TCNJ Lesson Plan Format Subject: Mathematics Grade Level: Kindergarten A.

PLANNING Lesson Topic and Main Concepts (Big Idea): Students will estimate and measure the size of their hands using non-standard units of measurement. They will learn that the objects used to measure must be equal sizes. Background Information a.) Analysis of Students Prior Knowledge including misconceptions: Students are familiar with the idea that objects used for measurement need to be the same size in order to have consistent and accurate measurement. b.) Teacher Content Knowledge: An object can be measured with non-standard units of measurement as long as the objects used to measure are equal in size. The purpose of this lesson is for students to develop more experience with estimation and measurement through the use of manipulatives. Essential Question: Why can I use cubes to accurately measure the length of my hand? References: None Common Core Standards: CCSS.Math.Content.K.MD.A.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/shorter. Objectives Students will be able to count the number of small cubes, dominoes, and dollar bills used to measure their hand span from their thumb to their pinky by lining them up across the drawing of their traced hand. (Applying) Students will be able to estimate the number of small cubes, dominoes, and dollar bills used to measure their hand span from their thumb to their pinky by participating in a discussion about estimation. (Evaluating) Assessment The student will record the amount of small cubes, dominoes, and dollar bills on their lined paper. The teacher will collect their papers and evaluate their work.

The teacher will observe and monitor students as they participate in the whole group discussion.

Students will be able to compare the length of their hands to the length of the teachers hand. (Analyzing)

The teacher will observe and monitor students as they participate in this discussion.

Materials (Kind & Quantity) - Handful of small cubes for each student - Handful of dominoes for each student - 1 piece of blank paper for each student - 1 handout for each student - 1 pencil per student B. PROCEDURE 1. Motivational Beginning & Activating Students Prior Knowledge: a. Students will be instructed to spread their fingers out on one hand. Students will be asked to estimate how many small cubes long they think their hand is from their thumb to their pinky (the teacher will hold up a small cube for the students to see). The teacher will model how to do this by tracing a students hand on a piece of poster paper. The teacher will count the amount of small cubes from the thumb to the pinky on the poster paper. Students will be asked to think about how many dominoes long they think their hand is from their thumb to their pinky (the teacher will hold up a domino for the students to see). b. The teacher will ask questions during the opening activity to assess the students ideas of measurement. The teacher will ask students to raise their hand if their estimation about the number of small cubes was close to the actual amount. The teacher will ask students to predict if it will take more or less dominoes to reach from the thumb to the pinky of their hand. If the students answer the questions correctly, proceed with the lesson. If the students do not answer the questions correctly, spend more time modeling how to estimate hand span. 2. Logistics/Classroom Management: - Timing: 5-10 minute opening activity, 20-25 minutes to complete tracing and measurements, 5 minute share with table, 10 minute closure to share with whole group and illustrate - Management: Time Check - Grouping: Tables - Transitions: Students will remain on the carpet during the opening activity. Then, students will return to their desks that are organized into tables of small groups. The lesson will conclude on the carpet. -Student Roles: Supply Organizer will collect materials in different baskets at the end of the lesson 3. Lesson Steps

a. Whole group motivational beginning and activating prior knowledge on the carpet. b. Students will sit in small groups at their assigned tables that have blank paper, lined paper, small cubes and dominoes available for each student. Students will trace their hand on the blank paper. The teacher will walk around to help students who need assistance tracing their hands. c. Students will measure the distance between their thumb and their pinky with small cubes and dominoes. They will record the amount on the handout. c. The teacher will ask the students to gather around, fishbowl, one student at a table that has a correct model for the students to see. The teacher will ask the students to work on their measurements in a similar way. d. Students will return to their seats and correct their measurements if necessary. Students will be asked to share with their findings with their table to discuss the similarities and differences. e. Students will return to the carpet and the teacher will ask what was similar and different about the findings at their tables. Students should answer that everyone at their table used more small cubes than dominoes because the cubes are smaller than the dominoes. Students should also respond that the answers at their table were not all the same because everyone has different sized hands. The teacher will trace his/her own hand and measure it with cubes and dominoes while asking the class to compare the measurements of their traced hands to it. They should recognize that the teachers hand is larger. 4. Questions 1. Did we use more small cubes or dominoes? Why? Analyzing 2. Which material did we use the least amount of? Understanding 3. Why were more small cubes needed? Analyze 4. Would we need more or less cubes if my hand were bigger? Evaluating 5. Curriculum Integration N/A 6. Closure The students will color their traced hand. The students will participate in a discussion that reviews what they learned about measurement today. 7. Follow Up/Next Steps Students will be told that they will study measurement and length for the rest of the week. Tomorrow, they will estimate and measure how long the classroom is in terms of hand spans. Later in the week, they will use different materials to measure the length of things around the classroom, the school, and the outside.