Unit Planning Sheet for Kindergarten Measurement Unit on Length
Overall Expectation
Kindergarten
measure and compare length, mass, capacity, area and temperature of objects /materials,
and the passage of time, using non-standard and standard units, through free exploration,
focused exploration and guided activity
Specific Expectations
M2.1
Compare and order two or more
objects according to an appropriate
measure (length) and use
measurement terms (longer/shorter,
thicker/thinner)
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
(measuring cups, metre stick) and
strategies for using them (use foot
steps to measure the distance between
the door and the sink)
Key Ideas
The following are key points that can be made about
attributes, units, and measurement sense in the primary
grades:
1. Objects and events have a variety of attributes that can
be measured.
2. Measuring an attribute involves finding the number of
non-standard or standard units that are needed to match,
cover, or fill the object being measured.
3. Measurement sense involves an understanding of
appropriate measurement units in various situations, of the
“howmuchness” of measurement units, of measurement
processes, of the use of measurement tools, and of
estimation in measurement.
M2.3
Demonstrate, through investigation, a
beginning understanding of nonstandard units that are the same type
(straws, paper clips, footprints) but not
always the same size
Big Ideas
1. Measurement is a comparison of the size of one object
with the size of another.
2. The same object can be described by using different
measurements
Rationale
In our FOS Measurement is an area of weakness.
Measurement is used naturally to compare objects, discuss
distance, temperature and time.
Success Criteria and Misconceptions
Success Criteria
 I can compare objects to determine their length or
height
 I can measure length by lining the objects up next to
each
 I can measure objects by using my foot print
 I can measure objects by using string, links, cubes,
straws
 I can count the number of cubes to see how long the
object is
 I need to use the same tool (manipulative) when
measuring when
 Length of an object can be described differently
when using different tools to measure (big/small foot
print)
Length is the most visible attribute of many objects, and is
one of the first attributes discovered by children. In
everyday situations, children explore the attribute of length
in objects in their environment.
Misconceptions
o use different size units to measure an object
o leave gaps or overlap
o the object length stays the same size even if you use
different measures and get different numerical
values
o objects need to be lined up evenly to measure
correctly
o measure in full units only, do not account for
fractional measurements (Based on Marian Small’s )
Inquiry Question:
What measurement tasks help students to choose the most
appropriate tool to measure that object?
Tools:
cubes, links, straws, string, mittens, footprints
Strategies
Strategies Specific to Length:
- comparison
- count the cubes
- use logical reasoning
Problem Solving Strategies
- understand the problem
- choose a strategy
- solve the problem
- does my answer make sense
Lesson
Before
Activating Prior
Knowledge
Diagnostic
We know that the
words longer and
LG: Determine what
shorter tell us about
the students naturally how long or how tall
know about measuring something is.
length.
Today I want you to
Do they compare?
find the length of
Do they use a
some objects. I am
manipulative?
going to ask to find the
Do they use
length of different
*transitivity?
items, dolls, lines and
snakes.
Transitivity
If A is related to B and
B is related to C, Then
A is also related to C
Materials:
Dolls
Snakes
Inverted T
Cubes
Links
During
Hands On
Working On It
Dolls
Maria thinks Susie is
taller than Bridgette.
Jeff thinks they are the
same height. Who is
right?
The Inverted T
Do you think the
orange line is as long
as the purple line, or is
the orange line longer
than the purple line?
Snakes
Which snake is
longer?
Strategies:
Guess and Check
Comparison
Transitivity
Tools:
String
Cubes
Links
Ruler
After
Congress
Discussion
Diagnostic – no
discussion. These
activities will be
repeated using
different materials as
a culminating task to
determine if the
students are now able
to use different
strategies and tools.
Good Questions
Who was right about
the dolls, Maria who
thought Bridgette was
taller or Jeff, who
thought Bridgette and
Susie were the same
height?
How did you find out if
the lines were the
same length or if the
purple line was longer
or the orange line was
longer?
How do you know
which snake is
longer?
Lesson # 1
M2.1
Compare/order
Footprints
LG: Students use the
language of
longer/shorter, the
same as
LG: students use
direct comparison to
determine items
longer, shorter, the
same as
Materials:
Student’s shoe
Before
Activating Prior
Knowledge
Everyone look at your
shoe. Compare your
foot to the person
sitting next you.
During
Hands On
Working On It
Small Group Activity
Have each student
take off one shoe and
look for things in the
What is the same
classroom that are
about your shoes?
shorter, the same
length and longer than
What is different about their shoe.
your shoes?
Observations:
Create a T Chart
about how the shoes
are the same and
different
After
Congress
Discussion
Have one student
show an item that was
longer than their shoe.
Good Questions
Ask how do you know
it is longer?
How do you know that
the item was longer
than your shoe?
What was harder to
find, items that were
longer, shorter or the
same length? Why?
After Practice:
Have groups of five
students order their
shoes from shortest to
longest.
How do you know that
the item was shorter
than your shoe?
How do you know that
the item is as long as
your shoe?
Lesson # 2
M2.2 M2.3
(non-standard)
More Footprints
LG:
Do not leave gaps
between units when
measuring
LG:
The same object can
be described using
different
measurements
Materials
Multiple copies of:
My footprint
Zaid’s footprint
Alyana’s footprint
Ethan’s footprint
Misconceptions:
- use different size
units to measure an
object
- leave gaps or
overlap
Before
Activating Prior
Knowledge
Large Group:
Gather the students in
a circle. Put out the
long block from the
Big Blocks Centre.
Have multiple copies
of my footprint and
Zaid’s footprint out.
Ask a student to
measure the length of
the block.
Talk about placement
of the footprints,
discuss that they
cannot leave gaps.
During
Hands On
Working On It
Small Group Activity:
After
Congress
Discussion
Have each group
discuss why they have
Show the students two different answers. If
different size footprints we are measuring
(Alyana – small, Ethan something then it
– large).
should be the same?
Pair the students, give
one group Ethan’s foot
print and have them
measure the distance
from one end of the
carpet to the other.
Give another pair,
Alyana’s footprint and
have them measure
the same distance.
Talk about the choice
of footprints, only one Observations:
size can be used not a - Use of language
combination of Zaid’s
prints and mine.
Do they line up the
items?
- Do they understand
larger print/smaller
answer?
Why is the answer
less with Ethan’s
footprint?
Why is the answer
longer with Alyana’s
footprint?
Good Questions
Why don’t you want to
leave gaps?
Why did we get
different answers
when measuring the
same block.
Why do we line up the
footprint with the end
of the block?
What did you do if
there was some block
left?
Same type of
tool/manipulative not
the same size.
Lesson # 3
Guide to EI
Measurement p.56
M2.1 (compare)
LG: Develop
vocabulary for height
(tall/short)
LG: Compare objects
according to an
appropriate measure
Materials:
String cut in to lengths
of one meter.
Picture of the Ferris
wheel.
Before
Activating Prior
Knowledge
Show the picture of
the Ferris Wheels.
During
Hands On
Working On It
Which Ferris Wheel
can you ride on?
It is very important for
people to be safe
when they ride the
Ferris wheel. There
are two Ferris wheels
at a fair. The small
Ferris wheel is safe for
people who are
shorter that the string,
and the big Ferris
wheel is for people
who are the same
height of taller than
the string.
Are you taller, shorter
or the same height as
the string?
Two students hold the
Cards labeled
Taller / Shorter / Same string end to end
(vertically) from the
Height
floor.
Ask:
Do you think you are
taller than, shorter
than, or the same
height as the string?
Point up (taller)
Point down (shorter)
Point forward (same)
Ask someone taller to
stand beside to
compare. Have
students verify yes/no
Students work in
groups of 3.
Tell students they
need to work together
to compare
themselves by height
with the piece of
string.
Explain that each
student needs to find
out whether he or she
is taller than, or the
same height as the
piece of string.
After
Congress
Discussion
Ask a few students to
show how they
determined whether
they were taller,
shorter or as tall as
the string.
Good Questions
Show the students the
cards labeled
Shorter/Taller/Same
Height.
Are you taller, shorter
or the same length?
How do you know?
Discuss the meaning
of each word on the
card.
Place the cards on the
floor. Ask each
student to line up
behind the card that
describes their height
in relation to the piece
of string.
Explain that we have
created a graph.
Observe:
Use of language
Short/tall
Tall/taller
Use of comparing
strategy
Can they explain how
to measure?
Which group has the
fewest?
Which group has the
most?
Are more students
taller/shorter/same as
String?
What are you
measuring?
How are you using the
piece of string to
measure?
If you were at the fair,
could you ride the
small Ferris wheel or
the big Ferris wheel?
Why?
Graph Questions:
What does our people
graph show?
Which students would
be able to go on the
big Ferris wheel?
Which students would
be able to go on the
small Ferris wheel?
What do all these
students have in
common?
How many students
are taller than the
string? Shorter/same?
Lesson # 4
M2.1
Student Line Up
LG: vocabulary for
height (tall/short)
LG: compare objects
according to an
appropriate measure
Materials
none
Lesson # 5
M2.1
LG: vocabulary for
height (tall/short)
LG: compare objects
according to an
appropriate measure
Before
Activating Prior
Knowledge
Have Ms. Vanetti, Ms.
Hassan and Ms.
Deborta model how to
determine who is
taller. And then have
them order
themselves so they
are standing from
shortest to tallest.
Model the language of
transitivity. If Ms.
Deborta is taller than
Ms. Vanetti and Ms.
Vanetti is taller than
Ms. Hassan then we
know that Ms. Deborta
is taller than Ms.
Hassan without having
to measure because
Ms. D is taller than
Ms. V who we know is
taller than Ms. Hassan
Before
Activating Prior
Knowledge
Ask two students to
hold the string at each
end and model how to
use the string to
measure.
During
Hands On
Working On It
Order yourselves from
shortest to the tallest.
Break the students up
into groups of 5 and
have them place
themselves in order
from shortest to the
tallest.
Observations:
Use of language
Short/tall
Tall/taller
Use of comparing
strategy
After
Congress
Discussion
Have each group
show to the class their
order. Have one
person explain how
they figured out where
each student was
placed?
Extension:
Determine how many
snap cubes long the
shortest person in
your group is.
Good Questions
How did you know
who was the shortest?
How did you measure
if two students were
about the same
height?
How did you know
who was the tallest?
Could you measure
another way?
How many snap
cubes long is the
tallest person?
Can they explain how
to measure?
How many snap
cubes taller are they
than the shortest
person in your group.
During
Hands On
Working On It
Students work in pairs
to find items in the
class or around the
school that are
shorter, longer than or
the same length.
After
Congress
Discussion
Ask several students
to present their
findings.
Good Questions
How do you know it is
longer/shorter/same
as the string?
Lesson # 6
M2.1
Growing Tall
LG: vocabulary for
height (tall/short)
LG: compare objects
according to an
appropriate measure
LG: Make estimations
Materials
Green strips of
construction paper
leafs
tape
Before
Activating Prior
Knowledge
Have 4 students to
come up and put
themselves in order
from shortest to
tallest.
During
Hands On
Working On It
Small Group Activity
Tape three stems to
the wall so they are
extended vertically
from the floor.
Remind students of
Provide each student
the strategies they can with a paper leaf and
use to order
have the student print
themselves
their name on the leaf.
- stand side by side
- stand back to back
Ask the student to
- get a piece of string
look at the stem and
- use a metre stick
to estimate whether
- use links to measure they are closest in
height to the first,
second or third stem.
Have them place their
leaf on the floor in
front of the stem.
Have each student
stand in front of the
stem and have the
group decide which
stem is closest to the
student’s height.
Determine whether
the student estimated
correctly when placing
the leaf.
Tape name on to the
stem closest to height.
After
Congress
Discussion
Looking at the stems
can you tell who the
tallest student in the
class is? Why not?
How can you tell by
looking at the plants,
that Linkyn is
approximately the
same height as
Maxim?
How can you tell
Manahil is taller than
Savi?
Is Dimitrije taller than
Ocean?
Good Questions
Why did you choose
that stem?
Could you choose the
shortest stem? Why or
why not?
If you are taller than
Angad are you taller
than Alyana? How do
you know?
Lesson # 7
M2.2
(non-standard)
Building Towers
LG: vocabulary for
height (tall/short,
longer/shorter)
LG: compare objects
according to an
appropriate measure
LG: Make estimations
Before
Activating Prior
Knowledge
Have the students sit
in a circle. Show the
students several
cones stacked.
Tell them I want to
measure how tall the
structure is. Can
someone choose a
manipulative that they
think will best
measure the tower?
During
Hands On
Working On It
Using snap cubes
have the students
build a tower that is
shorter than the object
they chose (i.e., juice
container).
Count the number of
cubes and record.
Build a tower that is
the same height as
the container. How
many cubes?
Why did you choose
that manipulative?
Materials:
Recording Sheet
Links it
Cubes
Cones
Water bottles
Juice jugs
Juice containers
Paint containers
Metre stick
String
Is there another
manipulative that will
work better?
Build a tower that is
taller as the container.
How many cubes did
you use?
After
Congress
Discussion
Display several of the
towers the students
built.
Good Questions
Have students
estimate how blocks
were used to build
each tower.
How many did you
use to make your
tower shorter?
How many cubes did
you use to make your
tower taller?
How many more did
Discuss which tower is you use in the taller
taller. How do you
tower than the shorter
know?
tower?
Encourage the
students to count the
cubes to determine
which is taller.
Use vocabulary of
_______ tower is 3
cubes taller than
_______ tower.
5 and 3 is 8.
Lesson # 8
M2.1 M2.3
Compare/order
Mittens
LG: Students use the
language of
longer/shorter, the
same as
LG: Students use
direct comparison to
determine items
longer, shorter, the
same as
Materials:
Student’s mittens
Before
Activating Prior
Knowledge
Everyone get one of
your mittens.
Compare your mitten
to the person sitting
next to you.
What is the same
about your mittens?
What is different about
your mittens?
Create a T Chart
about how the mittens
are the same and
different
During
Hands On
Working On It
Have each student
look for things in the
classroom that are
shorter, the same
length and longer than
their mitten.
After
Congress
Discussion
Have one student
show an item that was
longer than their
mitten.
Ask how do you know
it is longer?
Good Questions
How do you know that
the item was shorter
than your mitten?
How do you know that
the item was longer
than your mitten?
Observations:
What was harder to
find, items that were
longer, shorter or the
same length? Why?
After Practice:
Have student in
groups of 5 order their
mittens from shortest
to longest.
After Practice:
Have the students
measure the same
object using two
different size mittens
How do you know that
the item is as long as
your mitten?
Why when you
measure the same
item with two different
mittens do you get
different answers?
Lesson # 9
M2.1 M2.2
Compare/nonstandard
The Mitten
Before
Activating Prior
Knowledge
During
Hands On
Working On It
After
Congress
Discussion
Good Questions
Read the book The
Mitten to the students.
How many mittens tall
are you?
How many mittens tall
are you?
LG:
Do not leave gaps
between units when
measuring
Remind the students
that yesterday we
used our mittens to
measure things in the
classroom that were
shorter, the same
length and longer than
our mittens.
Students will use the
mitten strips to
determine how many
mittens tall they are.
Have several students
come and show how
they measured and
tell how many mittens
tall they are.
LG:
The same object can
be described using
different
measurements
Materials
Shrink and photocopy
mittens linked together
They will have to lay
the mittens strips
down next to one
another as the strips
will not be long
enough to measure.
Observations:
Do they leave gaps
when measuring?
Do they count the
number of mittens to
determine how many
mittens tall they are?
Do they use 5 as an
anchor when
counting?
How do you know?
How much taller are
you than ______?
How do you know?
What strategy did you
use?
Scarves:
Have a few scarves of different lengths. Some of the scarves can be coiled up. The students must determine which scarf is the
longest, shortest, etc. Purpose: Does the student choose an appropriate tool to measure the lengths of the scarves? Does the
student use a direct comparison of the scarves.
Lesson # 10
M2.2
non-stand
Carpet
LG:
Do not leave gaps
between units when
measuring
LG:
The same object can
be described using
different
measurements
Before
Activating Prior
Knowledge
Today, I want you to
measure the length of
the carpet from the
green circle to the red
circle.
You can choose any
manipulative you like
(footprints, mittens,
cubes, links, string,
straws).
Remind the students:
When we measure we
cannot leave any
gaps, the manipulative
must touch the one
before it and the one
after.
During
Hands On
Working On It
Have the students
work in groups of 2 or
individually to
measure the carpet.
During
Hands On
Working On It
Choose several
students to show how
they measured.
Ask:
What manipulative did
you choose?
Observation:
Are they using math
language?
(longer, shorter, gaps)
Are they counting the
number of units to
track how long the
distance is?
Do they complete the
task?
Do they change the
manipulative?
Do they challenge
themselves to try a
second manipulative?
Was that a good
choice? Why?
Good Questions
You used footprints
and __________ used
mittens why did you
have fewer footprints
then _________ had
mittens?
Is the length still the
same even though
you got different
answers?
How do you know?
Lesson # 11
M2.2
non-standard
Stuffy Measurement
Party
LG:
Do not leave gaps
between units when
measuring
LG:
The same object can
be described using
different
measurements
LG: Students use the
language of
longer/shorter, the
same as
Before
Activating Prior
Knowledge
Activities:
Sort stuffed animals
according to:
Species
Size
(big/medium/small)
Features
During
Hands On
Working On It
Visit to the doctor’s
office:
Stuffed animal is
weighed
Measured for height
Waist is measured
Order (small to tall)
Visit to Vet/Doctor
Measure length with
cubes, links, mittens
Measure belly – what
is the best
manipulative
Name:
Weighs ____ cubes.
______ mittens tall.
Waist ____ links
LG: students use
direct comparison to
determine items
longer, shorter, the
same as
______ is a healthy
weight for a ______.
Prescription:
____ needs _____
hugs a day.
During
Hands On
Working On It
Good Questions
Culminating Task
Put out two objects a teddy bear and doll from the home
centre.
Say to the students:
Ms. Hassan thinks the doll is taller but I think the bear and
the doll are the same height.
Assessment:
Can they compare the bears;
1.
2.
3.
4.
Direct Comparer
Indirect Comparer (string or 3rd object)
Orderer
Measurer (non standard units)
Who is right?
How do you know?
The students can use the links to measure or they can
directly compare the objects.
The Inverted T
Do you think the orange line is as long as the purple line, or
is the orange line longer than the purple line?
Place the objects in order from shortest to tallest
Find an object taller, shorter, the same length as
Assess use of language:
Consistently uses shorter/taller, longer/shorter/same as
Able to choose the best manipulative to measure an object
and explain why?
Does not leave gaps when measuring objects.
Strengths & Weaknesses
Unit Strengths of Length
Students were exposed to wide variety of manipulatives
- foot prints, mittens, snap cubes, links
Unit Weaknesses of the Length Unit
Not able to grasp the concept of transitivity
Reverted to ordering rather than choosing a unit
Hands on activities that engaged the students
Many opportunities to measure and consolidate on the big
ideas of
Measurement is a comparison of the size of one object with
the size of another.
The same object can be described by using different
measurements
Students were able to understand concept of not leaving
gaps between the manipulatives
Able to choose appropriate manipulative to measure a
variety of objects
Able to use direct comparison to determine who was taller
in a group and order the students
Ah Moments:
- JK students although younger were taller than a SK
student
Able to choose an appropriate manipulative but then did not
count the number of cubes/links/mittens to determine the
length of the object (counting issues)
Getting students to understand the difference between
height and length – use of vocabulary
Height and length
More Cross Curricular – data management – graphing the
results of heights
Venn Diagrams
1. A) What types of measurement have we observed our students using during play this year? (e.g. blocks, water, sand)
Naturally Students:
- Compared lengths
- Counted the number of scoops of sand or water to fill a container
- able to compare size – small, medium, big
- able to determine which block was heavier based on size
2. What measurement tasks help students to determine which tools to use to best measure an object? (Length: ruler,
measuring tape, straws, string, paper clips, foot prints, hand prints, link cubes, snap cubes).
Having students build and independently choose a manipulative to determine the height/length
Have students compare manipulatives to determine which manipulative was the best to use and why
During independent play time students chose to measure objects and justified why they used that manipulative
3. What Math and Language strands and processes are students using to solve the measurement tasks (Data Management,
Patterning, Number Sense, Geometry, logical reasoning, problem solving)?
Math Processes:
Problem solving
Reasoning and Proving
Representing
Communicating
Reflecting
Language:
Prediction – what manipulative to use
Writing – list to order students from shortest to tallest
Math Strands
Number Sense:
Estimation
Counting
Geometry – what unit is best to use to measure certain objects because of the shape