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Project 4: Lesson Task

Content Area: Mathematics

Grade Level: Kindergarten

Topic/Focus: Measurement Comparing objects by length

Content Objective(s): SWBAT… Compare objects directly by length (Application)

What will students learn? SWBAT… Demonstrate if an object is longer/shorter than another object (Comprehension)
SWBAT… Categorize objects by length (Comprehension)

Content Standard(s): CCSS.MATH.CONTENT.K.MD.A.1

What WA K-12 learning standards Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes
will the task address? of a single object.

K.MD.2
Directly compare two objects with a measurable attribute in common, to see which object has “more
of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two
children and describe one child as taller or shorter
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Language Objective(s):
How will students learn and what
language functions will they use to
demonstrate their competencies in
reading/writing/listening/speaking?
Language Standard(s):
What WA ELP standards will the
task address?
Materials and tools:
What will students need to complete
activities of the lesson task?
What will I need to model the task
and guide student learning?
Anticipatory Set/Hook:
How will I activating prior
knowledge and experiences of the
students?
SWBAT… State whether an object is shorter, longer, or as long as another object in the given set using
target vocabulary (Speaking)
SWBAT… Repeat their process of identifying what objects are shorter/longer using the target vocabulary
to the class (Speaking)
SWBAT… Classify and state why objects are either longer or shorter from a given set of pairs of objects
(Writing)
SWBAT… Follow directions that are given to them in order to complete their assigned activity (Listening)
K.MD.2
Directly compare two objects with a measurable attribute in common, to see which object has “more
of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two
children and describe one child as taller or shorter
In order for me to make the task successful, I will need a set of objects that will accompany me on the
carpet for my demonstration time. I will need a crayon, a white board marker, 2 long pencils, 1 short
pencil, a cube train of 5 cubes connected. These will all be used in the demonstration portion of my lesson,
and they will be used for visual representation of objects that are shorter and longer and how to compare
them and contrast them.
In order for the students to be successful for their work, the materials that will be need are a class set of
work mats that I have created, a class set of the curriculum’s worksheet for assessing the students
understanding as well as a class set of cube 5 cubed cube trains.
When the students first sit on the carpet, I am going to say “Before we start todays new math lesson, I want
to be sure that we all remember what an attribute is. Think about some words that we use to describe
things. What are some words that we would use to describe my shoe?” a student may reply “black, big, a
tennis shoe.” Then I would say “Exactly! Those are all attributes of my shoe, because those are all words
that help us describe my shoe.” This is connecting to prior knowledge because the previous lesson the
students learned about what an attribute was as well as defined some attributes of objects around the
classroom.
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Objective/Purpose:
How will you explain to students
what they will learn by the end of
the task?
Instructional Input:
How will I explain/provide
instructions for the task to students?
Once the students prior knowledge has been activated, I will say “Today, we are going to learn how to
compare objects based on their length. *Have crayon and white board marker in front of you* I have two
objects sitting in front of me, a white board marker and a crayon. Can someone raise their hand and tell me
a few attributes of these two objects?” Once students provide some answers on how to describe these two
objects, I am going to repeat and emphasize the students responses like big, small, longer, shorter to the
class when recounting their responses.
My opening sentence will help guide the students directly to what they are supposed to be doing, since I
am telling them that they are going to be learning about how to compare objects based on their length. I
will also be telling the students that even though we are learning a new concept about length, I still want
them to try to use target vocabulary and describe the objects attributes as well.
I plan to gradually release the students into their task by modeling first what they should be doing, having
them help me, having the students do some comparing with a partner and getting help from me, and then
eventually letting the students do the comparing on their own. Below I have scripted out what I will be
doing for my instructional task for the students:
Hold up two pencils that are different in length. “These pencils do not have the same length. One of these
pencils is shorter than the other, and one of these pencils is longer than the other. I can put the pencils next
to each other and compare them.” Show two pencils that are the same length. “This pencil in my left hand
is as long as this pencil in my right hand. These pencils are the same length. Hold up a cube train that is
made up of 5 connecting cubes. “I want everyone to pretend that my pocket is this long. I want to put a
crayon in my pocket. *Hold up crayon and cube train* Is the crayon longer or shorter than my pocket? Can
someone raise their hand and tell me how I can find out?” I will then call on students to share their ideas.
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Modeling/I Do:
How will I demonstrate the
competence students are expected to
perform?
Checking for Understanding:
How will I do my input and
modeling comprehension check?
Guided Practice:
How will I engaging students in
activities under my supervision and
with my support?
Independent Practice:
What activities will I suggest to have complete a worksheet on their own. This worksheet is taken from the curriculum that this lesson was
students work on their own/without
my support?
Once I have finished the instructional portion of my lesson, I will model for the students what exactly it
looks like to compare an object to the cube train, and then trace that object on the work mat that they have
on the correct side based on the length of the object. This is the scripted portion of what it will look like
below:
I will hold up the cube train “This cube train is the same length as my pocket.” Then I will hold up a
crayon. “Which do you think is longer? Lets find out.” I will then align the crayon and the cube train.
“Which one sticks out?” “We know that the cube train is longer because it sticks out past the crayon.
Would you say the crayon is longer or shorter than the cube train?” “Let’s place the shorter objects on the
left side of the work mat.”
A few ways that I plan to check for understanding is through the various questions that I will be asking as
well as through the group discussions that we will be having on the carpet. I will also be giving them an
activity to complete that they will then be sharing their findings to the class, so that will allow me an
opportunity to check for comprehension if needed. I am also going to be walking around the classroom
during the activity time as well as during the completion of the final worksheet to check for understanding
as well as answer questions that may be lingering.
I am going to be engaging the students in the content that I am teaching by asking the students to group up
into pairs, and take a cube train and compare the cube train to 3 objects around the classroom and trace the
objects on the corresponding side. If the object is longer it will be traced on the left side and if it shorter it
will be traced on the right side. Then once the groups have completed this task, I will have the pairs come
up and share their findings to the whole class. This will help me check for understanding because they will
be demonstrating what exactly they found and how they found it, and if it is incorrect then I will allow this
as an opportunity to correct or re-teach the concept if there are students that are not understanding. While
the students are searching for their objects, I will be walking around the classroom supervising and
answering any questions that may be lingering or address any misunderstandings.
After the students share their findings as pairs, I will ask them to return to the mat and they will be asked to
derived from and it assesses the students understanding of the concepts.
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Assessment Steps/Sequence/Time:
What will happen during each part
of the assessment task?
How long will each part of the
assessment task take?
Assessment Evidence:
How will I know that the content
learning has taken place?
How will I know that the language
learning has taken place?
What criteria/rubric will I develop
to assess student content and
language learning and meet my
objectives?
Application of Assessment Data:
How will I use the data from content
learning?
How will I use the data from
language learning?
This Lesson Task was derived from the math curriculum that is found in my Kindergarten practicum classroom.
The students will be reminded of the concepts that we have touched on during the lesson, and then they
will be given the worksheet that they are asked to complete. On the worksheet they are asked to circle the
object that is longer and put an X on the object that is shorter, and if the objects are the same length they
are asked to underline both objects. This is a great way for the students to apply what they have just
learned and complete the worksheet. Once the students complete the assessment, they are asked to turn it in
and then grab their math center activities and work on that until the entire class is done working.
The initial instruction time 10 min
Demo of activity 5 min
Activity time 15 min
Sharing time 10 min
Assessment time 10 min
After the students turn in their work, I will be correcting the worksheet and coming back the next day to
give it back to them so they are able to reflect on what they have learned and so that they can be ready to
learn the next concept. By looking at the worksheet that the students have turned in, I will be able to gauge
if the students understand what objects are longer or shorter. I will be able to gauge if the language
learning has taken place during instructional time when the students are explaining to the class what
objects they found and while they are explaining how each object was longer or shorter than their cube
train. There is not going to be a rubric that I am going to be grading the students on, but I will be grading
their worksheet based on a key of the correct answers. While the students are speaking to the class and
talking with me, I will be able to assess if they know the meaning of longer objects and shorter objects and
will also be able to assess them on their listening skills as far as following the directions correctly.
I will be looking at all of the students responses to the worksheet, and if there is a large majority of
students that do not seem to understand the concept, then I will know that there must have been a gap in
my teaching, and I will be sure to re-teach the concept to the students in the next lesson. If I notice that
there is a few students that were struggling with the main concepts or parts of the concept that was
introduced, then I will be sure to pull those students into a small group before the next lesson is introduced
and quickly re-teach the concepts that they may not be understanding. I will also be sure to use the data
that I collected from the language objectives and address any gaps that I may have seen. For instance, if
there was a student that did not follow directions blatantly or if there was a group of students that weren’t
following directions, then I will be sure to address how we follow directions in our class or how we are
respectful when other people are talking and sharing their ideas.
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Pearson Education Common Core State Standards Skills Trace, Topic 12:Measurement. Copyright 2012
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This is the worksheet that the students will be given to conclude the lesson to test their comprehension.
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This is the work mat that the students will be using

Shorter Objects
Longer Objects