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Measurement - Term One

Stage 1, Stage 2

Mathematics

Summary

Duration

Stage 1/2- 3 Lessons on Length

3 weeks
Detail: 1 lesson per week

Outcomes

Assessment overview

MA1-10MG measures, records, compares and estimates areas using uniform informal units

MA1-9MG measures, records, compares and estimates lengths and distances using uniform
informal units, metres and centimetres

For: What are students current understanding of length? Are they aware of smaller/formal units
used?
As: Discussions of the importance of measuring items correctly. Students should make sure
they measure starting at the end of an object (at 0cm if using a ruler).
Of: Are students able to measure and compare items correctly? Are the appropriate units of
measure used when recording answers?

MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in
metres, centimetres and millimetres, and measures, compares and records temperatures

MA2-3WM checks the accuracy of a statement and explains the reasoning used

MA1-13MG describes, compares and orders durations of events, and reads half- and quarterhour time

Content

Teaching, learning and assessment

Stage 1 - Length 1
Students:
Measure and compare the lengths of pairs of objects using uniform informal
units (ACMMG019)
use uniform informal units to measure lengths and distances by
placing the units end-to-end without gaps or overlaps
select appropriate uniform informal units to measure lengths and
distances, eg paper clips instead of pop sticks to measure a pencil,
paces instead of pop sticks to measure the length of the
playground (Problem Solving)
Stage 2 - Length 1
measure lengths and distances using metres and centimetres
record lengths and distances using metres and centimetres, eg 1 m
25 cm
estimate lengths and distances using metres and centimetres and
check by measuring

Lesson One
Modelled (5mins)
What are some words we use when we talk about length? (Shorter than, longer than, taller, shorter one metre)
Guided (10mins)
Using Paddlepop sticks, have students estimate out classroom items. Measure items modelling how to make sure
there are no gaps or overlaps. Check estimations.
Stage 2 Students will use a ruler and estimate in cm
Question students: How many paddlepop sticks long was (object)? Was your answer a whole number or was it
between 2 numbers? What are some different ways we can deal with this when it happens? Would it be better to
use something different to measure with depending e.g. the playground in paddle pop sticks or - hands, feet,
pencils, paperclips?
Independent (15mins)
Students to record in their books their estimations and measurements using the paddlepop sticks or rulers.

Stage 1 - Length 2
recognise the need for formal units to measure lengths and distances
record lengths and distances using the abbreviation for metres (m)

Lesson Two
Modelled (5mins)
Have two students measure out a desk using their hands. Discuss the differences in their answers. Talk to students
about the need for everyone to use exactly the same measuring unit. There is the metre (we write it as m)
Guided (10mins)
Using Rainforest Maths, sort the objects into longer or taller than one metre, shorter or smaller than one metre.
Hand out m strings to students in pairs and model how to hold the string tight to ensure a correct measurement.

estimate lengths and distances to the nearest metre and check by


measuring
Stage 2 - Length 1
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
compare and order lengths and distances using metres and
centimetres

Stage 1 - Length 2
recognise the need for a formal unit smaller than the metre
recognise that there are 100 centimetres in one metre, ie 100
centimetres = 1 metre
use the centimetre as a unit to measure lengths to the nearest
centimetre, using a device with 1 cm markings, eg use a paper strip
of length 10 cm
Stage 2 - Length 1
recognise the need for a formal unit smaller than the centimetre to
measure length
use the millimetre as a unit to measure lengths to the nearest
millimetre, using a ruler
describe how a length or distance was measured (Communicating)
record lengths using the abbreviation for millimetres (mm),
eg 5 cm 3 mm or 53 mm

Teaching, learning and assessment


Independent (15mins)
Students to use the m string to classify classroom items as longer than a metre, shorter than a metre or same as a
metre and record.
Plenary (5mins)
Use the classroom metre and demonstrate use.
Stage 2 - Focus on measuring items in cm and ordering them by their length.
Lesson Three
Modelled (5mins)
Use a m ruler to measure a book and a chair, question students are they the same length as they are both smaller
than one metre? No. Discuss the need for a formal unit smaller than the metre. It is called centimetres, written as
cm, and there are 100 in every metre.
Guided (10mins)
Using rulers, model how to measure an object making sure the 0 is at the start of the object and counting to the
end. Use Rainforest Maths to show this on the IWB.
Independent (15mins)
Students to measure items, and record in their books to the nearest cm.
Stage 2: focus on using mm.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.