Math lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Longer or shorter: everyday things
Measurement
CCSS K.MD.A.2England: Reception MeasuresEngland: Y1 Measurement
Objective and success criteria
Students will: Longer or shorter: everyday things.
- 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: Order three things by length; What can we measure? Length, weight or capacity
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.
- Which is shorter: a pillow or a sofa? (A pillow / A sofa) → A pillowPrompt: Picture the two things side by side.
- Kai's paper strip is 8 cubes long and Omar's is 5 cubes long. Whose strip is longer? (Kai / Omar) → KaiPrompt: Both strips are measured with the same cubes.
- Which is longer: a car or a train? (A car / A train) → A trainPrompt: Picture the two things side by side.
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: Longer or shorter: everyday things. 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: Which is shorter: a school bus or a bicycle?
- Step 1: A bicycle
- Answer: A bicycle
- 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.
- Which is shorter: a car or a train? (A car / A train) → A carPrompt: Picture the two things side by side.
- Daniel's paper strip is 12 cubes long and Lucia's is 5 cubes long. Whose strip is shorter? (Daniel / Lucia) → LuciaPrompt: Both strips are measured with the same cubes.
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 8 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.
- Which is shorter: a skipping rope or a spoon? (A skipping rope / A spoon) → A spoonPrompt: Picture the two things side by side.
- Yuki's paper strip is 3 cubes long and Nia's is 9 cubes long. Whose strip is shorter? (Yuki / Nia) → YukiPrompt: Both strips are measured with the same cubes.
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: Order three things by length; What can we measure? Length, weight or capacity.
- 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