You are on page 1of 2

Measuring with Cubes

Materials/Equipment: How Do You

Measure Length and Distance? by Thomas


K. and Heather Adamson,
https://www.youtube.com/watch?
v=e4Raq6UpcFE, Measuring with Cubes
worksheet, cubes, a bag with a crayon, a
triangle, a dollar bill, a clothes pin, a book,
a block, a fork, a calculator, and pencils

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic

Visual/Spatial
Interpersonal
Intrapersonal

Curriculum Integration:
Math
Science

TEKS Achieved: 111.2(b): (7A), (7B)

Blooms Taxonomy:

Knowledge/Remember
Comprehension/Understand
Application

Classroom Strategies:

Cooperative Groups
Hands-On
Independent Activities

Submitted by: Christine Gatlin


Grade Level: Kindergarten

Subject/Topic: Math

Rationale: Students will measure the length of different objects using cubes.

Objectives:

TSW give an example of a measurable attribute of a given object, including length.


TSW compare two objects with a common measurable attribute to see which object has more
of/less of the attribute and describe the difference

Lesson Plan:
Introduction (Anticipatory Set/Motivation): Watch the Youtube video Nonstandard Unit of
Measure https://www.youtube.com/watch?v=e4Raq6UpcFE
Process: (Plan how you will teach the lesson and follow the lesson plan cycle: Information Giving, Modeling, Check
for Understanding, Guided Practice, Independent Practice, Closure/Culminating Activity)

Information Giving: Read the book How Do You Measure Length and Distance? by Thomas K. and
Heather Adamson. Then review over the vocabulary terms height, length, measure.
Height- how tall something is.
Length- how long something is.
Measure- to find out the size of something.

Modeling: In small groups, model how to measure the crayon using cubes. Explain to the
students that you start measuring the crayon at one end of an object and then continue
measuring until you get to the other end of that object. Make sure that you tell the
students it is about 5 cubes since we are using a nonstandard measurement. Then go

through the bag of objects so the students know which objects are which on the
Measuring with Cubes worksheet. Make sure to also model how that after we measure
each item we pull the cubes apart and put them back each time we use them.
Check for Understanding: As you are modeling the crayon, ask the students different
questions such as, should I start measuring the crayon in the middle of it? Where should
I begin measuring the object? How do I know when to stop measuring the object? Why are
we measuring these objects?
After you have modeled the crayon, check that the students are correctly measuring the
other objects on their own and starting at the end.
Guided Practice: Have the students measure each object in the bag using cubes. Have the
students work together by sharing and rotating the objects so each student measures
each object once and is able to complete their worksheet. During this time, you can also
ask the students to guess how long an object is and then measure it using the cubes to see
how close they are.
Independent Practice: Have the students independently measure each object in the bag
using cubes. These objects include a crayon, a triangle, a dollar bill, a clothes pin, a book, a
block, a fork, and a calculator. After they measure each object, have them write on their
worksheet the number of cubes each object is. For example: next to the picture of the
crayon they will write 5 cubes.
Enrichment/Extension: Measure each of your students using yarn and then compare their
different heights on the wall with their picture next to the yarn. You can review over who
is the tallest, who is the smallest, and who is right in between. You can also compare the
students height by putting the yarn on the wall from tallest to shortest and organize this
as a class.
Accommodations:
1.

2.

(for a child with special needs) I will provide the students with paperclips or an easier manipulative so it is easier
for them to measure each object and they do not have to put together the cubes.
(for a student that is an ELL) I will provide the students will pictures of each item so they have a visual and will
also make sure that I show them which object matches the worksheet so they do not get any of the items
confused. I could also label the cubes with numbers so they would have a visual of the number they are measuring
instead of having to count them on their own.

Assessment/Evaluation (Students):

I will evaluate each individual student by carefully examining that the


students are measuring each object correctly and checking that the amount of cubes they wrote is correct.

Assessment/Evaluation (Self):

I will pay attention to if sharing the objects worked well or if I need a more
organized way for them to receive the objects. I will also examine how the students react to the book and the video to make
sure they are engaged and enjoying the video. I will also make sure that the students are able to use the cubes or if a
different nonstandard measurement would work better.

You might also like