Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Jasmine Jackson

Date: February 25, 2015

PART I: PLANNING
Comparing and Ordering by Length
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source

Pearson Envision Math / First Grade

Subject Area (s)

Math

Grade Level

1st Grade

Curriculum Standards

Common Core Standards

1. MD.1 Order three objects by length; compare the lengths of
two objects indirectly by using a third object.
1.MD.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the
length unit) end to end; understand that the length measurement
of an object is the number of same-size length units that it span
with no gaps or overlaps.

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Teacher will introduce students to the concept of comparing and
ordering by length to help students to understand how to decipher
Information
lengths from shortest to longest. First, teacher would get students
attention by telling them the objective and standards of what they
are expected to learn at the ending of the lesson. Next, teacher
will go over the agenda of what will take place throughout the
lesson. Next, teacher will introduce the concept that we will be
learning which is comparing and ordering by length. Next, teacher
will have students to complete a quick check activity. Teacher will
have students to walk around the classroom and pick up different
length items that they find around the classroom such as: pencils.
paper clips, rulers, etc. Using the cubes or paper clips, one
student will come up front and demonstrate which item is shorter
and which item is longer by placing the connective cubes or
paper clips beside the item to measure the length. Next, teacher
will show students a video about length on Pearson Envision
Math. As the video is playing, teacher will ask students questions
about which item looks shorter or longer to them and why they
chose that particular item. Teacher will call on students to tell
what item goes first based on which one is shorter to the longest.
Next, teacher and students will go through the guided practice
together. Students are to look at the items and draw a line to the
longest and the shortest item. If students get confused, they may
use the cubes or paper clips to measure the length of the item
displayed. The teacher will go through example number 1 and
number two with the students as a whole group. The teacher will
give students at least five minutes to figure out the answer. As a
whole group, the teacher will call on a student to come up front
and explain their answer underneath the LUMENS lens for the
whole class to see. Next, teacher will have students to go back to
their seats and complete the independent practice on their own
for a grade. Students are to do the same thing, draw a line to
show the longest object and the shortest object, Students may
use cubes or paper clips also if they need help determining the
length of the items. At the back of the worksheet, there are a
couple of other questions they would answer also based on
comparing length. As a closure, the teacher will recap what
theyve learned about length. Teacher will have students to give
an example of an item that is long and an item that is short.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

TLWBAT- At least 70% of students will be able to meet the target

of ordering three objects by length. Students will compare the

lengths of the two objects indirectly by using a third object.

Varying Objectives for

Individuals Needs

How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?
How will I vary these objectives for students who are presently learning English?
-For

students who do not understand the material, the teacher will

pair up the student with another student who has mastered the
concept.
- For students who have already mastered the concept, students
could self-select a few extra items around the room and compare
the longest item to the shortest items. Students will then explain
how they compared their findings. Students may also use IPads
for a program entitled compass learning to practice various math
skills. Students may also have the option of using other
educational programs such as: Star fall, fun brain, and room
recess.
-For students who are learning English will pair the ELL students
with English native speaking students and explain the concept of
shortest to longest. The teacher will allow the English level
student to explain the concept of longest to shortest through
different objects and help the ELL student to point out the object
themselves rather the high level student doing it for them.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Students learn the concept of comparing and ordering by length

to grasp understanding of expressing the length of an object as a
whole number of length units. It is important for students to
compare length so that they are able to decipher differences in
length in everyday life such as: home items, school items, or
items found in the community.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Anticipatory Set

Pearson Learning Video

Smart board/Starboard
Lumens camera
Manipulatives(Linking Cubes or Paper Clips)
Interactive Learning Worksheet(Math Mat)
Items found around the classroom

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

a. Conduct behavior/standards- Before beginning the lesson, I

will remind the students of the classroom rules during instruction.
I will explain the objective and standards for the students to be
fully aware of what they will be learning during the lesson.
b. Transfer- To build off prior knowledge, I will remind students
that we see things around us each day that are different lengths. I

will then have students to give some examples of things that are
different lengths that they see on a daily bases.
c. Motivation/hook- To serve as a focus for the lessons activities
the teacher will gain students attention by showing students
different items that we see daily that are different lengths such as:
different popsicle sticks, paper clips, mini rulers, two pencils, etc.
Using the manipulative cubes or paper clips instead of the ruler,
the students will then estimate how many cubes or paper clips it
takes to make the length of that particular object. Teacher will
gather students estimations and go over at the end of the lesson
to see whose estimation was correct. To motivate the students to
learn the math, I will give them the opportunity to work on their
iPad if they follow the rules during instruction.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

Teacher will have students to complete their quick check activity

where students have to pick items of their own found around the
classroom and compare the objects to see which object is the
longest and which object is the shortest.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

The teacher will model or demonstrate items that are shorter or

longer by placing various items underneath the LUMENS for
students to see. The teacher will show students how to estimate
the length of an item using the cubes or paper clips. The teacher
will pick an item and show the students how to line the cubes or
paper clips next to the item that is picked and count the cubes out
loud for students to see how many cubes or paper clips it takes to
make the length of that particular item. For example: the teacher
will get a pencil, and line the cubes or paper clips next to the
pencil. The teacher will have students to count 1, 2, 3, 4, 5,.
This will show that it takes six cubes or paper clips to make up a
length of the pencil
.

What will we do together as they learn how to succeed at the new task?

Guided Practice

Teacher and students will go through the guided practice

together. Students are to look at the items and draw a line to the
longest and the shortest item. If students get confused, they may

use the cubes or paper clips to measure the length of the item
displayed. The teacher will go through example number 1 and
number two with the students as a whole group. The teacher will
give students at least five minutes to figure out the answer. As a
whole group, the teacher will call on a student to come up front
and explain their answer underneath the LUMENS lens for the
whole class to see. Students will demonstrate how they got their
answer using the cubes or paper clips.
Checking for Understanding

What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

While students are discussing amongst each other comparing

and ordering by length the teacher would ask Can someone tell
me what item is the shortest or the longest?; How do we know
this item is the shortest or the longest? The teacher will also have
students to demonstrate how they know which it is shorter or
longer by using the connecting cubes or paper clips.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

For a grade, students are to do the same thing on the other side
of the worksheet, draw a line to show the longest object and the
shortest object. Students may use cubes or paper clips if they
need help determining the length of the items. At the back of the
worksheet, there are a couple of open ended and multiple
choice questions they would answer also based on comparing
length.
How will I conclude the lesson and relate it to future experiences? How will you wrap up
the lesson to reinforce concepts taught during the write lesson?

As a closure, the teacher will recap what theyve learned about

length. Teacher will have students to give an example of an item
that is long and an item that is short.
What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)

For an assessment, students are to complete the worksheet

entitled Comparing and Ordering by Length. Students are to
answer multiple of questions of students identifying which items
are shortest and which item is the longest, solving problems
where students have to identify the best description of an item
etc.

Clips of The Worksheet

Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

The students can extend this concept in the home with a

homework activity; where parents can give their child three
household items of different lengths (such as a remote control, a
pencil, and a spoon). The parent then can ask him/her to put the
items in order from longest to shortest. Students can also use
the concept of comparing and ordering length in the home by
students measuring the heights of their family members and
bringing their findings to class and share. Students can use this
concept within the community by researching jobs that consist of
measuring lengths in their daily occupations and sharing their
findings with the class. Students can also use the concept of
comparing and ordering length within the community when they
go grocery shopping with their parents. Students can write down
items they observed in the grocery store and list items that were
short and items that were long such as: fruits, vegetables. juice
bottles, etc.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

In this lesson, the teacher will use the LUMENS lens to show the
items that are being compared. Teacher will also use the
LUMENS to do work on certain parts of the worksheet with the
students. I will also use Pearson Learning to show a video
introducing the concept of length to the students.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the

Curriculum

The Arts: The students could use comparing and ordering by

length concept in art by completing an activity called All About
Me self-portrait art. Students are to create a self-portrait of their
face using different materials such as: construction paper, strings

to make their hair, glue, and so forth to make their face creative.
Students are to then place a long piece of ribbon underneath
each face. In the classroom, there will be a place entitled how tall
we are. Students are to then place in order who they are
according who shortest to tallest. All the students will be in
different heights to show who is taller than the next person.
English/ Language Arts: Comparing and Ordering by Length
can be used in English by having students to write about a certain
animal and their measurement. The student will pick an animal
for example such as a bat. The student will then tell the exact
measurement of the bats wing. Next, the student will use other
objects such as a paper clip or markers to see how much the
length of their wings are using other objects. At the end of the
activity, the teacher will have the student to put in order the
lengths according to their findings. The student will then draw a
picture of their animal on top. Underneath the picture, the student
will write there sentences of their findings.
Math- Students can use comparing and ordering by length in
math by picking up different items around the classroom and
comparing which items may be shorter than others. Students are
to record their findings on paper and share their results with the
class.
Physical Education- Comparing and Ordering by length can be
used in physical education by teaching students about their
height. The teacher will have students to get in pairs. One partner
will measure their partner with a tape measure to see exactly how
long they are. They would both take turns doing it. At the end of
class, the teacher will have students to share their findings with
the rest of their classmates.
Science- Comparing and Ordering by length can be use in
science where students will take a nature walk around the school.
While they are walking, students are to pick up different items of
their choice such as: acorns, leaves, rocks, etc. When the
students come back into the classroom, students are to use
cubes, paper clips, or crayons to measure which item is the
longest or shortest. Students are to write down how many paper
clips, crayons, or cubes it took to get to the length of that
particular object. Students are to record their findings on
construction with their items at the top. Then they would be able
to see which item was longer and which was shorter.
Social Studies- Students can use comparing and ordering length
in social studies by comparing the lengths of their parents and
siblings within the household. Students can make a list of the
shortest to tallest person in their household. Students will bring
their results and share with the class.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

I was satisfied with the overall lesson. The students were very
engage and eager to learn how to measure the different lengths
of items. I used the LUMENS lens so that the students would be
able to see the objects up close as a visual model. The students
really were engaged when it came to them coming forth and
measuring their items with the manipulatives. Therefore, I felt that
I was able to get through to the students by demonstrating with
the manipulatives rather than with the ruler because they found it
to be easier to use. Giving them the opportunity to estimate with
the cubes and the paper clips gave them more practice with
measurement rather than just giving them the ruler to start off
with. For those students who struggle with counting, this method
helps them to learn how to measure things first before getting in
the swing of using the rulers. Lastly, by having the students to
walk around the room and to pick items up was a good idea as
well. It got them engage with moving around and also gave them
an opportunity to explore items in the room that they see on a
daily basis that they probably didnt even think of before.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

One of my weaknesses in this lesson included staying on

schedule. I had trouble with the time, not trying to go over but
trying to get all the important things in before my time was up.
Once I was able to time myself I began to get the hang of what I
was doing. One other weakness I had was working in whole
groups. I realized that working with a whole group wasnt such a
good idea. Now teaching the lesson breaking the students up in
small groups to ensure everyone is understanding and is staying
on task. I realize its alright to work with whole group sometimes
but with certain activities you have to work with small groups to
stay on task and for students to better understand certain
concepts. With working in small groups, Im able to see who
needs a little bit more of my attention and that extra push to get
motivated about what we are learning.
What would you change when teaching this lesson again?

Suggestions for
Improvement

When teaching the lesson again I would certainly remain on

schedule which is something very important. Staying on task
keeps everything organized and intact to what is taking place
next. I would also work with small groups up to four no bigger
than that to ensure all my students are learning and that if I have
to differienate anything for them to understand I would be able to
see who needs that extra push and assistance. I also would
better my classroom management and ensure I enforce the rules

while instruction is taking place. Therefore, the students stay on

task and I will also stay on schedule.
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