GENEVA COLLEGE
BEAVER FALLS, PA
LESSON PLAN FORMAT
Name: Kaylee McCall Date: 2/9/22
Course: Math Grade Level: Kindergarten
I. Topic and General Goal
Comparing lengths and quantities of objects to practice measurement.
II. PA Common Core Standards
Standard - CC.2.4.K.A.1
Describe and compare attributes of length, area, weight, and capacity of everyday objects.
Standard - CC.2.2.K.A.1
Extend concepts of putting together and taking apart to add and subtract within 10.
III. Learning Objectives
The students will be able to compare attributes of length.
The students will be able to play a math matching game to practice their counting from 0 to 20
skills.
IV. Materials
● Manipulatives
● Module 3, lesson 4 handout
● Writing utensil
● Smartboard
● Ipads
● Match Game
V. Lesson
A. Introduction
The teacher will display the “math fluency and fitness” slideshow for the students to move their
bodies to before sitting through the math lesson. The teacher will instruct the students to spread
out around the classroom before beginning the slideshow. After getting through the slideshow,
the teacher will direct the students to return to the carpet.
B. Lesson Development (Activities, Procedures)
Once all of the students are seated and quiet, the teacher will mention how in math they have
been learning about measurements. The teacher will pick two sticks and will ask those students
to come up front and stand next to each other. The teacher will ask the rest of the class, “who is
taller?” and “how can you tell?” After these questions are answered, the teacher will pick two
more sticks to have two new students come up front and stand next to each other. This time, the
teacher will ask the class, “who is shorter?” and “how do you know?”
C. Closure (Summary)
The teacher will explain to the students that there will be three stations. One station will be
playing “splash learn” and on their personal ipads on the carpet. The next station will be playing
a “match game” as the Wednesday math station for the week. The teacher will place the
matching cards at this station which will be used to practice counting of numbers from 0 to 20.
This station will be at the blue table. The last station will be at the teacher table. The teacher will
break the students into small groups of 6-7 students in each group and assign them to a station.
The groups will rotate through each of the stations every 12-15 minutes.
VI. Assessment/Evaluation
This portion of the lesson will take place in a small group with the teacher. The students will
complete the module 3 lesson 4 handout. The teacher will tell the students the instructions, which
are to “circle the shorter stick and then count how many cubes are in each of the sticks they
circle. Once you’ve counted the number of cubes in the shorter stick, write the number of cubes
that you counted in each box.” The teacher will complete the first question with the students (I
DO). As a group, the teacher and students will complete the second question (WE DO). The
students will complete the rest of the handout by themselves (YOU DO). The teacher will assist
as needed.
VII. Differentiation
Process: Providing the students with manipulatives to sort, match, and count at the teacher table.
Accommodations:
The teacher will assist the student with autism in using the manipulatives to make the math
problems “come to life.”
VIII. Interdisciplinary Connections
Technology: The students will be using their ipads for math at one of the stations.
Self Evaluation
At the teacher table, I used cube manipulatives to provide the students with a visual
representation of the stick of cubes that they were comparing on the worksheet. Using the
manipulatives made the students more excited. Seeing their excitement, I decided on the fly to
give each student their own stick of 10 cubes to use to make each problem “come to life.” For
each problem, I had the students use their cubes to make what they saw on their paper, and
then I had them compare with their neighbor, the student sitting next to them. For the lower
performing students, I completed the worksheet with the students step by step. For the other
two groups, I did the first two questions with them and then had the students complete the rest
of the worksheet on their own. I monitored the students as they were working and offered
assistance as needed. Providing the students with the cube manipulatives initially caused some
minor distraction issues, but I told the students that I would take them away if there continued to
be a problem which decreased the distractions. Overall, I was happy with how the lesson went
and working with the small groups of students helps with assing where the students are at in
their understanding of the topic.
