover one end of the room to the other end and then compare it with their partner. They are to see if it takes more of their footprints or their partners’.

****

**Part 3**

**Assessment**

**Day 4, Assessment**

**Text:** Math Worksheet – Chapter Test on Measurements **Lesson Plan**: Measurements

**Objective: **The learner will demonstrate their comprehension of measurements: shorter, longer, and inches.

**Standards: ***Algebra and Functions *

1.0 Students sort and classify objects

1.1 Identify, sort, and classify objects by attribute and identify objects hat do not belong to a particular group (e.g., all these balls are green, those are red, short objects, long objects).

*Measurement and Geometry *

1.1 Compare the length, weight and capacity of objects by making comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).

**Materials: **Math worksheet (Measurement Test), ruler, pencil, eraser, stapler, and scissor.

**Anticip****atory S****et: **Standards – Tell students that they are to remained seated and quiet. Please participate in the present discussion only.

Engagement – Have the student answer math questions from the worksheet individually with the teacher.

Purpose – To comprehend the concept for the new math unit: measurements that the students worked on for the week.

Motivation – To work with the teacher individually; students receive individual attention.

**Instruction: **I will read each question and have the student answer each question on their own. There will be no help.

**Guided Practice: **I will read the math questions one at a time and I will ask the student for the answer.

**Independent Practice: **The learner will model what they have learn in future measurements situations or math worksheets/questions.

**Closure: **I will grade the Measurement Test right after the student has finish and give feedback. Questions that are answered correctly I will praise the student. Questions that are answered incorrectly I will give the answer and explain by modeling.

**Overview**

1. Provide a test on measurements to assess the student’s comprehension on the unit. ** **