Kelsey Peters October 24, 2012 Math Lesson Plan

Lesson Plan: For students to estimate how many pumpkins and apples high they think they are, and to measure themselves to see the accurate amount of pumpkins and apples. Rationale: This lesson is being taught to help students see how tall using different objects. This lesson will help students understand how tall they are compared to apples and pumpkins This lesson will help students predict how many pumpkins and apples high and compare it to their actual height.

State Standard: CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 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. For example, directly compare the heights of two children and describe one child as taller/shorter.

Objective: The students will be able to compare their height to the number of apples and pumpkins they are, by counting the apples and pumpkins on the wall.

Lesson Progression: Start off by having students come to the rug and sit in their movie theater seats. So we have been talking a lot about apple and pumpkins the last couple of weeks. Today we are going to see how many pumpkins high and how many apples high we are. Explain to the students that in the hallway on the wall, there are paper apple and pumpkins. Ms. OBrien and Ms. Peters will be calling students into the hallway in order to measure the students. Ask the kids Do you think you are more apples high or more pumpkins high? Once they say what they think, tell them that we will see once everyone is measured.

While students are waiting to be called into the hallway, they are going to go back to their seats and predict how many pumpkins and apples they are. They will be given a worksheet that says I think I am _______ apples high and _________pumpkins high They will fill in the blanks and draw a picture to show us how many pumpkins and apples high they are. Ms. OBrien and Ms. Peters will start to call students out into the hallway one at a time. They will have students bring out their papers so they can record the actual amount of apples and pumpkins. They will have students stand next to the apples first. Ms. Peters will put her hand where the childs head is so the student can see for them self how many apples high they are. They will count the number of apples then record. They will repeat this for the pumpkins. Once the students have recorded their data, they will go back to their seat and draw a new picture with the actual amount of apples and pumpkins they are. Once all of the students have completed this activity, they will come back to the rug and take their movie theater seats. Ask students how many pumpkin and apples high they are. Ask them if they were more apples or more pumpkins and ask them why they think it took more apples then pumpkins. Have the apples and pumpkins at the rug so it is shown to them that it takes two apples high for one pumpkin. This will give them a visual of why it is more apples then pumpkins. Have students go around and tell the rest of the class how many apple and pumpkins they were and compare it to the other students in the class.

Other Considerations Some of the materials that are needed during this lesson are the cut out of pumpkins and apples. They should be numbered from one to twenty and taped on the wall so students can measure themselves. We found this lesson on pinterest. This is a website with all ideas that teachers can use for their classrooms. We modified the lesson and created a worksheet that went along with the measuring so students can be reinforced. We chose this lesson because the students were learning about counting from one to ten. This allows the students to count the pumpkins on the wall reinforcing what they have learned in math. This lesson also taught them about estimation.

Some of the questions that we might ask during the lesson would be do you think it would take more apples or more pumpkins high to be the same height as you? This allows students to picture the pumpkins in their head and make conclusions based on what they know. Other questions that we might ask would be, after they did their estimation and actually heights, ask them if their estimations were right. This allows students to compare data and once they give the answer ask them how did you guess the right number or ask them why they were so off. This allows students to think about what they have done and also compare the data.

We considered how we wanted the children to sit on the rug and how many students we wanted out in the hall. We wanted them to sit in rows or their movie theater seats on the rug. Students already know their seating arrangements and were comfortable with the people they were sitting around. We also decided that only two students would be coming out into the hall at a time. They will be pulled out while they have a worksheet and other math activities at their seats. We decided on two children because this will allow us to really explain the apples and pumpkins. It allowed us to talk to each student and explain to them how their estimation and actual numbers were the same and different. It allowed us to give one on one attention to each student. We expect students to respond accordingly to this activity. They should be able to see how their estimations relate to their actual measurements.

Differentiation Differentiation will be used by having students look at the apples and pumpkins on the wall when they are estimating. Since it is hard for kindergartners to visualize how many apples or pumpkins high they are, looking at the pumpkins and apples on the wall will help. Some students may not have to look at the wall however it will be there for students who need the extra help. Differentiation is also applied by having the number written on the apple and pumpkins on the wall. This is so students can look at the numbers instead of counting each apple and pumpkin on the wall. For students who still struggle with counting and numbers, this will make this activity a little bit easier for them.

Assessment We will assess the students based on their estimation and asking them questions after they have measured themselves. We want students to understand that estimation is just a guess and it is ok if they are wrong. We want them to be able to compare their two numbers with the help to the teacher to understand the difference between apples and pumpkins, estimation and actual numbers.