Lara Buchmann-Duck Jan.

16th 17

Lesson Plan: Mitten Measurement

Grade: Kindergarten Unit: Measurement
Topic: Mitten Measurement Date: Friday, Jan. 13 th 17
Length of Lesson: 45 min. Subject: Early Numeracy
General Learning Shape and Space:
Outcomes o Use direct and indirect measurement to solve problems.

Specific Learning The child:

Outcomes o uses direct comparison to compare two objects based on a single attribute,
such as length (height), mass (weight) and volume (capacity). [C, CN, PS,
R, V]

Instructional - To be able to measure the length of several objects in the classroom.

Objectives - To measure the area of an image of a mitten using unit cubes.

Lesson Focus - What is length?

Question and Key - How do we measure?
Questions - How can we measure the length of a familiar object?
- How can we measure how much space an object can hold?

Materials - 17 mitten measurement handouts

- 2 short Sesame Street intro to measurement videos
- Smart board
- 17 pencils
- 5 strips of 10 paper mittens for measurement of larger objects (1 per table)
- About 15 individual paper mittens for measurement of smaller objects (3 per
table)
- Classroom items to measure including various picture books, their tables, the
smart board, the classroom bookcase, pencils, and the door
- A tub of unit cubes for measuring the mitten on the handout
- Mini whiteboard and dry-erase marker

Resources - Mitten measurement handout and lesson idea from Mrs. Terri Williamson

- Intro to measurement Sesame Street Videos: https://www.youtube.com/watch?

v=MMsQYjYlBEo
https://www.youtube.com/watch?v=R_cWUlRab5w

Procedure
Introduction 1. Get the students to the carpet area and ask them to quietly take a seat and listen
(15 min.) to the instructions for their table work today. Explain that todays table work
will involve math and particularly measurement. Explain that measurement is
the word we use to find out how big or small something is. Today we will
focus mostly on finding out how long something is.

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2. Direct the students attention to the Smart board and play the two short Sesame
Street introduction to measurement videos.

3. After the video, direct their attention to the pre-made flip chart and go over the
rules of measuring including tools start at the edge, tools are the same size, and
there are no spaces. Demonstrate this using the mitten strips and individual
mittens.

4. Then go over the instructions for the activity they will be doing. Show them
the handout that they have at their spots on their tables. Explain that they will
use the mitten strips and individual mittens at their tables. The mitten strips are
for the larger objects and the individual mittens for the smaller objects. Explain
that they will use the mitten strips to measure: their table (width), the Smart
board (width), the book case (width), and the classroom door (width). Show
each of these items and explain if it is different than on the worksheet (Smart
board width, door width). They will use the small individual mittens to
measure: a book from the bookshelf, and a pencil. Show them how they would
stack the individual mittens on top of each other to measure these items. They
need to write down the number for how long each item was on the line
underneath the picture.

5. Explain that those tables with 4 people will have to nicely decide (maybe do
rock, paper, scissors) who will use the mitten strip first and who will use the
individual mittens first. Explain that they will each be working with the
Kindergarten friend at their table seated next to them (tables of 3 will work in
groups of 3). Explain that students A + B from the blue table have been moved
to two other tables to make groups of four.

6. Tell the students that when they have measured these objects they are to come
to the yellow table to have their work checked. Then they will be directed to
the blue table. Show the picture of the mitten on the back side of the handout.
Explain that at the blue table they will be using the unit cubes there to fill the
mitten with as many unit cubes as they can to see how many cubes can fit into
their mitten. They will write this number down next to the mitten. Ask the class
what they think their prediction is for how many cubes will fit in the mitten,
and write this down on the mini white board.

7. At this point write down the steps the students are to complete down on the
mini white board:

i. Name (on worksheet)

ii. Decide at the table who will use which mittens first
iii. With your partner, measure the objects, record numbers
iv. Yellow table
v. Measure mitten using unit cubes at blue table
vi. Yellow table

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8. There is no student of the day, so choose table groups to go one at a time and
get to work. Ensure that students A + B go to the tables you have assigned
them to (not blue tables).

Body of Lesson 1. As the students work, circulate amongst them and help as needed. If there is
(28 min.) a step or concept that needs further whole class direction, stop the class and
explain. Be ready at the yellow table to check students work, and while
checking make sure they have about the right answer for each measurement.
If not ask them to repeat it. If they have correctly completed the first page,
send them to the blue table to complete the second page. Then they are to
return to you at the yellow table to have this checked. If they are done, they
can be directed to centers.

Closure 1 When the students are all done they will have moved onto centers. Help those
(2 min.) students who are still struggling.
Sponge Activity N/A
Assessment Observational: Carry out formative assessment through conversation and questioning
both during the initial instructions, and as the students work to measure the objects
around the classroom. When they bring their work to you, record on their worksheet
how well they did at first and how much assistance they required.

Specific Learner Some students will struggle more with the measurement concepts in this lesson than
Considerations their peers and require more time and assistance. Monitor which students might need
and Adaptations extra help and assist as needed providing extra direction. Some modifications may have
to be made for students as the lesson is carried out.