Note for teachers using this lesson plan

Before this lesson, gather a variety of everyday objects of noticeably different lengths, such as pencils, rulers, ribbons, sticks, and books. Prepare a chart or pictures showing objects of varying lengths. The central idea is for pupils to visually compare two or more objects and confidently use the terms “longer,” “shorter,” “longest,” and “shortest.” Successful learning will be observed when pupils can correctly point to and name the longer/shorter objects when presented with pairs or groups.

Class: Pre-School Level 3
Term: First Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Identifying Big and Small Objects
Topic: Length Comparison of Objects
Subject Matter: Length Comparison

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify objects as “long” or “short.”
Compare the lengths of two objects using “longer” and “shorter.”
Determine the “longest” and “shortest” object in a group of three or more.

Affective Domain

Participate actively in comparing objects.
Show interest in identifying different lengths in their environment.

Psychomotor Domain

Draw lines of different lengths.
Point to objects that are longer or shorter.
Arrange objects from shortest to longest or longest to shortest.

Take turns when comparing objects with classmates.
Share observations about object lengths with peers.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3.
Early Childhood Care and Education Numeracy resources.
Age-appropriate early-years workbooks.

Instructional Materials

Real objects of different lengths (e.g., pencils, rulers, ribbons, sticks, straws, books, leaves, string).
Picture cards or charts showing objects of varying lengths.
Whiteboard or chalkboard.
Markers or chalk.
Drawing paper and crayons for pupils.
MP4 player or tablet for video.

Rationale for the Lesson

Understanding length comparison is a fundamental numeracy skill that helps 4-year-olds describe and make sense of their physical world. This lesson helps pupils develop observational skills, vocabulary, and early measurement concepts, preparing them for more complex mathematical ideas and practical tasks in daily life.

Prerequisite/Previous Knowledge

Pupils can identify and name common classroom objects. They have some understanding of basic size concepts like “big” and “small.”

Lesson Content/Board Summary

LENGTH COMPARISON OF OBJECTS

Length tells us how long or how short something is from one end to the other.

Comparing Two Objects

When we compare two objects, one can be longer and the other shorter.
Example: A long pencil and a short crayon.

Comparing More Than Two Objects

When we compare many objects, one can be the longest (the very long one) and another can be the shortest (the very short one).
Example: Three ribbons – one is longest, one is shortest.

Length Comparison Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Look around, what do you see?
Some things are long, like a tree!
Some things are short, like a bee!
Let’s compare, you and me!
Is this one longer? Is this one shorter?
Let’s find out, what’s the order!

Actions: Stretch arms wide for “long,” bring hands close together for “short.” Point to objects when comparing. Nod head for “Let’s find out.”

Watch and Practise

https://www.youtube.com/watch?v=kYQf7p0y1_Y

Key Words

Length – how long or short something is.
Long – stretching a far distance.
Short – not stretching a far distance.
Longer – more long than another object.
Shorter – less long than another object.
Longest – the most long among many objects.
Shortest – the least long among many objects.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by holding up two objects, one clearly long and one clearly short (e.g., a long ruler and a short crayon). Ask pupils to observe and describe what they see. Introduce the terms “long” and “short.” Then, use pairs of objects to demonstrate “longer” and “shorter,” emphasising direct comparison. For “longest” and “shortest,” use three or more objects, arranging them visually to show the extremes. Encourage pupils to use the vocabulary as you demonstrate.

What to show or demonstrate: Display the chart/pictures of objects with different lengths. Physically demonstrate comparing lengths using various real objects. Draw two lines on the board, one long and one short, and label them. Then draw three lines and identify the longest and shortest.

How to use the rhyme/song: Introduce the “Length Comparison Rhyme” after explaining “long” and “short.” Sing it together, encouraging pupils to do the actions. Repeat the rhyme 2-3 times to help them remember the concepts and vocabulary.

How to use the video: Introduce the video as a fun way to see more examples of longer and shorter objects. Play the video. After watching, ask pupils to point to things in the classroom that are long or short, or identify objects from the video that were longer/shorter than others. Encourage them to sing along with the song in the video.

What to watch for: Observe if pupils can correctly identify and use the terms “longer,” “shorter,” “longest,” and “shortest.” Watch for pupils who confuse the terms or struggle with visual comparison, providing extra one-on-one guidance and simpler examples.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Manipulation of Objects
Repetition
Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and asks them to look around the classroom. “What do you see that is very long? What do you see that is very short?” The teacher holds up a long stick and a short stick. “Look at these two sticks. What do you notice about them?”

Pupils’ Activity: Pupils greet the teacher, look around, and point to objects they perceive as long or short. They observe the sticks and may say “one is big, one is small” or “one is long, one is short.”

Learning Point: Pupils are introduced to the concept of length and begin observing differences in objects.

Step 2: Explanation of Length

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains, “Today, we are going to learn about ‘length’. Length tells us how long or how short something is from one end to the other.” The teacher uses a chart or picture showing different objects and points to their lengths. “This pencil is long. This crayon is short.”

Pupils’ Activity: Pupils listen attentively and observe the chart/pictures. They repeat “long” and “short” after the teacher.

Learning Point: Pupils understand the meaning of “length” and the terms “long” and “short.”

Step 3: Comparing Two Objects (Longer/Shorter)

Time: 6 minutes

Teaching Skill: Guided Practice/Comparison

Teacher’s Activity: The teacher brings out pairs of objects (e.g., a long ribbon and a short ribbon, a long book and a short book). “Look at these two ribbons. This blue ribbon is longer than the red ribbon. The red ribbon is shorter than the blue ribbon.” The teacher guides pupils to compare the objects using the terms “longer” and “shorter.”

Pupils’ Activity: Pupils observe the pairs of objects. They repeat “longer” and “shorter” and point to the correct object when asked.

Learning Point: Pupils learn to compare two objects using “longer” and “shorter.”

Step 4: Comparing Multiple Objects (Longest/Shortest)

Time: 5 minutes

Teaching Skill: Demonstration/Application

Teacher’s Activity: The teacher presents a group of three or more objects (e.g., three different sized pencils or sticks). “Now we have many pencils! Which one is the very, very long one? That’s the longest! Which one is the very, very short one? That’s the shortest!” The teacher guides pupils to identify the longest and shortest objects.

Pupils’ Activity: Pupils observe the group of objects and point to the longest and shortest ones. They repeat “longest” and “shortest.”

Learning Point: Pupils can identify the longest and shortest objects in a group.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Creative Reinforcement

Teacher’s Activity: The teacher leads pupils in singing the “Length Comparison Rhyme” with actions. After the rhyme, the teacher plays the educational video on length comparison. “Let’s watch this video to see more long and short things!”

Pupils’ Activity: Pupils sing the rhyme with actions. They watch the video and point to the longer/shorter objects shown.

Learning Point: Pupils reinforce their understanding of length concepts through song and visual examples.

Step 6: Practical Drawing Activity

Time: 3 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher distributes drawing paper and crayons. “Now, let’s draw! Draw a long line on your paper. Now draw a short line next to it.” The teacher demonstrates on the board.

Pupils’ Activity: Pupils draw a long line and a short line on their paper using crayons.

Learning Point: Pupils apply their understanding of long and short by drawing.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“Show me the longer pencil.” (Teacher presents two pencils of different lengths).
“Which string is shorter?” (Teacher presents two strings).
“Point to the longest stick among these three.” (Teacher presents three sticks).
“Can you tell me something in the classroom that is long?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing to or identifying the correct objects.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarization

Teacher’s Activity: The teacher praises the pupils for their participation and summarises the lesson. “Today we learned about length! We know what is long and short, and how to find the longer, shorter, longest, and shortest things. Well done, everyone!”

Pupils’ Activity: Pupils respond with “Thank you, teacher” and clap for themselves.

Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.

Lesson Keywords

Length – How long or short an object is.
Long – Extending a great distance.
Short – Not extending a great distance.
Longer – When one object is more long than another.
Shorter – When one object is less long than another.
Longest – The object that is the most long in a group.
Shortest – The object that is the least long in a group.

Differentiation

Support: For pupils struggling, provide only two objects at a time for comparison. Use very distinct differences in length. Guide their hands to trace the length of objects. Use more repetition and one-on-one verbal cues.
Extension: Encourage advanced pupils to find objects of different lengths around the classroom and describe them using the learned vocabulary. Ask them to arrange three or four objects from shortest to longest without direct teacher assistance.