Math lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Order events and parts of the day
Measurement
CCSS K.MD.A.1England: Reception MeasuresEngland: Y1 Measurement
Objective and success criteria
Students will: Order events and parts of the day.
- 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: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 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.
- When do you usually eat breakfast? (Morning / Afternoon / Evening) → MorningPrompt: Morning is the start of the day; evening is the end.
- When do you usually see the sun go down? (Morning / Afternoon / Evening) → EveningPrompt: Morning is the start of the day; evening is the end.
- When do you usually see the sun come up? (Morning / Afternoon / Evening) → MorningPrompt: Morning is the start of the day; evening is the end.
Hook · 6 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Order events and parts of the day. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: When do you usually have an after-lunch nap or play?
- Step 1: Afternoon
- Answer: Afternoon
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- When do you usually eat breakfast? (Morning / Afternoon / Evening) → MorningPrompt: Morning is the start of the day; evening is the end.
- When do you usually see the sun go down? (Morning / Afternoon / Evening) → EveningPrompt: Morning is the start of the day; evening is the end.
You do: independent practice · 17 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 5 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- When do you usually have an after-lunch nap or play? (Morning / Afternoon / Evening) → AfternoonPrompt: Morning is the start of the day; evening is the end.
- When do you usually go to bed? (Morning / Afternoon / Evening) → EveningPrompt: Morning is the start of the day; evening is the end.
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
- 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