Christina
Yingling-Smith
ELBERT-PALMER ELEMENTARY SCHOOL,
WILMINGTON,
DE

Kindergarten Math :
Unit #6 - Graphing and Measurement :
Lesson #11

Objective:
Students will be able to compare length using the terms longer and shorter.

1 Problem of the Day -
5 minutes

I start each math lesson with a Problem of the Day. I use the procedures outlined here on Problem of the Day Procedures.

Today's Problem of the Day:

**Sort these objects into two groups.**

resources

Problem of the Day Procedures.pdf

https://betterlesson.com/lesson/resource/3004258/problem-of-the-day-procedures
Problem of the Day Length Day 1.pdf

https://betterlesson.com/lesson/resource/3004266/problem-of-the-day
Problem of the Day Length Day 1.notebook

https://betterlesson.com/lesson/resource/3004268/problem-of-the-day-notebook-file
2 Presentation of Lesson -
25 minutes

I start this lesson by reading *Fish Eyes *by Lois Ehlert. While reading, we discuss the fish in the book and how some are longer or shorter than others. This is not actually part of the story. I just have the students look at the pictures and make these comparisons. We discuss longer and shorter as the words that we use when comparing the length of objecs.

*You are going to be working on this paper on your own. When you get the paper take it back to your seat, put your name on it and put your pencil in the air.*

I use the procedures outlined here on the Paper Procedures

**Color the object that is shorter.**

*You need to look at the two objects in each box and compare them. You are going to color the object that is shorter.*

I walk around and make sure that students are correctly coloring the shorter objects. I tell the students that they are finished, they can put their paper in the basket and get their center.

resources

Paper Procedures.pdf

https://betterlesson.com/lesson/resource/3004261/paper-procedures
Adding a math concept to a story

Lesson Planning

I was not able to find a book that I liked about length, so I decided to use this story and just have the students compare the length of the fish. There are a lot of great books available that are written about math concepts, but when you can not find one that fits, it is also possible to use a book that you like and just add the mathematical concept in as a discussion of the story or the pictures.

3 Practice -
20 minutes

This week's centers are:

- Measuring Abe's Hat (from Teachers Pay Teachers)
- Measure the Room (from Teachers Pay Teachers)
- Valentine's Day Measurement Center (Teacher Created Resource- Use candy hearts)
- Teen Numbers with Ten Frames (from Teachers Pay Teachers)
- SMARTBoard (2D and 3D Shapes from Starfall)

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers and work with them depending on the time they need (5 - 10 minutes).

Today I am helping students with their centers. Yesterday I found that many of my students needed help learning to measure in the various centers.

Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats. This is a paid resource, but there are many free examples of transition songs easily found in a web search. Another transition I have been using lately during clean up has been counting down from 20 slowly. The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.

resources

Valentine's Day Measurment Center.pdf

https://betterlesson.com/lesson/resource/3004263/valentine-s-day-measurment-center
4 Closing -
5 minutes

To close, I put a student's paper on the document camera a project it on the SMART Board. I have that student explain their work. I mention positive things noticed during centers as well as something that needs to be better next time.

I review what we did during our whole group lesson. "*Today we review comparing length and using measurement terms. **Tomorrow, we are going to a continue to explore the concept of length*."