1. Comparing Length and Height
Kindergarten Invitation for Learning
2011
GSSD Math Coach
Susan Muir
2. How can I plan my lessons using the Backwards Approach?
Identify the outcomes to be learned
Now that I have listed my outcome:
Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical
concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student
understanding?
How can I document the children‟s learning?
Create your assessment tools before you create your lesson task.
A Learning Story will be used to document one student’s understanding of length and
height during the invitation for learning.
Photos will be taken and will be used for a future Photo Story or Voice Thread to
document student’s formal math language while describing the photo.
3. SSK.1 Observational Notes will be taken over the next few lessons.
Name/Date Describes length Sorts objects into Uses a base line
using formal math sets according to when comparing
language such as length or height length or height
longer than, shorter
than, almost the
same, shorter, taller
4. Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the
learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I use?
How can I differentiate the lesson to challenge all students at their learning
ability? How will I integrate technology, communication, mental math, reasoning,
visualization, etc into this lesson? (7 Processes) Look at your outcomes to see
which of the processes you should be including.
Plan your lesson here: What lesson format will you use?
BEFORE DURING AFTER? Math PODS? ETC.
Lesson #1 will be in the form of an INVITATION for LEARNING
Baskets of various REAL LIFE materials will be displayed on each
table. Students will be given time to explore uninterrupted self inquiry.
Teachers will document language and conversation.
After Exploration time teachers will use questioning to „dig deeper‟ into understanding.
What do you notice about these two__?
Tell me more.
When would you use___? Why?
Math Makes Sense Teacher Guide
5. Gather at the Story Corner/ Meeting Area
Show a “Math Tool Box”
Inside this tool box are a variety of linear measuring tools. There are also
glasses (eyes). Why would you need some of these tools? When would you use
them?
Discuss
Today you will be using your eyes as math tools. I want you to use your eyes to
compare. I want you to use some of these objects and put them in an order. It
can be in any order but you must be able to describe or tell why you ordered
them in that way.
Work together (partners) to choose 2 of your objects or sets on your table.
You must be prepared to talk about how and why you compared these
objects.
Take Photos of each group’s objects and
document how they compared the two
objects or sets of objects.
Assess student learning and follow up
What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will the gaps in the development of understanding be addressed?
How will the children extend their learning?
Next day
Order objects using virtual, concrete and
pencil paper