Math lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
What can we measure? Length, weight or capacity
Measurement
CCSS K.MD.A.1England: Reception MeasuresEngland: Y1 Measurement
Objective and success criteria
Students will: What can we measure? Length, weight or 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: Longer or shorter: everyday things; Heavier or lighter on a balance; Which holds more? Comparing capacity
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 from earlier learning (Longer or shorter: everyday things; Heavier or lighter on a balance; Which holds more? Comparing capacity). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which is shorter: a bed or a shoe? (A bed / A shoe) → A shoePrompt: Picture the two things side by side.
- A pumpkin is on one side of a balance and an apple is on the other. Which side goes down? (The side with a pumpkin / The side with an apple) → The side with a pumpkinPrompt: On a balance, the heavier side goes down.
- 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.
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: What can we measure? Length, weight or capacity. 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: To find out how much juice a jug holds, what do we measure?
- Step 1: Capacity
- Answer: Capacity
- 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.
- To find out how wide a door is, what do we measure? (Length / Weight / Capacity) → LengthPrompt: Length is how long, tall or wide something is.
- Aisha says a tall, thin vase must hold more than a short, wide bowl, because it is taller. True or false? (True / False) → FalsePrompt: Does tall always mean it holds more?
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.
- To find out how heavy a puppy is, what do we measure? (Length / Weight / Capacity) → WeightPrompt: Length is how long, tall or wide something is.
- Jamal says a tall glass must hold more than a wide mixing bowl, because it is taller. True or false? (True / False) → FalsePrompt: Does tall always mean it holds more?
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
- 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