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TCNJ Lesson Plan

Comparing Length/Number: Names and Cube Manipulatives


Student Name: Kayla Taylor Grade Level: Prep (5s) Date of Lesson: Sept. 11-18, 2018

Guiding and/or Essential Questions:


How can we compare objects?
What is the relationship between counting and quantity?
How do we measure?
Pre-lesson Assignments and/or Student Prior Knowledge
Students have been briefly introduced to measurement through the use of a center containing
metersticks and rulers.
Standards (NJ Common Core-Kindergarten):
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.
CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
Learning Objectives Assessment

Students will write their names Teacher will assess students individually and record
and identify each letter within observations. Teacher will look for correct identification
their name. Students will also of letters in the name, correct order, ability to write the
count how many letters are in letters, and ability to identify how many letters are in the
their own name. name.

Students will count the length of Teacher will assess student participation and take written
each name and compare the observations during whole group lesson. Teacher will look
length of names. for the identification of which name is longest, which
name is shortest, and use of the “math language”
(including more than/less than/same as).
Materials/Resources:
Tape, cube manipulatives (enough for each child to spell their name on them), chart paper,
markers

Plan for set-up/distribution/cleanup of materials:


Teacher will prepare materials before pulling students to the activity. Before whole group
activity, the teacher will prepare the materials and ask for student help.

Step by Step plan:


1. Lesson Beginning: Individually, the teacher will help students write their name on the
math cubes. Students will write one letter on each cube and connect them at the end.
Students will count the length of their names.
1. After the students count how many letters in their name, the teacher will ask the
students, “How long is your name?” This will assess for a connection between
cardinality and quantity.
2. Comparison:
1. In small groups (2-3 students), the teacher will ask the students to count the length
of each name and sort the names from longest to shortest. This will serve as an
introduction to the math language that will be assessed for during the whole group
comparison.
2. In a whole group, the teacher will lay out all the names on the floor and ask the
students to make some observations. If the students do not pick up on the
comparison on their own, the teacher will ask questions including “Which name is
the longest or has the most letters?” and “Which name is the shortest?” As a class,
we will sort the names from longest to shortest on chart paper and record the
length of each name.
3. Closing: As a follow-up, the parents will write their names on the math cubes at the Back
to School meeting. Using the same procedure as the previous whole group comparison,
the students will sort their parent’s names and record the results on chart paper.

Key Questions (that you will ask):


Which name is longer? Which name is shorter?
Which name is the longest? Which name is the shortest?
Which name has the most letters? Which name has the least letters?
Are any of the names the same length? How many letters are in ____’s name?
How can we sort the names?

Logistics:
Students are familiar with how to act during small group and whole group activities. The other
teachers in the room will help with any behavior, or focus, issues during the whole group
activity.
Timing (approximate):
Day 1 and 2: Students write names on the math cubes. One letter will be on each cube.
Day 2 and 3: In small groups (about 2-3 students), we practice comparing the lengths of cubes
stuck together and introduce the language of “longest, shortest, most, equal to, the same as, ect.”
Day 4: During morning meeting, we compare our names to see who is the longest/shortest and
attach them to chart paper in order of shortest to longest.
Sept. 18th: Parents write their names on cubes during the “Back to School Meeting”.
Sept. 19th: During morning meeting, we will compare our parent’s names to our student’s.
Transitions:
Students will be pulled individually or in small groups, so they will be given time to put any
materials they were using away before the lesson. During the whole class activity, the students
will already be in a whole group setting for morning meeting.

Differentiation:
Some students will be able to copy their name from the “Who’s here today?” board, rather than
write it off the top of their head.
Some students will receive more probing and specific questions about quantity, while others will
be participate in a more inquiry-based way.
For ESL students, I will speak slowly and use more visuals to explain the concepts of more and
less.

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