Name of Teacher Candidate Chelsea Cook

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed One 30 minute class period
I will read a book to introduce our lesson over measurement. The students will
trace their foot on a piece of construction paper. They will cut out their foot and
glue it on another sheet of paper. This sheet of paper will include the
statements; My foot is _____ pieces of yarn long and My foot is _____ blocks
Lesson Description long. The paper will also have a picture of a piece of yarn and a block. The
students will circle the object that they needed more of to measure their foot.
Upon completion of this, students will have a few minutes to measure any object
on their table using their yarn and blocks. The class will come to the carpet and
we will discuss their products and what we have learned.
K (7) Geometry and measurement. The student applies mathematical process
standards to directly compare measurable attributes. The student is expected
to: (A) give an example of a measurable attribute of a given object, including
Content Area Standards
length, capacity, and weight; and (B) compare two objects with a common
measurable attribute to see which object has more of/less of the attribute and
describe the difference.
Include any Technology TEKS that your lesson targets. You are not required to
Technology Standards
have these for every lesson.
TSW be able to measure with non standard objects.
Objectives
TSW be able to differentiate more of and less.

Resources/Materials/Tools
 Measure
 Length
Terms/Vocabulary  Long
 More
 Less
I will be using the document camera and overhead to model the directions. This
Technology Resources will help the students understand exactly what they need to be doing when they
are working on their own.
Other Resources  How Big is a Foot? by Rolf Myller. – This will introduce the lesson to
the students and get them thinking about what we will be doing.
 Activity paper – This resource will provide students a template for their
foot and it will have statements for them to complete after measuring
their foot. This will support student learning by holding them
accountable for their work. They must provide evidence of them
measuring their foot by filling out the blanks in the statements.
 Pencil – The students will use this to trace their foot and complete their
statements.
 Construction paper – The students will use this to trace their foot.
 Yarn – These will be used to measure the students’ foot.
 Blocks – These will be used to measure the students’ foot.
 Scissors – The students will use this to cut their foot out.
  Glue – The students will use this to glue their foot on their construction
paper.

Lesson Procedures
A step-by-step description of
the scope and sequence of
lesson activities, with estimated
time on task noted in
parentheses for each step. In
other words, completely
Describe how each
describe the flow of the
stage of the lesson will
lesson-the content to be
be managed, including
presented, and the strategies
role of teacher and Cite specifically what resources for this
to be used. Include actual
This template is built on learners (who is doing activity will be used, and describe in
words you will use and
what at each point), detail how they will be used.
the traditional “Madeline questions you will ask
location (e.g., classroom, Note who will be using the tool and in
Hunter” lesson structure. students. Consider items such
computer lab, outside), what ways. Note any safety
as: parts of the lesson that
and any special considerations needed.
might be difficult, and how you
considerations, such as
will know whether you can go
for differentiated
on; how to ensure that
instruction.
students completely
understand directions before
releasing them to work
independently; and what
students will do if they finish
their work early.
Remind the students that
we have learned how to
The class will be
measure various things
sitting on the carpet.
using objects that are
They will remain
non standard (i.e. paper
quiet as I review the
clips, blocks, pencils).
knowledge we have
Ask the students what
about measurement. The book, How Big Is a Foot? by
they know so far about
Focus/Anticipatory Set Students will only be Rolf Myller will be read by the
measurement.
(motivational hook) able to speak when I teacher to introduce
call on them to measurement.
What can we measure?
answer questions.
The students will
What objects can we
remain sitting quietly
measure with?
on the carpet as I
read a book.
Read the book How Big
is a Foot? by Rolf Myller.
Content-input I will explain to the class The class is still  Construction paper
(Could include content that we will be measuring quiet on the carpet  Yarn
outline, presentation, the size of our own foot. as I explain my  Blocks
questioning, modeling, We will be using yarn instructions.  Pencil
examples) and blocks to measure Students may ask  Scissors
our foot. First, I will trace questions if they  Glue
my foot on a piece of need clarification.  Activity paper
construction paper.
 Second, I will cut out my
foot. Next, I will show
the class on the
overhead the cutout of
my foot. Then, I will clue
my foot on a piece of
paper.
Students will go back to
their seats to complete
this task.
When the class is
finished, they will return
to the carpet. I will model
to the class how they
should measure their
foot by lining up my yarn
strands from the bottom
to the top of my foot
(heel to toe). I will count
the pieces of yarn to see
how many yarn pieces
long my foot is. I will
show them where to
write the information they
got from measuring their
foot. I will instruct the
class that they will do
this with their own pieces
of yarn and blocks at
their tables.
Guided Practice The students will trace
(identify students who and cut out their foot on
failed to master lesson a piece of construction
objectives.) paper. They will come
back to the carpet to
receive the rest of their
directions. After
receiving their directions,
students will return to
their tables and measure
their foot with the pieces
of yarn and blocks.
Students will write down
how many pieces of yarn
and blocks long their foot
is and they will write it in
the blanks on their paper.
I will use a pencil to
Students will go trace my foot on a piece
back to their tables. of construction paper.
Next, I will use the
The class will return scissors to cut my foot
to the carpet. They out. I will clue my cut
will remain quiet as I out foot on the activity
give them the rest of paper. I will use the
their instructions. pieces of yarn to
Again, they may measure my foot. I will
questions if needed. use the blocks to
They will go back to measure my foot. I will
their tables. use the pencil again to
complete the statements
on the activity paper.
Students may move  Construction
away from their table paper
if they need more  Yarn
space to trace their  Blocks
foot. They will go  Glue
back to the carpet  Scissors
and sit quietly. I will  Pencil
give them the rest of  Activity paper
their instructions. The students will use a pencil to
They will go back to trace their foot on a piece of
their tables and construction paper. They will use
complete the task. the scissors to cut out their foot.
They will glue their foot on their
activity paper. They will use the
pieces of yarn and blocks to
measure their foot. They will use
the pencil again to complete the
 They will circle the yarn
or block icon on their
paper based on which
object they needed more
of to measure their foot.
Students will be given a
few minutes at their table
Independent Practice
to measure things they
(reteaching and
already have on their
enrichment)
table using either the
pieces of yarn or blocks.
Students will return to
the carpet and talk about
how long our foot was.
Closure We will also talk about
what objects we can use
to measure various
things.
statements on their activity
paper.
 Yarn
 Blocks
 Crayons
 Pencils
When the class has  Scissors
finished their  Glue stick
assignment, I will tell  Dry erase markers
them to use the  Table
measure any object
on their table with The students will use
their pieces of yarn their yarn or blocks to
and blocks. measure any of the
following on their table;
crayons, pencils,
scissors, glue stick, dry
erase markers, etc.
The class will return
the carpet. The
students will be
allowed to share the
outcome of their foot
No resources will be used during
measurement. They
this portion of the lesson.
will also be engaging
in discussion with
the teacher about
what we can
measure with.

Plans for Differentiated Instruction/Accomodations

Depending on the needs of these students, I will assist them in tracing their foot,
Special Education cutting their traced foot, and gluing it on the piece of construction paper. Some
Students students may tell me how many pieces of yarn or blocks long their foot is instead of
writing it on their paper
English Language I will create a math word bank for the vocabulary terms. These terms will also have
Learners a picture that represents it.
These students will be able to measure their foot with other objects. They will also
Gifted and Talented
be required to explain which object they needed more of to measure their foot.
Other:

Potential Challenges/Plan B
 Students will only be required to measure their foot with either the pieces of string or blocks if time is
running out.
 I will help cut and glue if the students need assistance.
  Students will only measure one thing during the independent practice if the lesson takes too long.

Assessment
To assess what the students’ have learned, I will walk around the room while they are working. I will ask
questions based on what I see them doing. I will also assess their learning during the closure portion of the
lesson. Students will be able to discuss what they learned.

Notes and Credits

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