KindergardenMathematics

NBCurriculumOutcomes

GCO:
Shape&Space(SS):Usedirector
indirectmeasurementtosolveproblems

SCO:SS1:
Usedirectcomparisontocompare
twoobjectsbasedonasingleattribute,such
aslength(height),mass(weight)andvolume
(capacity).

NCTMStandards

Relateideasingeometrytoideasinnumber
andmeasurement

Recognizegeometricshapesandstructuresin
theenvironmentandspecifytheirlocation.

Describeattributesandpartsoftwoand
threedimensionalshapes

Materials:
ConnectingCubes,1metreofstring(enoughforgroupsof2),shorter/taller/same
recordsheet,exitslip

Purpose:
Measurementactivitiesallowstudentstheopportunitytolinktheirunderstandingof
numberandgeometry.Studentsrecognizeattributescommontoobjectsandusethose
attributestomakedirectcomparisonsforexample:length,mass,capacity.

Inthislessonstudentswillcomparethelengthoftwodifferentobjectsandexplainthe
comparison,usingthewordsshorter,longer(taller),oralmostthesame.Thefocusisonthe
comparisonratherthanmeasuringobjects.

Whattheteacherdoes

Activatepriorknowledge:
Whatdoesitmeantobetalleror
shorterthansomething?
Givestudentsconnectingcubes
Directthemtobuildatrain(sizeof
theirchoice),thenfindapartner
Posethequestion:whichtrainis
longer?Askthemtoexplaintheir
thinking.

Cutapieceofstringroughly1metre.Askthe
studentsiftheythinktheyaretallerthanthe
stringwithoutallowingthemtostandbyit.

Whatthestudentsdo

Activatepriorknowledge:
Thinkanddiscussinsmallgroupsthe
meaningoftallerandshorter.
Createatrainwithconnectingcubes
Findapartneranddeterminewhich
trainislongeranddiscusshowthey
know.
Shareanswerswiththeentireclass.

Studentsmakepredictionsaboutwhetherthey
thinktheyaretallerorshorterthanthestring.
Discusswithpeers,thensharewiththeclass.

Encouragestudentstousewordssuchas
tallerandshorterwhentheycreatetheir
predictions.
Engagethestudentsinadiscussion
andencouragestudentstoexplain
theirreasoning.

Encouragestudentstobuildonthis
conceptbyexploringdifferent
comparisonswithintheclassroom.
Giveeachpairofstudentsastringthat
isonemetrelongandarecording
sheet.

Explainreasoningforpredictionand
thenmeasurethemselvesagainstthe
string.Followingthemeasuring
processdiscusshowtheirfindingsfit
withtheirpreviouspredictions.
Findapair,exploretheclassroomto
find3objectsthatareroughlythe
samelengthasthestring,3itemsthat
areshorter(smaller)and3itemsthat
arelonger(bigger)thanthestring.
Studentswillrecordtheirfindingson
therecordingsheetinpictures
(advancedstudentscandescribethe
itemsinwordsiftheywish).

Enrichment

Forstudentswhohavedemonstratedaclear
understandingofcomparisonsusinglength
theycouldchoosetheirownanchorobject
(insteadofthestring)andthenfindother
comparisons.
Theycouldcreateavideoexplaininghowyou
cancomparetheheightattributeusing
examplesthroughastory.

Differentiation

Forstudentswhoarestruggling,theycould
spendmoretimeexplainingandlearning
aboutwhatexactlyshorterandtallermeans
throughvariousexamples.
Beforetheyidentifyobjectsontheirownto
compare,theycouldbedirectedtospecific
objectsandmakeajudgmentcallonwhether
itisshorter,longer,orthesameasthepiece
ofstring.

FormativeAssessment

TeacherAssessment

Observestudentswhiletheydiscusslonger
andshorterabouttheconnectingcubesas
wellasthestring.Ensurethatstudentsare
usingtheproperterminologyofcomparisons
(shorter,smaller,taller,longer,aboutthe
same)
Assesstheirrecordsheettoseethatthey

StudentExitSlip

Studentswillcompleteanexitslipontheir
wayoutoftheclassroom.
Onthebulletinboardtherewillbeapicture
ofapencil.Studentswillbeinstructedtolook
intheirpencilcaseandidentifyanotherobject
(example:eraser,ruler,crayonetc.)theywill
thenhavetodrawtheobjectandsaywhether

understandtheconceptofshorter,longerand
aboutthesame.
Providefeedbackonareasthatneed
improvementaswellaswhattheyaredoing
right.
Lookoverthebulletinboardtoensurethat
studentsareunderstandingtheconcept.

*Seerubricbelow
*Makenoteofanycommonmisconceptions/
mistakesthatneedtoberetaughtorfurther
practiced.

itisshorter,talleroraboutthesameasthe
pencil.
Ontheirwayoutthedoor,studentswillpin
theirobjecttothebulletinboardandmust
confirmwithoneotherstudent.Theywill
signtheirnameontheirslipaswellasthe
studentwhoconfirmedtheirfinding.

Date

Names

Comments

Theyvegotit!

Studentdemonstratesaclear
understandingofmaterial

Theyreontarget!
Studentdemonstratesan
understandingwithafew
prompts.

Theyrenotthereyet!
Studentdoesnotdemonstrate
aclearunderstanding.Needs
additionalsupports.

Draw your object here:

Name:

Is your object shorter or taller than the pencil?

SHORTER

TALLER

Names:___________________________________________________

Shorter

Taller

AbouttheSame

1)

2)

3)


KindergardenMathematics

NBCurriculumOutcomes

GCO:
Shape&Space(SS):Usedirector
indirectmeasurementtosolveproblems

SCO:SS1:
Usedirectcomparisontocompare
twoobjectsbasedonasingleattribute,such
aslength(height),mass(weight)andvolume
(capacity).

NCTMStandards

Relateideasingeometrytoideasinnumber
andmeasurement

Recognizegeometricshapesandstructuresin
theenvironmentandspecifytheirlocation.

Describeattributesandpartsoftwoand
threedimensionalshapes

Materials:
ruler,soupcan(enoughforeverygroupof2tohave1),recordingsheets,pan
balance

Purpose:
Measurementactivitiesallowstudentstheopportunitytolinktheirunderstandingof
numberandgeometry.Studentsrecognizeattributescommontoobjectsandusethose
attributestomakedirectcomparisonsforexample:length,mass,capacity.

Inthislessonstudentswillcomparethemassofdifferentobjectstodeterminewhichisheavier
orlighter.Studentswillmakepredictionsandthenchecktheirpredictions.Theywilluse
languagesuchaslighter,heavier,oraboutthesame.Again,thefocusisonthecomparison
ratherthantheactualmassoftheobjects.

Whattheteacherdoes

Activatepriorknowledge:Makethe
statement:
Acatisheavierthanmymom.

Showstudentstwoobjects(arulerandsoup
can).Askwhichoneisheavierwithout
havingthestudentstouchthem.

Askstudentshowtheywouldknowwhichis
heavier.

Whatthestudentsdo

Reacttothisstatement,agree/disagreeand
explaintheirreasoningforthisstatement.
Discussinsmallgroupsthensharewiththe
wholeclass.

Studentsmakeapredictionaboutwhichthey
thinkisheavierandexplaintheirreasoning.

Makesuggestionstotestwhichisheavier
suchaspickingthemup,usingthepan
balance.Haveaclassdiscussion.Testtheir

Explaintostudentshowtousethepan
balance.

Splitstudentsupintogroupsof2andgive
eachgroupasoupcanandarecordingsheet.

predictions(picktheobjectsup,usethepan
balance).
Getintheirgroupoftwoandfind9objects
total.Theywillcompareobjectsinthe
classroomtotheirsoupcan.Theywillfind3
objectsthatarelighter,3objectsthatare
heavierandthreeobjectsthatareroughlythe
sameastheweightofthesoupcan.Again,
theywilldrawapictureoftheobjectsthey
findandcanusewordsiftheywish.They
shouldthentesttheiranswersbyusingthe
panbalance.

Enrichment

Forstudentswhohavedemonstratedaclear
understandingofcomparisonsusingmass
theycouldchoosetheirownanchorobject
(insteadofthesoupcan)andthenfindother
comparisons.
Theycouldcreateavideoexplaininghowyou
cancomparethemassattributeusing
examplesthroughastory.

Differentiation

Forstudentswhoarestruggling,theycould
spendmoretimeexplainingandlearning
aboutwhatexactlylighterandheaviermeans
throughvariousexamples.
Beforetheyidentifyobjectsontheirownto
compare,theycouldbedirectedtospecific
objectsandmakeajudgmentcallonwhether
itislighter,heavierorthesameasthesoup
can.

FormativeAssessment

TeacherAssessment

Observestudentswhiletheydiscussheavier
andlighteraboutthestatementandthesoup
canandruler.Ensurethatstudentsareusing
theproperterminologyofcomparisons
(heavier,lighterandaboutthesame)
Assesstheirrecordsheettoseethatthey
understandtheconceptoflighter,heavierand
aboutthesame.
Providefeedbackonareasthatneed
improvementaswellaswhattheyaredoing
right.
Makenotesoftheexitdemonstrationand

StudentExitDemonstration

Studentswillcompleteanexitdemonstration
ontheirwayoutoftheclassroom.
Theteacherwillholdatextbookandthe
studentswillhavetomakeacomparison
usingheavier,lighter,oraboutthesame.
Theywillpickanyobjectintheclass.They
donothavetohavetheobjectwiththem,this
exitdemonstrationallowsthestudentsto
applytheirknowledgeandthinkabstractly
aboutthecomparisons.

helpstudentstocometotheproper
conclusionbeforetheyleavetheclass.

*Seerubricbelow
*Makenoteofanycommonmisconceptions/
mistakesthatneedtoberetaughtorfurther
practiced.

Forexample:Thepencilislighterthanthe
textbook.

Date

Names

Comments

Theyvegotit!

Studentdemonstratesaclear
understandingofmaterial

Theyreontarget!
Studentdemonstratesan
understandingwithafew
prompts.

Theyrenotthereyet!
Studentdoesnotdemonstrate
aclearunderstanding.Needs
additionalsupports.

Names:
____________________________________________

Lighter

Heavier

AbouttheSame

1)

2)

3)

KindergardenMathematics

NBCurriculumOutcomes

GCO:
Shape&Space(SS):Usedirector
indirectmeasurementtosolveproblems

SCO:SS1:
Usedirectcomparisontocompare
twoobjectsbasedonasingleattribute,such
aslength(height),mass(weight)andvolume
(capacity).

NCTMStandards

Relateideasingeometrytoideasinnumber
andmeasurement

Recognizegeometricshapesandstructuresin
theenvironmentandspecifytheirlocation.

Describeattributesandpartsoftwoand
threedimensionalshapes

Materials:
emptysoupcan,empty1litrewaterbottle,emptyicecreamcontainer(enoughfor
eachgroupof4tohave1),pencilcase(enoughforeachgroupof4tohave1)

Purpose:
Measurementactivitiesallowstudentstheopportunitytolinktheirunderstandingof
numberandgeometry.Studentsrecognizeattributescommontoobjectsandusethose
attributestomakedirectcomparisonsforexample:length,mass,capacity.

Inthislessonstudentswillcomparethecapacityofdifferentcontainers/objects.Studentswill
makepredictionsandthenchecktheirpredictions.Theywilluselanguagesuchasless,more,
bigger,smallerandalmostthesame..Again,thefocusisonthecomparisonratherthanthe
actualcapacityoftheobjects.

Whattheteacherdoes

Activatepriorknowledge:
Abathtubholdsmorelessthanajug
ofmilk.

Showstudentstwocontainers,anemptysoup
cananda1litrewaterbottle.Ask,what
containerwouldholdthemostwater?

Facilitatestudentsintheirexploration.

Whatthestudentsdo

Reacttothisstatement,agree/disagreeand
explaintheirreasoningforthisstatement.
Discussinsmallgroupsthensharewiththe
wholeclass.

Studentsexaminethetwocontainersandthen
makeapredictionaboutwhichcontainer
wouldholdthemost.Theymakepredictions
andthendiscusshowtheycouldtestthis
question.

Usethematerialstotestwhichcontainerhasa

Providethenecessaryresourcestotesttheir
prediction.Couldprovideequalamountsof
rice/waterandtheycouldfillthetwo
containerstoseewhichholdsmore.Againthe
focusshouldbedirectedtocomparisons
ratherthantheactualcapacityofthe
containers.

Havestudentsfindobjectsintheclassroomto
comparetheircapacity.Givethema
recordingsheetandobservethemwhile
workingtoensuretheyareworkingon
comparisonsratherthanfindingtheactual
capacityofthecontainers.

highercapacity.

Insmallgroups(4)studentswillcomparethe
capacityoftwootherobjects,anemptyice
creamcontainerandapencilcase.Theyneed
tousetermssuchasless,more,bigger,
smallerandalmostthesame.

Findobjectstocomparesuchascontainer
whereduotangsarestored,puzzleboxesetc.
Drawtheobjectstheycompareandcirclethe
onesthatwouldholdmoreorthatwere
bigger.Find4comparisons.

Enrichment

Forstudentswhohaveaclearunderstanding
ofcomparingcapacitiesofcontainers,they
canbegintoexploreconceptsrelatedto
volumebycomparinghowmuchofaspecific
materialcanfitintocontainers.Theycould
recordthisinformationandattempttodraw
conclusionsaboutvariouscontainers.

Differentiation

Whenstudentshaveadifficulttimegrasping
thisconcepttheycanspendmoretimeonthe
concreteaspectbydirectlyfillingcertain
objectsandseeingtheircapacities.Once,they
haveactuallymeasuredthecapacityofthe
objects,theycanthenmakeinferencessuch
ascomparisons.

FormativeAssessment

TeacherAssessment

Observestudentswhiletheydiscussthe
capacityoftheemptysoupcanandempty
waterbottle.Ensurethatstudentsareusing
theproperterminologyofcomparisons(less,
more,bigger,smallerandaboutthesame)
Assesstheirrecordsheettoseethatthey
understandtheconceptofcomparing
capacitiesandcircledtheobjectthatwould
holdmoreorwerebigger.
Providefeedbackonareasthatneed
improvementaswellaswhattheyaredoing
right.

StudentExitDemonstration

Havestudentsfindacontainerofsomesortin
theclassroomandthenfindapartner.The
twostudentsthenapproachtheteacherand
eachonewillmakeastatementcomparingthe
capacitiesoftheircontainers.
Forexample:
Student1:Mycontainercanholdmorethan
theirs.
Student2:Mycontainerissmallersoitcan
holdlessthantheirs.

Makenotesoftheexitdemonstrationand
helpstudentstocometotheproper
conclusionbeforetheyleavetheclass.

*Seerubricbelow
*Makenoteofanycommonmisconceptions/
mistakesthatneedtoberetaughtorfurther
practiced.

Date

Names

Comments

Theyvegotit!

Studentdemonstratesaclear
understandingofmaterial

Theyreontarget!
Studentdemonstratesan
understandingwithafew
prompts.

Theyrenotthereyet!
Studentdoesnotdemonstrate
aclearunderstanding.Needs
additionalsupports.

Names:___________________________________________

1)

2)

3)

4)

References
DepartmentofEducation.(2008).
NewBrunswickMathematicsKindergartenCurriculumGuide.
Retrievedfrom:http://www.gnb.ca/0000/publications/curric/kindergartenmath.pdf
VandeWalle,J.,Folk,S.,Karp,K.,BayWilliams,J.,McGarvey,L.M.,&Folk,S.(2015).(4th
Canadianed.).
Elementaryandmiddleschoolmathematics:TeachingDevelopmentally.
Toronto,ON:Pearson.