USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being

Subject/Content:
Taught: K
Math/Measurement

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,

MAFS.K.MD.1.a
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 span it with no
gaps or overlaps.

State Essential Understanding:

Objects can be measured by non-standard objects such as markers or cubes.

Given an object, the students will be able to measure and determine the length
using non-standardized measurement tools.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

A: the student B: will be able

to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either

I am teaching this objective to prepare them to measure objects using a ruler (a

standardized measurement tool).
This lesson will give the students the concept of length and help them understand
that objects can be measured using tools.
I am teaching the lesson using technology to engage the students in the lesson
and motivate them to want to learn. I am teaching the lesson using group work to
have the students collaborate and be able to discuss their thoughts and process
with each other.
It is important for students to learn this concept because measurement is a tool
that people use on a daily basis. Students will also learn how to measure using a
standardized tool in the future and this will help them be successful.
Pre-Assessment: I will use the interactive white board to draw a line. I will show the
students an object and ask them to estimate how many objects the line is in length. The
students will write their answers on their mini white boards. When they hold up their
white boards I will be able to see if the students understand what I am asking them to do.
I will be able to see their answers and see if they understand that the length of the line
will equal a number of objects. I will be able to see if they are ready to measure with the
objects if their estimates make sense.
Formatives: After students estimate the length of the given line then I will call them one
at a time to the interactive white board. The students will tap the line and insert objects

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement
during this lesson or in
upcoming lessons?

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

until the objects equal the length of the line. They will then count the objects and
determine that the length of the line equals that many objects.
Summative: I will call the students to their desks. They will work in table groups but each
have their own paper. They will be given three objects to measure with markers. I will ask
them to write their answers down and turn in their papers.

What Content Knowledge

is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?

Standardized tools like rulers measure the same. One inch is always one inch.
Non-standardized tools like markers, cubes, etc. will have different measurements.
A marker is not the same length as a cube.
Vocabulary: Measurement and length.
Interactive white board knowledge.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

They were taught estimation in a previous lesson. I will have them estimate in the
beginning of the lesson to make sure the students are ready to measure.
I will use teacher modeling to make sure students know what is expected of them.
My learners are 16 kindergarten students.
I know that they have practiced measuring their feet with a non-standardized
measurement tool (paper clips).
I know that the students have measured smaller objects and will be measuring
larger objects in this lesson.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement
What misconceptions
might students have about
this content?

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

Students might encounter confusions when an object and the measuring tools do
not have the exact same lengths.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

2
min.

Teacher modeling.
Technology integration to engage and motivate the students.
Group work to collaborate and discuss thoughts and process.
Transition from carpet to desks to give students a small brain break.

Who is
responsibl
e (Teacher
or
Students)?
Teacher

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

Call students to their Smart board viewing seats.

2
min.

Teacher
Remind students that they have estimated the length of objects as
well as practiced measuring their feet using a non-standardized tool
like paper clips. Tell them the purpose of this lesson is to prepare
them for measuring using a standardized ruler.
Teacher

2
min.

10-15
min.

Teacher
and
Students

Draw a line on the Smart board. I will guess how many marbles long
it is. I will then put marbles until I fill up the line. I will count the
marbles. Then I will determine that the line is that many marbles
long.
I will draw a line for the students. I will ask them to think about how
many (objects) they think will make up the line. I will ask them to
write their guess/estimation on their mini white boards. I will tell
them to not show anyone. Then I will ask them to hold up their
answers. By looking at their guesses I will be able to determine if
they understand what I am asking.

Students
Students
Teacher
2
min.

I will then call a student to the Smart board to put objects on the
line. The student will count the objects and say aloud how many
objects long the line is.
I will continue this for about 10 lines depending on time and
engagement.

Teacher
I will call the students to their desks.

3
min.

Teacher

I will tell the students that they will be working in table groups but
writing on their own worksheets.

Teacher
I will model measuring a Big Book with markers.
I will tell them they have three objects to measure with their group.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement
Students
10
min.

What will you do if

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

1. Big Book
2. Chart Paper
3. Table
They will write their answers on their worksheet and hand it in to
me. When they finish they can read silently.

a student struggles with the content?

Students will work in groups for support if they are struggling.

What will you do if

a student masters the content quickly?

Change measurement object to make it more challenging and engaging.
Only give that student one marker to measure with so that they have to
add or use a different method to measure.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement
Meeting your students
needs as people and as
learners

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
Product
Content
Learning Styles
Readiness
Interest

Explain Process: Changing the measurement toll from multiple markers to one
marker.
Product: Changing the measurement object (making it bigger or more
difficult).
How will you differentiate instruction for students who need additional
language support?
Process
Product
Content
Learning Styles
Readiness

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being
Subject/Content:
Taught: K
Math/Measurement

Group
Size: 16

Name: Victoria OQuinn

Date of Lesson: 4/9/15

Interest

ExplainAccommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

N and R: They are at a table together and are two students that have behavioral
issues at times. I will change their table groups so that they have less distractions.

Smart Board
Students
Name Sticks
Big Books
Markers
Papers
Pencils
Tables
Chart Papers
Mini White Boards
White Board Markers
Transition Music