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Before starting the unit, use the Student Interest Inventory.


Lesson 1 Graduated Order
Instructional Group Size: Small Group consisting of 5-8 students
Subject/Activity:
Pre-K Mathematics/ Graduated Order Apples
Essential Question: What types of objects do we put in order by size?
Bright from the Start Standard: MD 5 g Orders two or more objects by size (seriating)
Objectives:
Given the apple die cuts, the learner will arrange the objects in order by size from biggest to smallest.
Procedures:
Introduction:
The teacher will begin the lesson by having the children echo the following poem, Ungy, Mungy, Chicka Chicka Chungy, Alligator Alligator, Alligator Ungy
What have we been talking about all week? Apples of course! Today, we are going to learn about the size of apples. We are going to look for the big apple, the small apple, and the medium apple. First, we are going to work with the blocks and the bears. Then, we will work with the apples to put them in order from the biggest apple to the smallest apple. By putting the apples in order, we will be learning the first steps to helping us learn how to measure. Measuring is important because it helps us know what size clothes to buy. It also helps us build our houses and determine what size materials we need.

Implementation:
1. The teacher will tell the students that we have three blocks on our table that we are going to use today. The teacher will ask the students to look at the blocks. She will ask “What is different about these blocks?” (They are different sizes.)
2. The teacher will hold up each of the blocks and tell the children the correct size of each block. She will ask them to identify what big, medium, and small means?
3. The teacher will model how to put the blocks in order by size from the biggest to the smallest. She will call out the name of the block and size as she puts them in order starting with the big block.
4. The teacher will ask the children to help her tell the order of the blocks. (Big, Medium, and Small)
5. The teacher will have each child identify the order of the blocks as they point to them just as they did as a large group.
6. The teacher will pass out bears that are big, medium, and small to the children. Each child will be given their own set of bears as well as the teacher.
7. The teacher will guide the children to put the bears in order. She will ask the children to “Please find your big bear and hold it up.” If someone cannot locate the big bear, the teacher will assist them in finding it. When all of the children are holding the big bear, she will ask the students to place the big bear in front of them. The teacher will continue with this for the remaining sizes of bears. When all of the bears are in order, the group will point to each bear and say the correct size to check and see if they have put the bears in the correct order. If everyone is not in the same order, the teacher will assist the child in putting them in the correct order.
8. The teacher will pass out the construction paper, glue, and apple die cuts. She will instruct the children to put the apples in order from the biggest apple to the smallest apple.
Closure:
Today, we learned about the size of apples. We also worked with blocks and bears. We put our objects in order from the biggest to the smallest. Then call on a student to remind us how we put the apples in order from biggest to smallest. Tomorrow, we will put objects in order by length. This will help us when we start measuring how long items are around us. Remember this is important because it helps us figure out how tall we are so we can buy the right length in our pants. We don’t want to walk around with shorts on in winter.
Materials:
  1. Blocks
  2. Bears
  3. Big Construction Paper
  4. Glue Sticks
  5. Apple Die Cuts
  6. Matrix
  7. Pen
Evaluation:
The teacher will observe the children’s apple die cuts in order from the biggest to the smallest. She will indicate the order in which the apples were on a matrix.
Remediation:
The teacher will help the students that did not comprehend the lesson by using people figures. She will rename the sizes big, medium, and small with Daddy, Mama, and Baby. The teacher will use new objects in the classroom like books, cups, and people figurines to demonstrate the order of sizes. The teacher will start with the people since she is using family names that the children will already relate too. She will complete the same procedures as the first day using the new objects.
Enrichment:
The students that mastered the first day activities will get to put the group members in order by size. Each student will be given a turn to put their friends in order. They will also learn that there can be more than just three sizes. They will learn about a fourth size tiny. They will get the opportunity to put big, medium, small, and tiny objects in order together. They will further their learning of seriating by completing the next lesson on ordering objects by length.

Use the following Matrix for assessment:





Lesson Plan 2 Including Modifications

Instructional Group Size: Small Group 8-10 students

Subject/Activity: Pre-K Mathematics/Graduated Order

Essential Question: What types of objects can we put in order or measure by length?

Bright from the Start Standard: MD 5 g Orders two or more objects by size (seriating)

Objectives:
Given paper strips, the students will place them in order by length from the longest to the shortest.

Procedures:


Introduction:

The teacher will gather all of the students’ attention by saying “All eyes on me, hands in laps, and listening ears on.” Do you remember when we put objects in order from the biggest to the smallest? Today, we are going to learn about putting objects in order from the longest to the shortest. We are going to look for the long block, the short block, and the middle block. We are going to use blocks, pipe cleaners, strips of paper, and pencils. This activity will help us learn how to measure real life objects by their length.

Implementation:

1. The teacher will tell the students that we have three blocks on our table that we are going to use today. The teacher will ask the students to look at the blocks. She will ask “What do you notice about these blocks?” (They are all different sizes) Yes, you are correct they are all different sizes or lengths. A length is a measured distance. In our case, it would be how long our blocks look.
2. The teacher will hold up each block and tell the students the terms they are going to use to identify each length. The teacher will ask the students what long, medium, and short mean.
3. The teacher will model how to put the blocks in order by length from the longest to the shortest. She will call out the name of the block and size as she puts them in order starting with the long block.
4. The teacher will ask the children to help her identify the order of the blocks.
5. The teacher will have each child individually identify the order of the blocks as they point to them. She will follow the same procedures she used when they told her as a group.
6. The teacher will pass out pencils of various lengths to each child. The children and teacher will get a short, long, and medium pencil.
7. The teacher will guide the children to put the pencils in order. She will ask the children to “Please find your long pencil and hold it up.” If someone cannot locate the long pencil, the teacher will assist them in finding it. When all of the children are holding the long pencil, she will ask the students to place the long pencil in front of them. The teacher will continue with this for the remaining lengths of pencils. When all of the pencils are in order, the group will point to each pencil and say the correct length to check and see if they have put the pencils in the correct order. If everyone is not in the same order, the teacher will assist the child in putting them in the correct order.
8. The teacher will give each child a partner and have them sit at another table together. The children will peer-tutoring to help each other in understanding the concepts presented. The groups will be based on the people that understand the concept with the ones who are struggling and need modifications to their learning environments. The teacher will pass out the 3 different lengths of pipe cleaners to each group. The teacher will have the students work together to put the pipe cleaners in order from the longest to the shortest. The teacher will provide feedback to the groups as she monitors the students’ work. It will be a team effort.
9. The teacher will assign which student will be the tutor and the tutee in the group work. The students will talk to one another about what they are doing and why they are doing it. They will instruct the other student to learn the skills needed for ordering by length. They will help each other understand difficult words or explain ideas.
10. The teacher will give each child their own set of paper strips. The children will be told to put their paper in order by length on the table in front of them. They will be told to raise their hand when they are finished.
Closure:
Today, we learned about the length of different objects. We put our objects in order from the longest to the shortest. Since we have learned how to measure length and put different lengths in order, it will help us when we start measuring height. Tomorrow, we will put objects in order by height. We will learn the words we are going to use to describe how tall things around us look.
Materials:
1. Pipe cleaners
2. Blocks
3. Pencils
4. Paper Strips
5. Group list
6. Camera

Evaluation:

The students will be evaluated on their independent practice. The teacher will observe the order of length in which each child has put their objects. She will assess if they were put in order from longest to shortest or shortest to longest. She will take a picture of their work with each child so she can assess them and have the picture for their portfolio.
Remediation:
The teacher will help the students who did not comprehend the lesson on the first time by using pre-cut circles to make caterpillars. The teacher will have a 3 circle caterpillar, a 6 circle caterpillar, and a 9 circle caterpillar for each child. Each caterpillar will contain a picture of something that is familiar to children as short, long, and medium. They will name the caterpillars short, medium, and long. The teacher will introduce her caterpillars with these names. She will give the students the blocks and have them see which caterpillar is the same size as the block they are given. The students will measure their blocks by the length of the caterpillars. They will then identify the length of the block by the name of their caterpillar which they can remember by the picture located on their caterpillar.
Enrichment:
The students that mastered the objective will measure the other group members with string. Each student will lie down on the floor and the other friends will cut a piece of string the length of the child’s arms that is on the floor. The students will put the length of their friends’ arms in order on the wall outside of our classroom. They will draw the symbols of their friends next to each piece of string. They will also move on to our next lesson on measuring height and placing the heights in order.




Lesson 3 Integrating Technology
Instructional Group Size: Small Group 5 students
Subject/Activity: Pre-K Mathematics/Graduated Order
Essential Question: What types of objects can we put in order by height?
Bright from the Start Standard: MD 5 g Orders two or more objects by size (seriating)
Objectives: Given a computer with HyperStudio, the learner will arrange at least 5 out of 8 objects in order by height.
Procedures:
Introduction:
The teacher will gather all of the students’ attentions by having them echo what she is saying and doing with the following saying, “Open them, shut them, give a little clap, open them, shut them, and put them in my lap.” Do you remember when we put objects in order by length from the longest to the shortest? Today, we are going to learn about putting objects in order by height. We are going to use the words tall, medium, and short. We are going to look for the tall block, the short block, and the medium block. We are going to use people and dinosaurs. This activity will help us begin to learn how to measure height.
Implementation:
11. The teacher will tell the students that we have three people on our table that we are going to use today. The teacher will ask the students to look at the people. She will ask “What do you notice about these people?” (They are all different sizes) Yes, you are correct they are all different sizes or heights. A height tells us how tall something looks.
12. The teacher will hold up each person and tell the students the terms they are going to use to identify each height. The teacher will ask the students what tall, medium, and short mean.
13. The teacher will model how to put the people in order by height from the tallest to the shortest. She will call out the size of the person as she puts them in order starting with the tallest person.
14. The teacher will ask the children to help her identify the order of the people.
15. The teacher will have each child individually identify the order of the people as they point to them. She will follow the same procedures she used when they told her as a group.
16. The teacher will pass out dinosaurs of various heights to each child. The children and teacher will get a tall, medium, and short set of dinosaurs.
17. The teacher will guide the children to put the dinosaurs in order. She will ask the children to “Please find your tall dinosaur and hold it up.” If someone cannot locate the tall dinosaur, the teacher will assist them in finding it. When all of the children are holding the tall dinosaur, she will ask the students to place it in front of them. The teacher will continue with this for the remaining heights of dinosaurs. When all of the dinosaurs are in order, the group will point to each one and say the correct height to check and see if they have put them in the correct order. If everyone has not arranged them in the same order, the teacher will assist the child in putting them in the correct order.
18. The teacher will assign each child a computer and set up the HyperStudio activity. She will demonstrate how to click on the items to put them in the correct order by height. She will tell the children to work all eight of the problems until they see a big smiley face which means they are done.
19. She will say when you see the smiley face come back to the table.
Closure:
Today, we have learned about heights of different objects. We learned how to put objects in order from the tallest to the shortest. This activity will help us measure height for our next project. Tomorrow, we will measure the height of people using different objects. We will learn how tall we are so we can make a class chart together.

Materials:
1. Dinosaurs
2. People
3. Computers
4. HyperStudio program
5. Pre-Made Hyperstudio seriating game
6. Matrix
7. Pen
Evaluation:
The students will be evaluated on their independent practice of the HyperStudio game. The teacher will monitor the students during the game and check the scores once they have completed the activity. They will be assessed on putting objects in order from the tallest to the shortest. She will document how many they got right by checking each one on a matrix.
Remediation:
The teacher will help the students who did not understand the activity by using children in the classroom. She will pick three students. One will be the tallest, one will be the shortest, and one will be a medium height. She will use the names of the students to help the individuals understand their height. She will have the students arrange the children in order from tallest to shortest. She will then have them identify the height of each child to show understanding. She will also have them work with a friend on HyperStudio to complete the new game like the day before. She will use group work to help the students understand.

Enrichment:
The teacher will have the students who showed mastery of the lesson help the students who did not master the lesson. She will have them use their own words and tools to communicate with their friends. She will also have each student begin using various objects to measure their friends. They will get to pick one classroom object and lay them beside their friend to see how many objects tall their friend is.

Use the following matrix for assessment:





Lesson 4 Graduated Order

Instructional Group Size: Small Group consisting of 5-8 students
Subject/Activity: Pre-K Mathematics/ Graduated Order Pumpkins
Essential Question: What types of objects do we put in order by size?
Bright from the Start Standard: MD 5 g Orders two or more objects by size (seriating)
Objectives:
Given the pumpkin die cuts and the scarecrows, the learner will arrange at least one of the two objects in order by size from giant to tiny.
Procedures:
Introduction:
The teacher will begin the lesson by reciting The Five Little Pumpkins poem. When all students’ eyes and ears are on the teacher, she will ask them to recite it with her. Then, the teacher will ask what that poem is about? (Pumpkins) Today, we are going to learn about the size of pumpkins. We are going to look for the giant pumpkin, the big pumpkin, the small pumpkin, and the tiny pumpkin. First, we are going to work with the leaves and turkeys. By putting the objects in order, we will continue our learning about how to measure. Measuring is important because it helps us know what size objects we need to buy.
Implementation:
1. We have four leaves on the table that we are going to use today. I want you to take a look as the leaves and tell me “What is different about the leaves?” (Give each child a chance to respond.) Yes, you are correct they are all different sizes.
2. The teacher will hold up each of the leaves and tell the children the names of the leaves. She will ask them to identify what giant, big, small, and tiny mean?
3. The teacher will model how to put the blocks in order by size from the giant leaf to the tiny leaf. She will call out the name of the leaf by size as she puts them in order starting with the giant leaf.
4. The teacher will ask the students to help her tell the order of the leaves. Then she will give each child a chance to identify them on their own.
5. The teacher will pass out the turkeys and each child will receive their own set. The teacher will keep a set to use too.
6. The teacher will guide the children through the process of putting the turkeys in order. She will ask the children to find their giant turkey and hold it up. The teacher will assist all of the students who need help. When all of the students are holding the giant turkey, she will ask them to place the turkey on the table. Then the teacher will guide the students through the process of finding the next size turkey. Since the students have been exposed to this many times, she will ask them, “What size turkey comes next? She will continue with the remaining sizes of turkeys until all children have their turkeys in order. Then, one by one they will tell their order of turkeys and correct them with assistance if needed.
7. The teacher will pass out the construction paper, glue, pumpkin and scarecrow die cuts. She will instruct the children to put the pumpkins and scarecrows in order from the giant one to the tiny one.
Closure:
Today, we learned about the size of four objects. We worked with scarecrows, turkeys, pumpkins, and leaves. We put our objects in order from the giant object to the tiny object. “Would someone like to demonstrate how we did this for our group?” Then the teacher will review the order the child has placed the objects in. Tomorrow, we will learn how to measure a shape using classroom objects. This will be the first time we have measured anything with other objects rather than by size. This will help us be able to measure the size of anything in our classroom.
Materials:
1. Pumpkins
2. Scarecrows
3. Leaves
4. Turkeys
5. Paper
6. Glue

Evaluation:
The teacher will observe the children’s order of their pumpkins and scarecrows. She will keep their work as work samples for their portfolio. The students will demonstrate mastery if they put at least one object in the correct order.
Remediation:
The teacher will help the students that did not comprehend the lesson by using people figures. She will rename the sizes giant, big, small, and tiny with Daddy, Mama, Brother and Baby. The teacher will use new objects in the classroom to demonstrate the order of sizes. The teacher will start with the people since she is using family names that the children will already relate too. She will present the concept using the same methods from the today.
Enrichment:
The students that mastered the activities will be allowed to work one on one with a peer who does not understand. They will get to be the teacher and teach their peer the correct way to put four objects in order. They will begin measuring with objects tomorrow. They will get to lay objects across the classroom to see how big their favorite center is.




Lesson Plan 5 Measuring with Paper Clips
Instructional Group Size: Small Group consisting of 5-8 students
Subject/Activity: Pre-K Mathematics/ Measuring with non-standard objects
Essential Question: What types of things can we measure?
Bright from the Start Standard: MD 5 d Measures the length of objects using non-standard measures
Objectives:
Given a Christmas tree to measure with paperclips, the students will demonstrate understanding by gluing the paperclips to the paper and writing a number to represent the length of the object.
Procedures:
Introduction:
The teacher will begin the lesson by saying hands in laps, eyes on me, and ears open. When the teacher has everyone’s attention she will say today we are going to measure objects using paperclips. We are going to place the paperclips beside the object and count how many paperclips we have used in order to know how long our object is. This lesson will prepare us to be able to measure our classroom objects using various materials just like a seamstress or a builder measures. One day some of you may decide you would like to have a job like this and then you will already know how to measure.
Implementation:
1. I have some paperclips and ornaments and candy canes on the table today. We are going to measure these items together. Then, you will measure some objects on your own.
2. The teacher will hold up the candy cane and say we are going to measure this first. I have a handful of paperclips to use to help me measure. The first thing that I have to do is put my object on the table. Who can tell me what my object is? (candy cane) Then, I will put one paperclip next to it. I will continue putting paperclips until I reach the end of my candy cane. I want you to tell me if I need another paperclip or if I am at the end. The teacher will ask the students to tell her every time until they say she has reached the end. Last of all, we count the paperclips to see how long our object is. Let’s count them together.
3. Then the teacher will review the steps she did with the children. First, we lay the object down. Then, we begin placing paperclips beside the object until we reach the end. Finally, we count the objects to see how long the object is.
4. The teacher will pass out the ornaments and give each child some paperclips. She will keep the materials for herself.
5. She will guide the students through measuring the ornament by prompting them with questions like, “What do we do first, second, third?”
6. When everyone has reached the end of the ornament she will tell everyone to count their paperclips. She will make sure that all of the students have the same number. She will assist the ones who did not receive the correct answer on the first try. Each child will tell their number of paperclips after everyone has counted together.
7. Then, the teacher will give each student the Christmas tree and they will be using to measure independently. She will tell them to raise their hand when they have finished counting their paperclips.
8. Once the students have raised their hand, the teacher will give them a marker to write their number on their Christmas tree.
Closure:
Today, we measured objects using materials for the first time. Please help me remember the steps we took to measure our objects. First, we laid the object down. Then, we measured from beginning to end. Finally, we counted to see how long the object was. Tomorrow, we will measure with snowballs. We will use the snowballs to measure objects just like we did today. You will get to evaluate yourself or grade your own paper. This will help us learn to measure successfully.
Materials:
1. Christmas Trees
2. Camera
3. Paperclips
4. Candy canes
5. Ornaments
6. Labels to print pictures on
Evaluation:
The teacher will take a picture of each student’s paper then she will evaluate them later and place them into their portfolio.
Remediation:
The teacher will help the students that did not comprehend the lesson by teaching them the steps in a rhyme. They will say the following rhyme together.
First put the object down.
Then, measure all around.
When you reach the end
Stop and count my friend.
Then, the teacher will present the students with new objects and guide them through the process by having the students refer back to the poem they have learned to help them remember the steps.

Enrichment:
The students who mastered the activity will get to measure a friend using objects of their choice. Their work will be displayed in the hallway for others to see.




Lesson Plan 6 Measuring with Snowballs
Instructional Group Size: Small Group consisting of 5-8 students
Subject/Activity: Pre-K Mathematics/ Measuring with non-standard objects
Essential Question: What do we use measurement for?
Bright from the Start Standard: MD 5 d Measures the length of objects using non-standard measures
Objectives:
Given four objects to measure with snowballs, the students will demonstrate understanding by using the self assessment and receiving 3 out of 4 smiley faces.
Procedures:
Introduction:
The teacher will begin the lesson by saying hands in laps, eyes on me, and ears open. When the teacher has everyone’s attention she will say today we are going to measure objects using snowballs. This is the second time that we have measured anything using other objects. We are going to place the snowballs beside the object and count how many snowballs we have used in order to know how many snowballs long our object is. This lesson will prepare us to be able to measure our classroom objects using various materials. It is important to know how to measure so that we can build things in real life and inside our classroom.
Implementation:
9. I have some snowballs and some other objects on the table today. We are going to measure pencils and magnifying glasses together. Then you will measure some objects on your own.
10. The teacher will hold up the magnifying glass and say we are going to measure this first. I have a handful of snowballs to use to help me measure. The first thing that I have to do is put my magnifying glass on the table. Then, I will put one snowball next to it. I will continue putting snowballs until I reach the end of my magnifying glass. I want you to tell me if I need another snowball or if I am at the end. The teacher will ask the students to tell her every time until they say she has reached the end.
11. Then the teacher will review the steps she did with the children. First you have to do what? (Lay the object down.) What do you do next? (Start putting snowballs beside the object.) What do you do next? (Keep going until you reach the end of the object.)
12. The teacher will pass out the pencils and give each child some snowballs. She will keep a pencil and snowballs for herself.
13. She will guide the students through measuring the pencil by prompting them with questions like, “What do we do first, second, third?”
14. When everyone has reached the end of the pencil she will tell everyone to help count their snowballs. She will make sure that all of the students have the same number. She will assist the ones who did not receive the correct answer on the first try. Each child will tell their number of snowballs.
15. Then, the teacher will give each student the objects they will be using to measure independently. They will be given blocks, cars, mice, and leaves. She will make sure that each child has enough snowballs to measure all of the objects. She will tell them to measure one object and leave the snowballs beside it and continue measuring the others.
16. Once the students are finished measuring, they will be given the self-assessment rubric and stickers to evaluate their own work. When they have placed the stickers on their sheet, they can check their work with the teachers to see how many smiley faces they receive.
Closure:
Today, we measured objects using snowballs. We laid the object down, and then measured from beginning to end. Finally, we counted to see how many snowballs long the objects were. Tomorrow, you will get to choose your own object in the classroom to measure on your own. You will get to choose the object and the materials that you measure the item with. You will be completing all of the work on your own. This activity will let you be just like a carpenter and measure your own materials.
Materials:
7. Snowballs – makeup pads
8. Magnifying glass
9. Pencils
10. Blocks
11. Cars
12. Leaves
13. Mice
14. Self-Assessment Rubric
15. Stickers
16. Teacher Self-Assessment Rubric
17. Pen or Pencil
Evaluation:
The teacher will observe the students self-assessment papers to see if they mastered measuring 3 out of 4 objects correctly.
Remediation:
The teacher will help the students that did not comprehend the lesson by using new objects and materials to measure. She will present the concepts of measuring with the idea of clothes. She will talk to the students about how you buy clothes and make sure that they are the right length so that your pants are not too short. The teacher will use an item of clothing to measure to show the students how they can measure it with another object. The teacher will not use the rubric this time to see if it was the rubric that caused them to not give their information accurately, when they actually understand the concepts presented.
Enrichment:
The students who mastered the activity will get to complete the unit project as well as work with a peer who does not understand the concept of measurement.

Use the following self-assessment for evaluation:





Final Unit Project
Instructional Group Size: Independently
Subject/Activity: Pre-K Mathematics/ Measuring with non-standard objects
Essential Question: Who needs to know how to measure objects?
Bright from the Start Standard: MD 5 d Measures the length of objects using non-standard measures
Objectives:
Given all of the lessons that we have learned, the students will show understanding of the unit by completing a board that demonstrates their understanding of measuring with non-standard objects.
Procedures:
Day 1: Choose a board from the classroom to present your project on. Choose a classroom object and draw a picture of the object on your board.
Day 2: Choose one or more classroom art materials to measure your object with. Glue the material onto your board to show understanding. Count the number of art items used and write it on your board beside your object.

Evaluation:
The teacher will observe the students boards and use the teacher rubric for assessment of mastery.

Use the following assessment: