Tiered

Lesson (Differentiated by Readiness)

Lesson Topic: Measurement
Curriculum Area: Maths
Year Level: Reception

Brief description (2-4 sentences) of the broader unit into which this lesson
fits, and where it fits into that unit:
The concept of measurement will be introduced using time, beginning with the days
of the week; students will be able to identify the days and link them with familiar
events. As the topic progresses students will sequence days and familiar events in
time order. As students become familiar with time, the concept of size and
comparing objects will be introduced using appropriate language associated with
measurement. Students will begin to learn the different ways of comparing objects
and the vocabulary surrounding this concept. Students will use their growing
understanding of measurement to compare the lengths, heights and capacity of
objects. As students develop confidence and understanding around measurement
they will begin to use their hands and feet to explore the lengths and heights of
objects. Throughout the topic students will gain an understanding of how
measurement is used in their everyday life. This lesson will build on their
knowledge of object comparison and give them opportunities to order objects by
height/length.

Learning Objectives: As a result of engaging with the lesson:

Students will understand there a different ways of comparing the lengths/heights of
objects.

Students will begin to understand that measurement is used in everyday life.
Know
Be able to (do)


Students will know the words longer,
Students will be able to order objects in
shorter, tall and taller as a result of this
terms of their length/height.
lesson.



Students will know that measurement is Students will be able to use their hands
used in many different ways, as a result or feet to compare the lengths and
of this lesson they will know it is used in heights of objects within the classroom
cooking.
and outdoor play area.
Essential Questions

How could we find out who is the tallest student in the class?

How could we find out, which is longer, the art table or the teachers desk?
Lesson Title: Measurement in the classroom


Resources:
- Ribbons
- Poster paper
- Photographs of objects found in classroom
- Chalk
Preassessment of Students Readiness
At the end of the previous lesson students completed a short worksheet What do you know about
measurement (See Appendix A). The worksheet asked students four questions, the first three required
them to identify objects in terms of their height, weight and capacity. The fourth question asked them
what measurement is used for at home or school. Students were able to verbally convey answers to
question four, if they were unable to write them. The worksheet will help determine which group
(tier) the students will be assigned to in this lesson.

For this lesson students will be grouped by readiness:
Group Purple: Students were able to answer all questions on the sheet correctly and give at least one
use for measurement in question four.

Group Blue: Students could answer the first 2-3 questions but did not identify one use for measurement
at home or school.

Group Orange: Students were unable to complete the sheet on their own. They required assistance to
identify the correct objects, and were unable to answer question four.

Lesson Plan
Lesson Sequence
Explanatory notes


Introduction and Revision:



Introduce the lesson to whole class, then:
For the first part of the lesson students are all

together. This is when the teacher will introduce the
Review the key measurement terms length,
lesson and review what was learnt in the prior lesson.
height, weight and capacity. Discuss the words Revision reinforces prior knowledge, and the
associated with these: Tall, long, short, heavy, understanding and connections, which were made in
light, holds more, holds less.
the previous lesson. Revising the lesson also helps

those students who may still be making those
Ask the students to name some things that
connections and for those who may have missed the
are really heavy, light, tall short, and some
things that hold lots of water and some things lesson.
that hold only a small amount of water.

Class Discussion:

Lead a group discussion on using
measurement to compare objects, using the
essential questions:

1 - How could we find out who is the tallest

in the class?, allow students to discuss ways
they might do this. Have a few students
demonstrate a way to compare heights of
students in front of the class.

2 - How could we find out, which is longer,

the art table or the teachers desk? Discuss
with the students how we can use our hands,
and other parts of our bodies to determine
this, have a different group of students
demonstrate this.

In this part of the lesson, the teacher will lead a group
discussion about using measurement to compare
objects. The discussion will be based around the
essential questions, this will help students begin to
think about the different ways of comparing objects,
and the way they may use this at home or school.
Having students demonstrate gives the students who
are more confident opportunities to think about ways
of comparing the objects, and give the students who
are less confident an opportunity to visually see how
to compare objects. During this part of the lesson the
teacher will also explain the grouping for the second
part of the lesson.

Explain to the students to form three groups

based on the coloured paper placed on their
desk. Explain that you will come around to
each group to explain their task. While they
wait for instructions ask them to discuss ways
they might use measurement during cooking.

Tiered Individual Activity

Tiered Activity:
Students get into groups based on the colour
paper placed on their desk. Teacher moves
around to each group to explain the task,
students will be completing individually.
Teacher will begin with the orange group,
moving onto blue and then to purple. Students
will discuss the use of measurement in cooking
while they wait for instruction.

Orange: - Each student is given a box of
different length ribbons; they are to classify
the ribbons from longest to shortest using a
method of their choice. For the students who
are able to count, suggest they try to use their
hands like with the art table and teachers desk.
They are to present a poster which has the
ribbons glued on in order. For students who

In this part of the lesson students will be working

individually, there are three different tasks, the tasks
are classified in terms or readiness, which was
determined by the pre-assessment task. The
individual activities are tiered to address the
different levels of current student readiness for the
lesson objectives, this ensures each student is working
at an appropriate level of challenge to enable learning
(Tomlinson, 2001). The three different tasks all work
towards the same learning objectives, and will show
that students are able to classify objects in terms of
length/height, and be able to compare the lengths/
heights of objects using their hands or feet.

The three different tiers represent similar tasks all
based around using hands or feet to compare the
lengths/heights of objects. The tasks are tiered at
different levels of complexity, ensuring each student is
working at the appropriate challenge. The students in
the orange are given choice about how they can find

used their hands, assist them in recording the

number of hand strokes under each ribbon.

Blue: Each student is given five photographs
of items, which are in the classroom. Their task
is to classify the items from longest to shortest,
using their hands to work this out. Each
student is to present a poster, which has the
photographs of the objects in order, students
are to write the number of hands used next to
each photo. Students can also have a go at
writing the names of the objects if they like.


Purple: The students are given a problem to
solve: Will the sea-saw from the playground be
able to fit in the classroom? The students will
use their hands or feet to measure the length
and width of the sea-saw and the classroom to
determine the answer; the students will be
supervised at the sea-saw. Students can use
chalk to draw the length of the sea-saw on the
carpet in the classroom, showing the answer
to their problem.

out the length order of the ribbons, this helps students

think about the different ways this could be done, and
does not exclude those students who cannot count and
therefore unable to use their hands. However the
students who are able to count are encouraged to have
a go at using their hands. The second level of
readiness the blue are given objects which length
order cannot be obviously determined by looking at
them, meaning they have to use their hands to figure it
out. This task makes students think about the best
way they can use their hands to measure the objects.
The purple group are the highest readiness group,
these students are given a problem-solving question.
Students are not ordering objects but are finding out if
one object fits into the other, which involves problem
solving skills around measurement and deciding the
best way of doing so, is hands or feet going to be
easier in being as accurate as possible.

Throughout the activity the teacher will observe all of
the students, looking for understanding of key
concepts and any gaps in learning. The teacher will
also spend some extra time assisting the orange
group, this could include helping those students who
are unable to count, by counting with them and
assisting the students in recording the number of
hands on the poster. The teacher will discuss with
students about their process and encourage further
thinking about important questions around
measurement such as is this the most accurate way?
What could I use besides my hands to do this?
Lesson Closure/ Check for Understanding

Conclusion
At the end of the tired activities, regroup as a whole class on the floor:
Ask a few students from each tier group, to share or discuss their poster or findings.
Lead a discussion around what the students thought about using their hands to measure, was it easy?
Hard? Reliable? Accurate? Could you use it for all objects/things?
Lead onto a discussion based around the question could you use two different hands when measuring
different objects? Discuss with students why you have to use the same hand, or foot.
Ask them what they discussed about measurement in cooking, and if they had any other ideas about
how we use measurement.

Understanding
Understanding will be checked mainly through observation of students during tiered activities, and
from group and individual discussions, which occurred throughout the lesson. Students posters will be

collected and photos of students chalk drawings will be taken for evidence. Observation and evidence
will help check students understanding and any misunderstandings or gaps in knowledge that need to
be addressed.

Checklist of assignment components:
Complete, step-by-step lesson description, with notes explaining how the lesson represents an
example of a tiered lesson to address various readiness levels
Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
Copy and/or description of preassessment task used to assign individual students to appropriate
tiers
o Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student
work) N/A

Appendix A

WHAT DO YOU KNOW ABOUT MEASUREMENT?
1. Colour the tallest building in red.

2. Colour the lightest object in blue and the heaviest object in orange.

Elephant

Feather

Apple

3. Colour the object, which would hold the most water in yellow?

Cup

Bath

4. What do you use measurement for at home or at school?

Bowl

References
Tomlinson, C. A. (2001). The How Tos of planning lessons differentiated by
readiness. In How to differentiate instruction in mixed ability classrooms (2nd ed.,
pp. 45-51). Upper Saddle River, NJ: Pearson.