Compare Heights Lesson Plan

C.C. & State Standard(s): 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.
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.
Objective(s): Learning Objective: SWBAT directly compare the heights of two objects.
Language Objective: Children use words to compare the heights of two objects.
Student Friendly Objective(s): We will compare the heights of two objects.
Assessment: Students will compare two objects and describe which one is taller and
which one is shorter. They will do this as a group and individually with the worksheets.
Key Vocabulary: Height write it on the board, point to each letter as you say it out
loud. Have students say it out loud with you. Ask them: What do you know about this
word?
Anticipatory Set: Have a student stand next to you and ask the students if they know
who is taller. Crouch down lower than the student and ask them who is taller. Have the
students stand up and find someone who is shorter, taller, or the same height as them. Ask
the students to sit down in their spots once they have found someone.
Recall Prior Knowledge: Ask: Have you ever had your height measured? How was it
done?
Input/Modeling: Explain that when you measure how long something is
when it's standing up, you are measuring its height. Compare a short
pencil than a long pencil together; tell them how you have noticed that
when they are doing their work they want either the small pencil or the
bigger pencil. Explain that the correct way is to say the short pencil
and the taller pencil. Use the cubes to compare a short and tall length.
Count as you stack them. You can even have someone help you stack
the cubes. Have the students find things around the classroom that are
taller than them. Do the same for things that are shorter than them.
Show the math friends video.
Show them each worksheet and explain what they will be doing on
each one. Use the cubes as you show the pages where they use the
cubes.
Show them the picture of the buildings and explain that they will be
making their own buildings using a ruler. Show them a ruler and the
numbers on the side. Tell them that if the number goes up, the building

will be taller. If the number is lower their building will be shorter.

Check for Understanding/Guided Practice: When working with the students at the
center, ask them what it is they are doing. Have them explain how they know which
objects are taller or shorter.
Closure: Explain to students what they will be doing at the math centers. The green
triangles will go to Mrs. Castillows table doing the math worksheets you just showed
them. The yellow hexagons will go to Mrs. Clowards table where she will show them
how to make taller and shorter buildings using a ruler. The orange squares will go do
Math Seeds on the computers. Dismiss one group at a time. Tell them that they cannot go
to their table until you say to go to that table.
Independent Practice: Students work on worksheets.
Differentiated Instruction/Accommodations: At the centers, the children will
manipulate a variety of different types of materials for hands-on learning.