Jeanne Lee

Lesson Plan for Elementary Mathematics

Resource: McGraw-Hill My Math

Collaboration with Ms. Braceros
Contextual Information: Students like to color. When there is a coloring activity,
they always search for a longer crayon. Students prefer
to use longer crayon. Sometimes students would ask
their friends if they have a longer crayon than theirs and
they would borrow the longer crayon to color. Students
don’t have a clear understanding between the word long
and longer; they use both words interchangeably. The
lesson will clarify and distinguish words such as short,
shorter, long, and longer. Also, the lesson will dive
deeper into comparing length by using various methods.
Standards: CCSSM: Measurement CCSS ELA: Speaking
and Data. K.MD.2 and Listening Standards
Directly compare two Grade K 6:
objects with a measurable Speak audibly and express
attribute in common, to see thoughts, feelings, and
which object has “more ideas clearly.
of”/“less of” the attribute,
and describe the ELD: Grade K Part I:
difference. Interacting in Meaningful
Ways
CCSSM: Mathematical C. Productive
Practices 9. Expressing information
and ideas in formal oral
1. Make sense of problems presentations on academic
and persevere in solving topics
them.

5. Use appropriate tools

strategically.

6. Attend to precision.

7. Look for and make use

of structure.
Objectives: Content Objective:
Students will demonstrate
direct comparison to
compare the lengths of
objects by using the terms
longer and shorter in
sentences.
Literacy Objective:
Students will orally
compose thoughts and
ideas of the comparison
using terms longer and
shorter in complete

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 sentences and speak
audibly.
Description of the In the compare length lesson, students will learn how to
Lesson: identify different lengths of objects by using various
methods such as linking cutes and blocks. Students will
be able to have an opportunity to observe various
objects around them and make a connection of different
lengths. The measuring activity will provide opportunities
for inquiry and problem-solving. Students will be able to
describe the comparison between the lengths of two
objects using the terms longer and shorter.
Curriculum Connection: Unit: Measurement
Yesterday: Describe measurable attributes of objects,
such as length.
Tomorrow: Compare height
Literacy: Language Demands:

Receptive:

Listening: Students will listen to the teacher and

partners. Students will listen to the given directions on
using connecting cubes and follow proper commands.

Reading: Students will read the directions on problems.

Students will read the vocabularies posted on the math
word wall.

Productive:
Speaking: Students will discuss with partners. Students
will share during classroom discussion. Students will
orally describe their reasoning and strategies.

Writing: Students will write down their reasoning.

Students will write vocabulary words. Students will
circle.

Vocabulary: Length, longer, shorter

Materials and Connecting cubes, pencils, erasers, copies of the
Resources: worksheet attached, copies of the homework attached,
projector
Instruction: Launch:
1. Students will be sitting on a rug.
2. Teacher says, “alright class, ba da ba ba ba”
3. The students will say, “I’m loving it” and students
will look at the teacher to give their attention.

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 4. Teacher says, “I have a question for you. Which
fish is longer?” And the teacher will hold up two
pictures of a fish, blue and red, in similar sizes
(see page 6). The teacher will say, “to me, they
both look the same. How can we find out which
one is longer?” Then the teacher will remind them
what measure means to the students. The
teacher will say, “now let’s think about how we
will measure each fish.”
5. The teacher will say, “turn to your partners. A
friend with longer hair will say one way to
measure which fish is longer.” And the teacher
will remind students to be respectful of other’s
opinion.
6. Students will turn to their partner and the student
with longer hair will share one way to measure.
7. The teacher will say, “now the friend with a
shorter hair share one way to measure.”
8. The teacher will allow some students to share to
the class about their ideas to measure which one
is longer. The teacher will support each student’s
thinking.
9. The teacher will introduce connecting cubes and
demonstrate how to use connecting cubes to find
out the length of an object. The teacher will
demonstrate measuring the blue fish using
connecting cubes.
10. The teacher will say, “today we are going to
measure different objects that we see every day
and compare the lengths of two objects.”

Open-ended:
11. Students will go back to the desk and work on the
worksheet “Comparing Objects” (see page 7)
using connecting cubes.
12. The teacher will walk around the room and
observe student’s work to make sure students are
counting connecting cubes correctly and circling
the longer object.
13. The teacher will ask as circulating the classroom:
a. How many cubes did you use to measure
an object?
b. How do you know that this object is 5
cubes long?

Convergent Phase:

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 14. The teacher will say, “okay class, we are going to
wrap up what we are doing and share some of
the ideas.”
15. The teacher will appoint a couple volunteers and
bring their work to the front of the classroom,
projecting it onto the whiteboard.
16. The teacher will set and remind the class rules for
discussions:
a. Be quiet and listen
b. Be respectful of other’s opinion
c. Don’t be judgmental
d. Support classmates as they share
17. The student will share their ways of measuring.
18. The teacher uses strategies to lead a classroom
discussion about how students solve the
problems.
a. Elicit and probe student thinking
b. Orient students to others’ ideas
c. Invite discussion
d. Make strategic contributions
19. The teacher will ask, “who agrees with this
answer?” and guide students to share whether
they agree or not, using sentence starter such as
“I agree / disagree with ____ because ____.”
20. The teacher will demonstrate and follow the
student’s thinking process.
21. The teacher will make sure every student has a
clear understanding of how to measure and
repeat the answers of the students using the
vocabulary terms such as shorter, longer, and
length.
22. Students will look at their work and conduct self-
assessment.

Conclusion:
23. The teacher will end by making a summary of the
class discussion.
24. The teacher will say, “today we measured
different objects’ length and compared it by using
the words shorter and longer”
25. The teacher will make a connection between
measuring the length of an object to how students
always look for a longer crayon. The teacher will
say, ”now you all can measure crayon and find
out exactly which one is longer.”

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 26. The teacher will go over the vocabularies, length,
shorter, and longer. The teacher will post
vocabularies on the math word wall.
27. The teacher will say, “you will find more
measuring worksheets in your homework folder. If
you need to use connecting cubes while doing
homework at home, you can borrow it from me,
as long as you bring it back.”
Application: See worksheet “Comparing Objects” attached on page
7.
Assessments: Task Analysis: Students Task Analysis: In the
previously learned about previous lesson, students
the measurable attributes actively participated in an
of an object and oral discussion between
assessment presented the partners and with the
proof that they are ready whole class. The quality of
for this lesson. the discussion showed that
Formative Assessment: they are ready for this
Teacher observes while lesson.
students work on the Formative Assessment:
worksheet “Comparing Teacher will listen to
Objects” and asks various students’ discussions.
questions. Students Teacher will guide student
present their work in front thinking.
of the class. Summative Assessment:
Self-assessment: The teacher will ask
Students will conduct self- questions while students
assessment on step 21. are working on their
Summative Assessment: worksheet “Comparing
Students will be given a Objects”.
worksheet “Comparing
Objects”.
UDL: 1. Providing sentence starters for students: “I
agree/disagree with ____ because _____.”
2. Math word wall: scaffolding and encourage
language development to all students.
3. Manipulatives: provide different learning style for
different types of learners.
4. Think, pair, and share: support students in oral
discussion, sentence formation, and language
development.
Accommodations and/or The teacher will go to one student and give a detailed
Modifications: demonstration of how to measure and how to count
connecting cubes.
Homework: See attached below