Student Name: Rosemary Curtis
Evaluator: Dr. Gerde

Date: 4/6/13
Head Teacher and Lab: Colon, Monday PM

Scheduled Implementation Date/Time: TBA

Teacher’s Initials:______________

Area of Room and Time of Day for Implementation: Cognitive table, Free choice
Title or Brief Description of Activity: Measuring
Write an observation (of child or classroom) which supports the need for your lesson (i.e., how does this activity
reflect the interests and developmental skill of the children in your classroom).
The children have done a variety of sorting activities and so it seems appropriate to begin focusing on a newer set of
mathematics skills.

Activity goal (from the 321 book):
Apply appropriate techniques, tools, and formulas to determine measurements.
My objective is for the children to develop (a detailed, measurable version of activity goal above)
The children will develop measurement skills by using unifix cubes to measure the length of at least one item.
NAEYC Standard(s) addressed:
2.F.05 – Children are provided varied opportunities and materials that help them understand the concept of
measurement by using standard and non-standard units of measurement.
Content (factual information and vocabulary you are teaching):
Children will learn that objects can be measured by verbally identifying how or why we measure objects.
Measure: to see how long or tall something is
Length: how long something is
Height: how tall something is
Unit: what we use to record the measurement of something (i.e. this box is 3 cubes long, the cubes is the unit)
Data: information we get when we measure something

Procedures: Step-by-step so someone else could
implement your activity (For groups, include

Materials and description of set-up details:

transition activities, attention getters, etc.)
Provide a sampling of medium sized materials from the
classroom (boxes, blocks, etc.), unifix cubes, and data
sheet (note: data sheet will be made with support of
head teacher).

Variety of medium sized materials from the classroom
(boxes, blocks, etc.)

Tell the children that they will be measuring items. Ask
them what the word “measure” means. If they don’t
know, explain that when we measure something we are
seeing how long or how tall it is. If needed, demonstrate
measuring with the unifix cubes. Show the children that
they have a data sheet (go over what “data” is, that it’s
the information we get when we measure something) to
record how long or tall these things are.

Data sheet (note: data sheet will be made with support of
head teacher).

Unifix cubes

Scrap paper to model writing numbers

Support the children as needed to line up the unifix
cubes to measure the provided items and then record
their answers on the data sheet.
As the children are measuring, ask them the following
question: “Why do you think we measure things?” (to
see how small big they are, to see if they fit in a place,

Child 1:

Child 2:

A will develop measuring skills by using
Developmental unifix cubes to measure the length or height
of at least two items and then record this

E will develop measuring skills by using
unifix cubes to measure the length of at least
one item with support.

Behaviors to

With support the child will line up the unifix
cubes next to the item and then count the
unifix cubes.

Lining up the unifix cubes next to the item,
counting the unifix cubes, marking answer
on paper

Teaching Strategies (list a minimum of four):
Environmental cues: set up materials on one half of the cognitive table, use three chairs and place out 3 data sheets
with one item next to each sheet and more in the middle to choose from, to indicate to the children that 3 children are
allowed to do the activity at one time.

Invitations: “come help me measure this!” to encourage the children to become involved in the activity.
Modeling and Demonstrating: if the children are unsure of how to measure, demonstrate by lining up the unifix cubes
next to an item, counting the cubes, and then recording the answer on my own sheet.
Effective praise: to encourage the children participating in the activity. Example: “you lined up all the cubes to
measure the block!”

I need to adapt this activity by (be sure to include strategies for increasing the challenge AND strategies for
increasing the support):
Extensions (for children with higher skills):
Have the child take some unifix cubes to measure an item of their choice or measure a part of themselves. For
example, they could measure how tall the shelf is, or how long their foot is.
Simplifications (for children with lower skills):
Don’t have the children record their answers, provide more support in lining up the cubes and counting.

Two activities that would extend this plan into other content areas of the classroom (what other activities might
be available today during free play or large group that would reflect the objectives of this plan):
The children could use blocks in the block area to measure how tall they are and how tall their classmates are.
The children could measure the class plants and keep a journal about how tall the plants are.

Potential problems that may arise during this activity, and how I will prevent or solve them: (list 2-3)
Potential problem: the child may want to just build with the unifix cubes.
Solution: use a reflection- “You’d really like to build with the blocks. I’m thinking that right now we’re using the
blocks to measure. You can build in the block area.”
Potential problem: the child may have difficulty counting the cubes
Solution: use hand-over-hand and count with them
Potential problem: the child may have difficulty understanding that they need to line up the cubes next to the item
Solution: first model measuring by lining up the cubes next to my own item, then tell them to try with their item and if
they still struggle, put the first 2 or so blocks next to their item and tell them to finish it.

How does this activity fit into an anti-bias curriculum:
This activity fits into an anti-bias curriculum in that it can be adjusted to a variety of ability levels, allowing children
to participate at their own level. Children will be allowed to participate at their comfort, they won’t be required to join,
All children that are participating in the activity will be encouraged to participate equally.

Describe assessment/evaluation method:
**Include a copy of the evaluation method form. If anecdotal records or observation narrative are used write
one as a hypothetical example.
The children will be provided with a data sheet, this will be used to assess the developmental objective. For the
content objective, I will use anecdotal records to note if they are able to explain why we measure things.
Note for the data sheet: this will likely change, as I’m going to design a data sheet later in the week with my head

Write a brief paragraph telling parents why you provided children with this activity. This should include a
statement about what skills the child can develop during this activity.
Dear parents,
I have designed an activity for your children in which they will be able to explore measuring items in our classroom.
By participating in this activity your children will develop measuring skills and also be able to identify why we
measure objects. In this activity, your children will be provided with a collection of objects from around the room,
unifix cubes, and a data sheet to record their answer. They will line up the unifix cubes in order to measure how long
or how tall the object is and then record the number on their data sheet, they will receive support as needed. The skills
developed in this activity will be key in future math and science activities.
Anecdotal Record Sheet:
Purpose of
Child's Name ?
Anecdotal Record

Possible Data Sheet Sample:
Picture of item or
space for drawing a
picture of the item

Space for Writing Number

Picture of item
Space for Writing Number

Picture of item
Space for Writing Number