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Instructional Plan Template
Mathematics Governor’s Institute 2004
(Download
as Microsoft word document: Instructional
Plan Temp1.doc)
Names of
group members: Eileen Gero, Susan King, and Diane Balanovich
Topic/Theme:
Measurement
Level:
Kindergarten
Time
Element: Two 30-minute periods
NCTM
Standards Addressed: Measurement Standard
PA Math
Standards Addressed: 2.3 Measurements and Estimation
Math
Assessment Anchors Addressed:
M3.A.3.2,
Use estimation skills to arrive at conclusions
M3.B.1.2.2 Compare and/or order objects according to length, area, volume or weight
M3.B.2.1
Use the attributes of length, area, volume and weight of objects
R3.A.2.1
Identify the meaning of vocabulary from various subject areas
R3.A.2.7 Identify and use text organization including sequencing, comparison/contrast, cause and effect, problem/solution, the heading, graphics and charts to derive meaning
Objectives:
The student will be able to measure lengths of objects in standard ruler units.
Instructional
Strategies and Plan
- Introduction
Read: Whiz Kids- How Far It Is by Shirley Wills
Ask guided reading questions as the book is read
- Discussion
Discuss how in ancient times many different methods were used to
measure things. Have students brainstorm what people might have used to
measure. People used their own
feet. But that didn’t work – it wasn’t
always accurate. Let find out why it’s
not a fair way to measure. Trace each
child’s foot onto tag board. Cut out and
compare lengths. “Are they all the same
length?” Remind students that both heels must be next to each other when
comparing two feet. Show string
licorice. Tell the children each will be given a foot long piece of
licorice. Say, “Since some feet are longer
than others, would everyone get the same size piece if we use our own feet to
measure? Why?”
Now, we use rulers to
measure some things. All twelve-inch
rulers are the same length. Show three
different designed and colored twelve-inch rulers. Put them side-by-side to show that they are
the same length.
- Vocabulary
Shorter, longer,
and same.
- Formative assessment
Teacher observation of student as they perform the activity
below.
- Activity
Give each student a standard size ruler. Discuss how they will be finding objects that
are shorter, same and longer than the
length of a ruler. Demonstrate how to
measure, making sure the object is bumped up to the edge of the ruler. The student will find something in the
classroom that is shorter, the same and longer
than the ruler. Then draw the objects on post it notes. Each child will attach his/her post it notes
in the appropriate column.
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Shorter |
Same |
Longer |
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6.
Closure
When the chart is complete discuss findings of the chart. Each child will explain his or her choice of columns and justify choices.
“Today we compared the length of a ruler to different
objects. What words can we use to
compare the length of objects? (longer, shorter, the same)
Materials/Resources:
Whiz Kids – Tell Me How Far It Is – By Shirley Wills
Uni-fix
cubes
Assessment worksheet
Class chart – (three columns labeled shorter, same, longer)
Post its
Paper outline of foot
Twelve inch rulers
String licorice
Oak Tag
Interdisciplinary
Connections:
·
Identify the meaning of vocabulary
from various subject areas
Identify and use text organization including sequencing,
comparison/contrast, cause and effect, problem/solution, the heading, graphics
and charts to derive meaning.
Speaking
and listening
Assessment
Strategies:
·
Formative
Evaluation (checking student understanding during the lesson):
·
Teacher observation
·
Students will correctly identify objects that are shorter,
the same, or longer than the length as a standard 12 inch ruler by attaching
the appropriate size picture in the correct column on the class chart.
Evaluation
(How will it be determined that the objectives were achieved?):
After
the activity is completed each student
will be given four towers. (Two of equal length one that is longer and one that
is shorter than the equal towers.) Teacher will say, “Hold up the towers that
are the same, now a tower that is shorter and longer.”
Correctives/Remediation:
Does not line up measuring unit with
end of object
Show the child how to find the end mark. Remind children that the object being
measured must be at the edge of the measuring tool.
Does not understand concept of shorter
and longer
Have students make two lines of students facing each other. Have
one line with fewer students than the other line. Discuss noticeable differences in length of
lines.
Extensions/Enrichment:
Send home a paper foot that measures 12 inches. Student’s family will mark the length of each
family member’s foot on the paper foot.
Students will see that not all feet are 12 inches long.
Special
Accommodations (special needs students)
·
Description
of the Special Needs student selected:
Margaret is a 5-year-old student that is functioning three years
below grade-level. She currently
receives learning support for language and math. She understands literal, but not abstract
concepts and understands step-by-step directions when accompanied by modeling.
·
Accommodations
to use with this student:
o 1. Partner with a
higher-level learner.
o 2. Use manipulative
such as uni fix cubes and classroom objects to be
measured.
o 3. Model student activity that she is expected
to perform.
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