SWBAT understand and explain why different forms of non-standard measurements result in a different number of units measuring the same object.

Kindergarteners need a basic understanding of measurement that leads them to know that the smaller the unit the more it takes to measure the same object using less larger units.

15 minutes

Each day we begin our math block with an interactive online calendar followed by counting songs and videos.

**Calendar Time:**

We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Daily Calendar math is included in the resources.

**Counting with online sources:** Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched"Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100by ones to get a jump on our end of the year goals.

10 minutes

I have the kids watch a video about measuring length/height.

We have a class discussion about what length (height) is and how we saw it measured in the video. We discuss how the video showed different objects measuring the polar bear and how the size of the measuring objects effective how many objects it took to find the size of the bear. (The kids usually notice that the smaller the measuring objects are, the more of them it takes to measure it.)

10 minutes

I demonstrate measuring a pencil under the doc cam using small paper clips and next to those, small paper clips. We discuss why there are less paperclips than the small ones.

After our discussion, I demonstrate measuring my computer table using the baby feet and big boy shoes that the kids are going to use in the activity.

I guide have the kids go to their tables and the helper of the day passes out the baby and big boy feet to each table. I guide them through measuring and comparing their tables.

15 minutes

Once the kids have experienced measuring the tables, I have them partner up and take turns measuring each other using the same baby and big boy feet.

They take turns laying on the floor and using the shoes to measure partner, then the baby feet.

They record the lengths of each person at their table in baby feet and big boy feet. The recording sheet is written in a kid friendly way. Kinders should be able to read the page with support from the teacher for specific words.

Copy and cut the recording pages as there is two recording pages per page.

10 minutes

We gather back on the floor to discuss what we learned from this experience. We talk about how it takes more baby feet to measure some one than big boy feet and why. I have a couple of kids come up and explain their thinking.

One of the kids draws her thinking out on chart paper. *The kids seem to connect to the ideas as soon as she begins drawing. Kids learn a lot from hearing each others' thinking.*

I do not have an exit ticket for this lesson as measurement is not a critical area for kinder. It is an intro area and just having experience in the area is all that is expected. The most they need to be able to do is compare lager, smaller, longer, taller, shorter, heavier, lighter.