Math lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Which holds more? Comparing capacity
Measurement
CCSS K.MD.A.1CCSS K.MD.A.2England: Reception MeasuresEngland: Y1 Measurement
Objective and success criteria
Students will: Which holds more? Comparing capacity.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: no earlier skill in the map; start from what students know.
Leads to: What can we measure? Length, weight or capacity; Choose millilitres or litres
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which holds more water: a swimming pool or a bucket? (A swimming pool / A bucket) → A swimming poolPrompt: Picture the two things side by side.
- Leo fills a jug with 6 cups of water. Aisha fills another jug with 8 cups. Whose jug holds more? (Leo / Aisha) → AishaPrompt: They used the same cups.
- Which holds less water: a big pot or a glass? (A big pot / A glass) → A glassPrompt: Picture the two things side by side.
Hook · 5 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Which holds more? Comparing capacity. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which holds less water: a bucket or a swimming pool?
- Step 1: A bucket
- Answer: A bucket
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which holds more water: a big pot or a glass? (A big pot / A glass) → A big potPrompt: Picture the two things side by side.
- Kwame fills a jug with 6 cups of water. Grace fills another jug with 8 cups. Whose jug holds more? (Kwame / Grace) → GracePrompt: They used the same cups.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which holds more water: a jug or a spoon? (A jug / A spoon) → A jugPrompt: Picture the two things side by side.
- Grace fills a jug with 8 cups of water. Hiro fills another jug with 4 cups. Whose jug holds more? (Grace / Hiro) → GracePrompt: They used the same cups.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: What can we measure? Length, weight or capacity; Choose millilitres or litres.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder