Sarah Patterson

May 19, 2014 May 22, 2014

Kindergarten, Thomas Edison Elementary School
Math- Measurement !enters
UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014
Key Content Standad!"#$ L%"t t&e 'o()*ete te+t o, on*y t&e e*e-ant )at" o, ea'& "tandad. TPE$ 1 / 0
California Math Standard 1"0 Students understand the conce#t o$ time and units to measure it% they under stand that o&'ects ha(e
#ro#erties, such as length, )eight, and ca#acity, and that com#arisons may &e made &y re$erring to those #ro#erties*
1"1 !om#are the length, )eight, and ca#acity o$ o&'ects &y ma+ing direct com#arisons )ith re$erence o&'ects ,e"g", note )hich
o&'ect is shorter, longer, taller, lighter, hea(ier, or holds more-"
Le""on O12e't%-e$ 3&at do yo4 5ant "t4dent" to 6no5 and 1e a1*e to do7 TPE$ 1, 8 / 0
Students )ill estimate length, )eight, and (olume" Students )ill then use math mani#ulati(es and tools as units to measure the length,
)eight, and (olume" Students )ill understand )hat they can use rulers, scales, and measuring cu#s $or )hen measuring the length,
)idth, and (olume o$ di$$erent o&'ects"
A""e""(ent$ 9o(a* and In,o(a* A""e""(ent. TPE$ 2 / 3
3&at e-%den'e 5%** t&e "t4dent" )od4'e to "&o5 t&ey &a-e (et t&e *ean%n: o12e't%-e7
.ll learners )ill engage in small-grou# and )hole-class discussion" So that all students ha(e an o##ortunity to share and try
out measurements on their o)n" Students )ill &e #aired )ith a #artner, so that they can discuss their measurements and
#rocess and teach one another"
3&at (od%,%'at%on" o, t&e a1o-e a""e""(ent 5o4*d yo4 4"e ,o *an:4a:e *eane" and;o "t4dent" 5%t& ")e'%a* need"7
Some students )ill need some additional sca$$olding during this assignment, )hich is )hy / )ill use centers so that / can
circulate and )or+ )ith students that need hel# one-on-one" Some students )ill need some hel# 'ust counting the num&er o$
units" Some o$ my English 0anguage 0earners may also need some assistance understanding the language em&edded in the
lesson" / )ill re#eat the (oca&ulary and ha(e students use it )hen )e discuss our measurements"
Pee<4%"%te S6%**", Kno5*ed:e and E+)e%ent%a* =a'6:o4nd". TPE$ 4 / >
Pee<4%"%te "6%**" ,o( )%o "'&oo* e+)e%en'e"
Students ha(e some e1#erience )ith measurement using uni$i1 cu&es in a casual setting, mostly during $ree choice" Many
students ha(e e1#erience doing e1#eriments during #lay and school also" Most students already +no) and use the (oca&ulary
o$ common measurements that are listed &elo)"
State:y to 'onne't "'&oo* *ean%n: 5%t& )%o e+)e%ent%a* 6no5*ed:e and;o '4*t4a* 1a'6:o4nd
/ )ill o#en u# this lesson &y ha(ing one o$ my students com#are their si2e )ith me- shorter, lighter, less s#ace"
Pe-a""e""(ent "tate:y
34.
A'ade(%' Lan:4a:e. TPE$ ? / 0
3&at 'ontent ")e'%,%' -o'a14*ay, te+t "t4't4e", "ty*%"t%', o :a((at%'a* ,eat4e" 5%** 1e e+)*%'%t*y ta4:&t7
Length, volume, weight, longer, shorter, heavier, lighter, space, more, less.
E<4%ty. TPE$ 4, @, 8, ? / >
Ao5 5%** ALL *eane" en:a:e7 !-ay%n: a'ade(%' a1%*%t%e", '4*t4a* 1a'6:o4nd", and *an:4a:e *e-e*"# Be"'%1e yo4
d%,,eent%ated %n"t4't%ona* "tate:y.
Students )ill discuss measurements in )hole-class and small-grou# discussion" Students )ill ma+e estimates in discussions as
)ell" 5uring our length centers, students )ill com#lete their o)n measurement )or+sheets, #lacing &ars in longer and short
columns and $inding the di$$erence &et)een the t)o"
In"t4't%ona* Lean%n: State:%e" to S4))ot St4dent Lean%n:. TPE$ 1, 4, @, 8, 0 / 10
6hat )ill the teacher do to 1- stimulate4moti(ate students &y connecting the lesson to e1#eriential &ac+grounds, interests and #rior
learning, 2- identi$y learning outcomes 7- #resent material, guide #ractice, and &uild inde#endent learning, 4- monitor student learning
during instruction, and 8- &uild metacogniti(e understanding
L%"t 5&at t&e tea'&e 5%** 1e do%n: and 5&at t&e "t4dent" 5%** 1e do%n:.
Sarah Patterson
May 19, 2014 May 22, 2014
Kindergarten, Thomas Edison Elementary School
Math- Measurement !enters
T%(e
9*00
Tea'&e
My Cente*
.s+ a student to &e my hel#er so )e can start our measurements"
6ho is taller9 6ho is lighter9 6ho ta+es u# the most s#ace9
Today, )e )ill com#are length" 6hat is long4short" :a(e students ma+e uni$i1 stac+s
)ith cu&es / ha(e gi(en them" Tell them to do di$$erent num&ers $rom each other"
:o) much longer is one student;s than another;s9
3e1t, students )ill #aste their &ar lines" <irst, gi(e students the &lue" /nstruct them ho)
)e )ill glue them, measure, and com#are using the =ni$i1 cu&es"
Sho) students the ta&leto# acti(ity they )ill do tomorro) using the ruler on the &ottom o$
the #age" Model ho) to do it"
Ta1*eto) Cente$
>i(e students the )or+sheet and #ro(ide instructions"
.$ter a $e) minutes, chec+ &ac+ to assess their understanding and i$ they are on tas+"
.s+ students to clean u# their center"
%Pad ta1*e$
Students )ill )or+ on math games on the iPads )ith their #artners"
T&4"day
?ring in so$t&all and small &all" .naly2e )eight and (olume"
:a(e students )eight 2 di$$erent &oo+s"
Pass something small and hea(y and something &ig and light ,or ra) and hard&oiled egg-"
.s+ )hich is hea(ier"
0ast, as+ student )hich glass has more )ater $rom a tall, s+inny glass and a short, stout
glass"
Re"o4'e";
Mate%a*"
@ co#ies o$ )or+sheet and
num&er grid
#lastic $olders
mar+ers
erasers
#encils
4 iPads
construction #a#er
longer4shorter sheet
uni$i1 cu&es
Thursay*
eggs ,2-
&lue $ood coloring
scales
so$t&all
tennis &all
2 &oo+s $rom classroom li&rary
long tall glass
short, stout glass
)ater