Melanie Tuma

November 10, 2016

Math in Focus Chapter 3 Lesson 2: Comparing Sizes
- Lesson Objectives:
Given 4 different objects and an iPad, students will find and take a picture of one item in the room that
is smaller than, bigger than, shorter than, and taller than the given objects 4/4 times.
Above grade level students: Given 4 different objects, blocks, unifix cubes, and an iPad, students will
build and take a picture of 4 different creations that are smaller than, bigger than, shorter than, and
taller than the given objects 4/4 times.

- I Can Statements:
I can compare objects by size (big/small) and height (short/tall).

- Kindergarten Common Core Math Standards:

K.MD.A.1: Describe measurable attributes of objects, such as length or width. Describe several
measurable attributes of a single object.
K.M.D.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.

-Formative Assessment:
The formative assessments include the group guided practicing applying key vocabulary and the
independent practice applying key vocabulary. In both activities, students have the chance to show me
their level of understanding of the key vocabulary terms. If students need assistance with understanding
the terms, I will use hand motions to demonstrate key vocabulary and show examples using objects
around room.

-Summative Assessment:
Students will look at the given object and take a picture of something in the room that is smaller, taller,
shorter, and bigger than the object. If a student meets the objective, but says yellow on the selfevaluation, I will be sure to compare sizes of objects during morning calendar time and future math
lessons to provide extra practice. If students do not meet the objective, they will be pulled as a small
group to practice the skills with teacher guidance. Any student who says red on the self-evaluation will
be met with individually to see what they dont understand and will be placed in a small group for extra
practice.
1.
2.
3.
4.
5.
6.
7.

Math in Focus big book A

Math in Focus student workbook A part 2
iPads
Pencil
Piece of paper
Bucket chair
Any book

Melanie Tuma

-bigger than
-taller than
-smaller than
-shorter than

Procedures

-Connect to Prior Knowledge:

Turn to page 20 in the big book and say, What animals are in this
picture? (elephant, lion, bear) Turn and tell your elbow buddy your
favorite animal that youve seen at a zoo. Are the animals at the zoo
all the same size? (no) Some are big, some are small, some are short,
and some are tall. Today we are going to be looking at different
things around the room and talking about whether they are big,
small, short, or tall.
-Goals and Objectives:
Read I can statement for the lesson.

-Introduction of Key Vocabulary:

Scaffolding,
Supports, &
Differentiation
-Throughout the lesson,
prompt for student Cs
attention before calling on
him to answer, as stated in his
IEP.
-Throughout lesson, allow
student with sensory
processing disorder to take
short breaks (get a drink or
walk around the room), as
stated in his 504 plan.

-Use hand motions when

saying bigger, smaller,

Take a look at the elephants in the picture. The mama elephant is
bigger than the baby elephant. The mama is also taller than the baby. shorter, and taller.
The baby elephant is smaller than the mama. The baby elephant is
also shorter than the mama. What about the dad and baby lions?
Turn and tell your elbow buddy about their size. (dad is taller and
bigger than baby, baby is smaller and shorter than dad) HmmI
wonder.if something is big, does it mean that its also tall? (no) If
something is small, does it mean that its also short? (no) No, it
doesnt! Lets look at the animals to show us. The mama elephant and
mama lion are both big, right? (yes) The mama lion is shorter than the
mama elephant, but they are both big. Now lets look at the baby
elephant and baby lion. Are they both small? (yes) They are both
small, but the baby elephant is taller than the baby lion. So, an animal
can be both small and tall. Turn and talk to your elbow buddy about
another example of something that is big and short or small and tall.

-Interdisciplinary Connection:
Say, We know from our picture and from visiting the zoo that
animals are all different sizes. What about people? Are they different
sizes, too? (yes) Do you think its nice to make fun of someone
because they are different than you? (no) We are all different, and

Melanie Tuma
thats a good thing. Imagine if everyone was the same. Wouldnt that
be boring? Its okay if you are shorter or taller. We all are different,
and we all need to be kind to each other no matter what.

-Group Guided Practice Applying Key Vocabulary:

Pick two volunteers of different heights. Have the two students stand
in front of the class. Ask, Which of our friends is taller? Which one is
shorter? Repeat this step with a few new volunteers. Next, say, I
am going to think about things that I have seen in the community-at
home, school, or around town, and I am going to say which one is
bigger or smaller. HmmValley Elementary is bigger than my house.
Now I want you to turn and talk to your elbow buddy to come up with
more examples. Share out answers. Ask students to put their
thumbs up if they agree or thumbs down if they disagree.

-Independent Practice Applying Key Vocabulary:

Ask students to turn to page 5-6 in their workbook. Explain directions
of drawing something that is bigger, smaller, taller, and shorter than
the picture shown. Explain summative assessment directions so that
students can move at their own pace from one activity to the next.

-Summative Assessment:
Hold up a pencil and say, I want you to find one object in our
classroom that is shorter than this pencil. Then, I want you to take a
picture of it using your iPad. Next, I want you to take a picture of one
thing in our classroom that is taller than this piece of paper. After
that, I want you to take a picture of one thing that is smaller than this
bucket chair. Finally, I want you to take a picture of one thing that is
bigger than this book. When you are done, bring your iPad to me.
-Self-Evaluation:
When students finish the summative assessment, ask them to tell you
green, yellow, or red regarding the key vocabulary words.
Green: I understand well enough to teach someone else.
Yellow: I need more practice using the words.
Red: I dont understand.

-Wrap Up:
Tell students, Now you can go home and practice using these words.
Figure out who is shorter in your family- you or your brother or sister.
Who has the bigger bag of Halloween candy? Who has the smaller
bedroom-you or your parents? Do you have more than one pet? If so,
which one is bigger or smaller? Which one is shorter or taller?

-If needed, assist below grade

level students with
completing the pages. Use
hand motions to demonstrate
key vocabulary and show
examples using objects
around room.
-Write steps on board with
visuals so that students can
work at their own pace.
-Assist students who are
struggling with finding
objects. Use visual hand
motions to represent key
vocabulary if they are
confused by the terms.
-Challenge above grade level
students to build something
shorter, taller, smaller, and
bigger using blocks and/or
unifix cubes. Students should
then take a picture of their
creation.
-Try to elicit complete
sentences from the students
when they show you their
iPad pictures. For example:
The crayon is shorter than the
pencil.

Melanie Tuma
Math 3.2-Comparing Sizes
Objective: Given 4 different objects and an iPad, students will find and take a picture of one item in the
room that is smaller than, bigger than, shorter than, and taller than the given objects 4/4 times.
*Differentiated Objective: For above grade level students: Given 4 different objects, blocks, unifix cubes,
and an iPad, students will build and take a picture of 4 different creations that are smaller than, bigger
than, shorter than, and taller than the given objects 4/4 times.
Name
Student 1
Student 2
Student 3
Student 4
*Student 5
Student 6
Student 7
*Student 8
Student 9
Student 10
Student 11
Student 12
*Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
*Student 21

Met Objective
No-missed taller
Yes
Yes
No-missed shorter, taller, bigger
Absent
Yes
Yes
Yes
Yes
No-missed taller
Yes
Yes
No-missed smaller
Yes

Self-Evaluation
Green
Yellow
Yellow
Green
Absent
Red
Yellow
Green
Green
Red
Green
Red
Red
Green

Yes
Yes
No-missed smaller
Yes
Yes
Yes

Yellow
Yellow
Yellow
Red
Yellow
Green

Quantitative and Qualitative Data:

Out of the 19 students with summative assessment data, 14 of them met the learning objective.
Out of the 5 students who didnt meet the objective, 4 of them gave only 1 incorrect response. The most
common incorrect responses were finding an object smaller than a rocker chair and finding an object
taller than a piece of paper. For the self-evaluation, 7/19 students told me that they understood the
vocabulary from the lesson well enough to teach it to someone else. I was by 7/19 students that they
feel they need more practice with the vocabulary words. Finally, 5/19 students told me they didnt
understand the vocabulary terms. Comparing the self-evaluation to the summative assessment data, 3/5
students who answered they didnt understand the vocabulary terms (red) met the learning objective.
The other 2 students only gave 1 incorrect response. This tells me that even though they were able to
meet the objective, these students dont have confidence in their understanding of the terms. Overall,
this data shows me that students are lacking confidence with this skill. An additional quick whole group
review lesson would be beneficial since 5 students did not meet the objective, and the majority of
students didnt understand or wanted more practice with the vocabulary terms.