Discussion 3

Part 1

When teaching about length (short, long) and height (short, tall) in Kindergarten, I have done an
extension to the curriculum lessons by doing this fun, hands-on activity.

Objectives & Outcomes

Students will be able to estimate and measure length with nonstandard units.

Materials Needed

 4” x 18” green/grey construction paper

 Unifix cubes
 Pencil, crayons and scissors

Think-Pair-Share

Demonstrate how to measure the length of something in the classroom using non-standard
measurement units (unifix cubes). Ask what is measurement and bring out definitions to post
on anchor chart.

Independent Practice

Students will draw a snake (building), color it and then cut it out. They will use unfix cubes to
measure how long their snake is (tall their building is).

Debrief

Make a co-created anchor chart, putting the snakes (buildings) in order from shortest to longest
(tallest). Displaying them on an anchor chart lets students display their work and also compare
the length of their snake/building with the others. Refer back to the anchor chart as
short/shorter/shortest, long/longer/longest and tall/taller/tallest is introduced.

 Ask debrief questions:

1)What did you learn today?

2)What did you like about today’s activity?
3)How can we make it better next time?
2) How can we use this outside of the classroom?

Assessment & Evaluation

Through guided questions, close monitoring and informal observation; the teacher will be able
to assess student’s ability and understanding of the subject. Through individually assessing
during independent practice and reviewing during guided practice the teacher will be able to
evaluate students.

Modification & Differentiation

Students may work in groups or individually in order to complete their assignments. In order to
accommodate for all students, allow extra time to review for lower students and challenge
advanced students with combining more than one snake (building) to compose/decompose
quantity, higher cardinality/counting and place value.

I am able to refer back to the anchor chart as I introduce short/shorter/shortest,

long/longer/longest and tall/taller/tallest.

Part 2

A conversation that my team and I seem to always be having is the struggle to teach math
virtually.  Especially with a curriculum that requires so much hands-on exploration with
concrete objects.  We are always asking ourselves during planning, "what can we do to make
lessons more meaningful in online learning?"  
English Language Learners (ELL) students are disadvantaged in the one modality teachers seem
to use the most: auditory.  It is unrealistic to expect them to listen to incomprehensible
language for more than a few minutes before tuning out. The SIOP model teaches us to make
lessons engaging in numerous ways.  If you provide illustrations, dramatic gestures, actions,
emotions, voice variety, photos, demonstrations, or hands-on materials, students can direct
their attention continuously. However, teachers need to connect these methods to the
representational and then abstract understanding in mathematics so that students internalize
their understanding and apply to their everyday life.