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Kindergarten Measurement Unit

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Christine Poloczek

on 8 May 2015

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Transcript of Kindergarten Measurement Unit

Kindergarten Measurement Unit
Diagnostic Assessment
The Lessons...
Centre Learning
- Students can create paper planes (to throw) that they can measure the distance.
- Car ramps with toy cars (distance)
- Long jump sand pit
- Measurement scavenger hunt

- This station will have a variety of activities that students can choose to do
- Ordering objects
- Measuring objects by size
- Comparing

- How Tall Am I Wall (wall where students can measure and then label their height
- Have a large animal hand print (gorilla) on the wall so students can compare the size of their hands.
- Guessing Wall (each day put a different measurement question on the wall where students can sticky note their answers on it).
- Distance mat (students can explore distance by building, racing cars, etc.. and then measuring)

- Students can build sand castle and measure them using different manipulatives.
- Students can race boats and measure the distance using yarn or ribbon
Culminating Task
Big Ideas & Learning Goals

1. Measurement is a comparison of the size of one object
with the size of another.

2. The same object can be described using different

Learning Goals:

I can show which house is bigger using my own strategy.
I can use my own strategy.

Kids in ACTION
Success Criteria
At the end of this unit, students will...

-Use a consistent non-standard unit (manipulative or tool) or standard unit when measuring length, height, and width of an object
- Not leave gaps when using non-standard units
- Evenly line objects when measuring
- Be able to count the number of non-standard units (tools) to see the length, height and width of an object
- Compare and order the length, height and width of different objects, using the same non- standard unit or standard unit of measurement

Learning Goals
- I can draw/ build a structure like a house

- I can measure my structure using a tool of my choice

- I can choose two other structures and measure them using the same manipulative

- I can compare and order the structures that I measured

- I can use math words to describe the structures that I have measured

The Task
- Students will be working independently for the culminating task

- Build (3D) or draw (2D) a structure that they could live in (a house, apartment, etc.), and then measure its length, width and height

- Next, they will be ask to select two other structures from the class (or to build/ create 2 more independently) and to compare the three structures
F. Gitto & C. Poloczek

Measurement (length, width, height) through structures, houses & building

3 little pigs & structures (STEM)


1. Measurement is a comparison of the size of one object with the size of another.

2. The same object can be described using different measurements.

Curriculum Expectations
OE: measure and compare length […] of
objects/ materials […] using non-standard
and standard units, through free exploration,
focused exploration and guided activity

SE: (M2.1) compare and order two or more objects according to an appropriate measure (length) and use measurement terms (longer/ shorter, etc.)

(M2.2) demonstrate, through investigation, an awareness of non-standard measuring devices (feet, hand spans, string, mittens, cubes), to measure length, and standard measuring devices (meter stick, ruler), and strategies for using them

(M2.3) demonstrate, through investigation, a beginning understanding of non-standard units that are the same type but not always the same size

Children at this developmental stage & age may...

- use different sized manipulatives (or combinations of manipulatives) when measuring an object

- leave gaps between non- standard units or overlap the units when measuring

- believe that the object length
changes when they use different
manipulatives and get different
numerical values

- unevenly line up objects when measuring
Topic Relevance & Big Ideas
Merci !

Lesson 1 (Longer/ Shorter)
The Task:
Using a construction worker's glove or your hand, find things that are shorter than/ longer than.

By the end of the lesson, students will:
- Use mathematical terminology
- Use direct comparison of objects/ items
- Compare their hand print (or glove) to determine items that are longer, shorter and the same as

Lesson 2 (Comparing)
The Task:
Using 3D figures, 2D cut outs or your own drawings, order bricks (smallest to biggest, for instance)

By the end of the lesson, students will:
- Use the words longest, shortest, tallest, and widest to describe my objects
- Will compare and order objects according to their size
Lesson 4 (Spacing & baseline)
The Task:
Measure the distance between houses and people on a road map.
Footprints, square stickers and sponges are the tools being used, depending on the particular activity.

By the end of the lesson
-Students will use consistent measurement tools (same size, same type) in order to justify their measurements
- Students will learn that in order to provide an accurate measurement, they must consider the baseline (where do you start measuring from?), must not leave spaces between units, and must not overlap units.

Lesson 5 (Measuring 3D/ Height)
Lesson 3
(Using consistent measurement tools)
The Task:
Use one measurement tool, measure your 2D or 3D house.

By the end of the lesson:
- Students will use consistent measurement tools (same size, same type) in order to justify their measurements
- Students will learn that a measurement includes a number and a unit (ex. “2 cubes) and a descriptor of what is being measured (ex. “long, tall, etc.)

The Task:
Build two structures of the same height, made out of different materials, and prove why they are the same height using measurement tools.

By the end of the lesson student will:
-Use consistent measurement tools(same size, same type) in order to justify their measurements.
- Learn that an object's height/width/length does not change when the tool is changed.
Full transcript