Math lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Order three things by length
Measurement
CCSS K.MD.A.2CCSS 1.MD.A.1England: Reception MeasuresEngland: Y1 Measurement
Objective and success criteria
Students will: Order three things by length.
- 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: Longer or shorter: everyday things
Leads to: Compare two lengths using a third object
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Longer or shorter: everyday things). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which is shorter: a pencil or a garden hose? (A pencil / A garden hose) → A pencilPrompt: Picture the two things side by side.
- Ana's paper strip is 8 cubes long and Hiro's is 3 cubes long. Whose strip is longer? (Ana / Hiro) → AnaPrompt: Both strips are measured with the same cubes.
- Which is shorter: a spoon or a skipping rope? (A spoon / A skipping rope) → A spoonPrompt: 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: Order three things by length. 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: Grace's pencil is longer than Zoe's. Zoe's pencil is longer than Leo's. Whose pencil is the longest?
- Step 1: Longest to shortest: Grace, Zoe, Leo.
- Step 2: Grace
- Answer: Grace
- 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.
- Chloe's pencil is longer than Aisha's. Aisha's pencil is longer than Hiro's. Whose pencil is the shortest? (Chloe / Aisha / Hiro) → HiroPrompt: Draw three lines to show the pencils.
- Leo's pencil is longer than Lucia's. Lucia's pencil is longer than Kai's. Whose pencil is the longest? (Leo / Lucia / Kai) → LeoPrompt: Draw three lines to show the pencils.
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.
- Ravi's pencil is longer than Kwame's. Kwame's pencil is longer than Mei's. Whose pencil is the shortest? (Ravi / Kwame / Mei) → MeiPrompt: Draw three lines to show the pencils.
- Mateo's pencil is longer than Nia's. Nia's pencil is longer than Yuki's. Whose pencil is the longest? (Mateo / Nia / Yuki) → MateoPrompt: Draw three lines to show the pencils.
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
- Review first: Longer or shorter: everyday things.
- 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: Compare two lengths using a third object.
- 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