How long am I?

Intro to Measurement

A. Topic/ Grade Level​: Measurement-Kindergarten

B. Lesson Essential Question​: What does it mean to measure something? How do we
measure an item?
C. 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.
● 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. For example, directly compare the heights of two children and
describe one child as taller/shorter.
D. Learning Objectives and Assessments

Learning Objectives Assessments

SWBAT: Use the attribute of length to find Measurement scavenger hunt.

out how long something is using non standard
units.

E. Materials: ​2 bags, 1 book, cubes, marker, wipe board, measurement papers, pencils

F. Pre-lesson assignments and/or prior knowledge: ​Students will have some brief
knowledge of what length is and what non-standard units are from our pre lesson
introduction the day before. Some students may have knowledge of measurement which
will be documented on the KWL chart the day before.
New Vocabulary:
-Unit: What we are using to measure?
-Attribute: What about an object are we measuring (how long/tall is it? How
much can something hold? How hot or cold is something?
G. Lesson Beginning:​ I will have a small shopping bag and a larger bag sitting on the carpet
along with a book. I will tell students I need their help! I need to put this book in a bag to
bring home but I don’t know which one it will fit in. ​Can you guys help me figure it out?
H. Instructional Plan
● I will say well first we need to figure out what we need to know about this book.
We need to find out how tall it is (attribute)
● How are we going to find this out? We need to find something to compare it to​.
● Take out the unifix cubes and tell students we can use these cubes to measure how
tall this book is. I will then demonstrate how we would use cubes to measure how
tall the book is.
● We will record this on the board.
● We will now measure how big each bag is
● I will measure the first one myself and record it and then I will have a student
come measure the second bag.
● We will then look at the numbers to decide which bag the book will fit in.
● I will tell students that measurement is important because it helps to tell us more
information about something. When we want to measure something we have to
pick what about it we want to measure. This is called the attribute (tall, short,
wide, temp, time).
● Once we find the attribute we need to decide what we are going to compare it to.
This is called the unit of measurement.
● For what we just measured the attribute is length and the unit is cubes. The book
was x cubes long and the bags were x and x cubes long.
● While I demonstrate measurement I will discuss the importance of lining up the
cubes from end to end and then being sure to count the amount of cubes we used
carefully.
● Students will get in their talking partners and tell each other what two things we
need to know before we measure something (attribute and unit).
● Students will then complete a measuring scavenger hunt in the room. Students
will receive a blank chart with a column for the object and another column for the
measurement. Students will sit at their table groups with a bucket of cubes and
they will be instructed to go find one item to measure and bring it back to the
table. They will then measure it and record. Depending on how much time there is
they may be able to do more than one.
a. Differentiation​: Students are only required to complete measurement of one item
so the students who take more time can complete the task while students who are
quicker will be able to do more. In addition, myself, my co-op and the teachers
assistant will be at the tables to assist students who may be struggling.
b. Classroom Management: ​We use the ​stop, look and listen​ song to gain attention.
We also remind students to sit on their bottoms so everyone can see and to have
quiet mouths.
c. Transitions:​ Students will be dismissed to and from the carpet by their table
turtle groups.
I. Closure:​ We will return to the carpet and students will bring their papers. We will make
a list of things we found and how long they were and discuss which things were shorter
and which were longer.