Assignment #1

Planning for Two Weeks of

Teaching Mathematics

Measurement - length
INTRODUCTION
Topic:

This two week unit of mathematics has been constructed for use in a year
one/two class depending on their current understanding of measurement.
This class in the early years band will focus on length which is encompassed
in the measurement strand. Throughout this unit students will to learn how
to measure the different items that are in and around the classroom. The
aim is that students will learn and understand that it is important to know
how to measure things, and that this in turn relates to the real world. For
example measuring shoes to fit their feet in the shoe store, or measuring up
their house when they are doing renovations etc. It is the connections that
these students are able to make between their learning in the classroom to
the ‘real world’ that makes this unit of work relevant for a year (one) two
class.

Year Level:

Year 2 (1) – Early Years – Towards Standard One

Context:

This unit of work has been constructed with intention that it will be taught in
a well established urban school. This school is an independently run single
sex school that offers classes from Kindergarten through to year 12. This is a
small school with approx 1000 students, with the majority of these students
coming from a privileged background. Within this specific class there are 23
students whom are of different learning levels. As such the use of small
group activities will enable the teacher to circulate the class to monitor the
progress and level of understanding of each of the children. By creating
small groups which include students of different abilities, those students with
a lower level of comprehension will benefit as those with a higher level will
be able to share and explain their understanding and methods with the
group. Furthermore the students who have a higher level of understanding
will also benefit, as they will be able to cement their understandings through
explaining the tasks.

Recent Relevant Learning:

This class will have been exposed to measurement ideas and concepts in
their previous years at school. As such it will be assumed that they have a
relatively good understanding of, and ability to compare and order different
lengths. Because of the students differing ability levels, the first activity of
the unit has been designed to assess their level of understanding. It would
also be a good idea to discuss with the students last year teacher to discover
what the students have covered in regards to measurement and length.

Time Frame:

This unit of work is designed to be taught over two weeks, with each week
having allocated 200 minutes for mathematics. This equates to one lesson
per day of approximately 40 minutes, over the two week period.

Aim:

The educational aim for this unit of work is for the students to gain
knowledge and understanding about length and its use in measurement. As
such students will be learning how to compare and measure lengths using
informal units. This will then progress into using and interpreting lengths in
metres.

Mathematical Language:
According to Bobis et al (2009) students in the early years order and
compare objects using dichotomous language. This means that the students
will be using language such as smaller, larger, bigger, little, smaller, longer,
largest, etc. The use of this type of mathematical language allows students
to “make multiple comparisons with measurable attributes” (Bobis.
2009:157). Throughout this unit students will also be exposed to other
mathematical language such as measurement, length, size, order, estimate,
equal, more than, less than, units, and metre.
PRESENTATION OF THE UNIT
SACSA Framework:

SELECT STRAND(S)

 Exploring, Analysing, and Modelling Data

X Measurement
 Number
 Pattern and Algebraic Reasoning
 Spatial Sense and Geometric Reasoning

IDENTIFY ESSENTIAL LEARNINGS TO BE EMPHASISED

 Futures
 Identity
 Interdependence
X Thinking
X Communication

KEY COMPETENCIES TO BE EMPHASISED

X KC1: collecting, analysing and organising information

 KC2: communicating ideas and information
 KC3: planning and organising activities
 KC4: working with others in teams
 KC5: using mathematical ideas and techniques
X KC6: solving problems
 KC7: using technology

OUTCOME 1.4
1.4 Compares and orders the measurable attributes of distance, surface,
space, mass, turn/angle and time to describe the size of a wide range of
familiar figures, objects and events. [T] [C] [KC1]

KEY IDEA
Children construct concepts of size and measurable attributes by comparing
a wide variety of familiar figures, objects and events drawn from the world
around them. [Id] [T] [C] [KC1]

OUTCOME 1.5
1.5 Chooses and uses a variety of strategies to measure the size of a wide
variety of figures, objects and events drawn from the world around them. [T]
[C] [KC6]

KEY IDEA
Children develop strategies that directly compare and quantify measurable
attributes of a wide variety of figures, objects and events drawn from the
world around them. [T] [C] [KC6]

Sequence of Lessons:

Stage 1 - Finding Out / Prior Knowledge

Stage 1 - Lesson 1 What is length? / Comparing length

1). Begin this topic with a classroom discussion about length

Ask:
• What are long things?
• What are short things?
• What is the opposite of long?
• What is the opposite of short?

2). Put the two Giraffes up on the board or smart board (see Appendix A).
Ask:
• Which has a longer neck?
• Which has a shorter neck?

3). Each child is to now create a monkey puppet (Appendix B). This is done
by colouring in the monkey face, body, hands, and feet, then cutting out.
Students then choose a length of freeze tape to attach the hands and feet
to the body.

4). Ask the students to arrange the monkeys on the floor in order of the
length of their arms
5). Now ask them to compare the length of the legs, and place the monkeys
in order.

© Robyn Farnhill

Stage 2 – Exploring the Idea

Stage 2 - Lesson 2 Measuring Our Height

This lesson involves students measuring themselves and each other using
informal units.

1). Start by discussing how we could measure our height (informal units)

2). The aim of this exercise is for the students to work in pairs to trace each
other into a piece of butchers’ paper. Once the shape is traced the
students can cut out their outline and compare their cut-out heights with
each other.

3). Students can now use their body cut-out to find an object in the
classroom or school that is the same height as them.

4). Re-group students on the floor

Discuss:
• What we found that was the same height as us.
• Did we have any problems measuring our heights (see if the students
discuss the inaccuracy of tracing eg: Anna traced around her feet
whilst they were pointed etc)
 • What else could be measured by tracing and comparing?

5). If time permits students could measure another part of their body that
was suggested in the discussion above. Eg: hands, feet, legs.

© Robyn Farnhill

Stage 2 - Lesson 3 Class Challenge

This lesson involves students measuring distances using a different form of

informal units.

1). Students are told that today they will be taking part in a length challenge
(eg: maths is exciting)

2). Talk about how we measured things yesterday (tracing). Discuss that for
today’s’ challenge you will be using string/ ribbon to measure distances.

3). Discuss / read through the challenge activities (Appendix C). The class
will be divided up into four teams. Allow each team to have a practice at
each of the four stations, Encourage the students to find ways to make the
objects travel the greatest lengths.

4). Whilst practicing, encourage students to find out who in their group can
make the object at each station travel the furthest distance. Students can
be shown how to compare who makes the objects go further by measuring
the length with a piece of string, then comparing the string.

5). After each team is adequately practiced, ask one player from each team
to step forward to compete at each station. Again use string or ribbon to
measure which teams object moves the greatest length.
6). As a class re-cap on the two units that you have used so far to measure
length. Eg: tracing and string/ribbon
(Dunbar. 2001:27)

Stage 3 – Getting the idea

This lesson involves students measuring length using their bodies as the
informal units.

Stage 3 - Lesson 4 Body Rulers

1). Ask the class if I was to use Stacey’s (shortest student in the class) body
to measure the length on this classroom how many of her bodies long
would it be?? Ask the students to guess by putting a tally up on the
board with each child’s name and guess.
Eg:
Stacey’s body
NAME length:
GUESS
Sarah 3
Angie 6
Ashleigh 5
Tiffany 4
Maddi 7

2). Now use Stacey to measure the length of the room. whilst doing this
discuss how you would make it accurate, with no overlapping, or gaps
between body lengths. Show the students how you can mark the end of
one body length with a piece of chalk or tape on the carpet, then put your
toes on this mark to begin the new length. Also take the opportunity to
discuss what to do if there are still parts to measure, eg: remainders.
Record this on the board
 Eg:

Stacey’s body
ANSWE
NAME length:
R
GUESS

Sarah 3 8
Angie 6 8
Ashleig
5 8
h
Tiffany 4 8
Maddi 7 8

3). Now ask the class if you put up another column with Kate’s (tallest child
in the class) name in it, would you expect Kate’s body to use as many,
more or less body lengths to measure the classroom?? Ask the students
to guess how many Kate’s it will take.
Eg:
Stacey’s body Kate’s body
NAME length: ANSWER length: ANSWER
GUESS GUESS
Sarah 3 8 7
Angie 6 8 7
Ashleigh 5 8 9
Tiffany 4 8 8
Maddi 7 8 6

4). Now use Kate to measure the room. Record the finding on the board.
Discuss that because she is taller less Kate’s are needed to measure the
length. Also talk about how tricky it is to use you whole body, because of
overlapping, and gaps between your body lengths, and difficulty marking
the floor if you are lying down. Discuss that it may be easier to create
body rulers.

5). Students take it in turns to lie on a piece of butchers’ paper. Another

student marks the top of their head and the bottom of their toes on the
 paper. These marks become the ends of the body ruler. Have students
cut out and decorate their body ruler with their names.

6). Once completed have the students pick at least 4 items that they would
like to measure. Have the students rule up a chart in their maths book like
the one
OBJECT My ACUAL body
done My body length:
MEASURE length:
GUESS
on the D ANSWER
board Eg: table 1 1

as a
class.
Eg:

Adapted from Dunbar (2001)

Stage 3 - Lesson 5 Body Part Measuring

This lesson builds on the previous lesson. Rather than just using the
students height as their unit of measurement the students are able to
explore using other body parts as units of measure. This lesson will also help
students to see the difference and compare using different units of measure.

1). Recap that in the last lesson we used our body rulers to measure object.
Ask the students what other parts of our bodies we could use to measure
objects.
2). Show the students the Body Measures card (Appendix D). Discuss the
different measurement units that are being used in this activity.

3). Divide the class into pairs. Get all the pairs to measure a certain
distance in the school. Eg: from the fence to the sandpit. Have the
students estimate the distances for each body measure frost then test
their guesses. Record the estimates and results on the Body Measures
Card (Appendix D).

4). After measuring is done, gather the class together and discuss
o What they discovered
o Were all the different pairs measurement the same? Why/why not
o What are the disadvantages of measuring with body units?
o What are the advantages of using body units?

(Dunbar. 2001:34-35)

Stage 3 - Lesson 6 Length Challenge

This lesson allows students to use informal units other than their body parts.

1). Students are shown a variety of objects that could be used as informal
units
Eg: books, pop sticks, toothpicks, pencils, erasers, etc.

2). Students are challenged to use these different measurement units to

measure and record different objects on their worksheet. (Appendix E)

3). Re-group on the floor and discuss

o What did we measure?
 o Was one of the units of measurement easier to use than the rest? If
yes, why?
o Was on e of the units hared to use? If yes, why?

Adapted from Dunbar (2001)

Stage 3 - Lesson 7 Curved Measurement

So far the students have used informal measurement to determine the

length of straight objects. This lesson is designed to get students to think
about measuring curved objects.

1). Begin by asking the class how you could measure objects that aren’t
straight.
Eg: using string or small informal units such as paper clips.

2). On a large piece of butchers paper ask each student to draw a wiggly
snake then cut it out.

3). Have the children estimate which snake looks longest, and which looks
shortest, by ordering the snakes on the floor. Record these estimates on
the board.

4). Have each students measure their snake using a piece of string. Now
compare if their estimates were correct.

5). Now have the students find several curved objects around the room to
measure. This time have the students use paperclips, before they
measure the object have them estimate its length first by recording in
their maths books.
Stage 4 – Organising the Idea

Stage 4 - Lesson 8 Metre Monsters

So far we have learnt about informal units of measurement. In this stage we

will be re-capping these units and trying find a way to resolve the problems
with informal units, by looking at metre.

1). As a class discuss

o What have we learnt so far about measuring object?
o How can we measure curves?
o What are the problems with informal measuring units?
o Discuss the value in using a set form of measurement, such as a
metre.

2). Show students a metre ruler and let students know that today each of
them will be making their own metre measurement, which we will call a
metre monster.

3). Have each student trace the metre ruler onto a large piece of butcher
paper. They may then turn this ruler into a monster by decorating it with a
face, colour, streamers etc. Then cut out the monster.

4). Discuss what would be the advantage of all of us measuring with the
same length. Eg: all get the same answer.

5). Let’s test this theory: Decide as a class which 5 objects we will all
measure. Eg: bookshelf, desk, door, length of classroom, length of veranda
etc. Each student will now estimate how many of their Metre Monsters it
 will take to measure each object, record this in their maths book, and then
test their estimation
Revise what to do when a whole Metre Monster is not needed (eg: half),
overlapping and leaving gaps between measurements.
Eg:

Object Estimation/Guess Actual Metre

Monsters
Desk 2 1 and 1/2
Classroom 8 5

6). Re-group on the floor and discuss our answers.

Emphasis the benefits of all using the same unit of measurement.

(Adapted from Barron. H “Inchworm

Measurement, and Teachers Resources
Galore “Metre Monster”)

Stage 4 - Lesson 9 Metre Toss

The aim of this lesson if to give students an opportunity to practice

measuring distances in metres. (this activity is best done on grass as the
balls would not bounce as far away)

1). Each student will be given a beanbag to toss as far as they can. Once
they have tossed it they must Record how far they think they have tossed
it. Then measure this distance using their Metre Monsters.

2). Repeat this task several times challenging the students to beat their
previous scores
3). Now carry out the same activity, but instead of a beanbag, have the
students toss another item of their choice (hoop, cone, basketball, tennis
ball etc). Each item the students choose should be thrown, estimated, and
measured at least twice to show variations.

4). Re-group as a class and discuss what you have learnt today about
measuring. Emphasise leaving no gaps between metre monsters, and not
overlapping metre monsters.

© Robyn Farnhill

Stage 5 - Application

Stage 5 - Lesson 10 Garden Beds

This final lesson gives the students an opportunity to apply what they have
learnt about measuring lengths. This final task extend the students as it
gives them the opportunity to measure around / out objects (perimeter).

1). Tell the class: Today you are each going to become gardeners, your job is
to measure out a garden bed using you metre monsters. Students can
work in pairs or small groups of up to 4. Use PE cones to mark out a
garden bed that looks like this

5 metre monsters
2 metre monsters 2 metre monsters

5 metre monsters

2). Once each group has marked out their garden bed, the teacher will check
all the garden beds
3). Now challenge each group to use their metre monsters to count/add up
how many metres there are around the outside of the garden bed. Before
they do this ask each student to write down their estimate of how many
metres there will be around the perimeter, and why they think this is so.

4). Re-group as a class and share your findings, emphasise the importance of
being able to use length to measure objects in their lives (such as garden
beds). Ask the class if they can think of any other times they may use
length to measure an object?

5). Finally re-cap what you have learnt during this unit on length. Ask
students what their favourite tasks were, and what the most interesting
thing they learnt was.

© Robyn Farnhill

Teaching Resources:

o Appendices A – G o Toy car

o Freeze Tape o Toy car ramp
o Staplers o Toothpicks
o Butchers Paper o Ping pong ball
o Scissors o Timer
o Coloured Pencils o Marker cones
o String o Straw
o Pop-sticks o Beanbags
o Erasers o Hoops
o Straws o Basketballs
o Snail o Tennis balls
CONCLUSION
Assessment:

Assessment will be a continual process throughout this unit on length. Firstly

the activity sheets and recording charts that the students produce in their
lessons will be checked during the lesson and after the lesson. The purpose
of checking the work during the lesson is to help target students immediately
if they are struggling to understand a concept, in order to quickly help them
to progress on the right track. After the lesson concludes the teacher can
collect the students work samples to help them fill out the class rubric, to
identify any areas of length that need additional work.

These rubrics (Appendix F and G) will be used throughout the unit to assess
what the students understand about length, and to help direct the next
lesson. The rubrics are used ‘as assessment for learning’ as they enable the
teacher to see which students need additional help in certain areas of
understanding. For example if the teacher can see that the majority of the
class has not yet grasped ordering of different lengths, then this principle
can be emphasised in the next lesson.

Curriculum Outcomes:

In regards to the key idea,

“Children construct concepts of size and measurable attributes
by comparing a wide variety of familiar figures, objects and
events drawn from the world around them. [Id] [T] [C] [KC1]”
It will be expected that by the end of this unit students will be able to;
 o comparing, sorting, classifying, ordering, constructing and arranging a
variety of objects and events with a particular measurable attribute in
mind
o comparing, recording (including appropriate software) and describing
the size of figures and objects drawn from their personal activities,
communities and environments with respect to distance and length

In regards to the key idea,

“Children develop strategies that directly compare and quantify
measurable attributes of a wide variety of figures, objects and
events drawn from the world around them. [T] [C] [KC6]”
It will be expected that by the end of this unit students will be able to;
o use comparative language to describe the size of objects [T] [C]
o individually and collectively designing, constructing and refining
measuring devices to compare, order and quantify particular
measurable attributes [T] [KC3]
o exploring and using a wide variety of units of comparison to match and
quantify measurable attributes of familiar figures, objects and events,
and discussing the implication of the use of that information [T] [C]
[KC2] [KC6]

In regards to the outcome 1.4,

“Compares and orders the measurable attributes of distance,
surface, space, mass, turn/angle and time to describe the size of a
wide range of familiar figures, objects and events. [T] [C] [KC1]”
It will be expected that by the end of this unit students will be able to;
o chooses appropriate measurable attribute(s) to measure, and
discusses reasons for their choice, when classifying, building,
constructing, designing and planning [C] [T] [KC2]
 o uses everyday and comparative language, and arbitrary units of
comparison, to describe the size of 2-D figures and 3-D solids drawn
from their personal activities, communities and environments [C] [T]
[KC2]

In regards to the outcome 1.5,

“Chooses and uses a variety of strategies to measure the size of a
wide variety of figures, objects and events drawn from the world
around them. [T] [C] [KC6]”
It will be expected that by the end of this unit students will be able to;
o directly compares and matches objects and events, and uses
comparative language to describe and communicate size [T] [C] [KC1]
o considers and discusses the attribute to be measured, and the relative
size of the unit of comparison, with what is being measured [T] [C]
[KC2]
o uses consistent arbitrary units as standards to compare, order and
communicate [T] [C] [KC1] [KC2]
o constructs and uses own measuring tools and scales (e.g. balances,
tape measures, timers), or those constructed by others, to measure
attributes of figures, objects and events [T] [C]
o measures for a variety of purposes (e.g. in order to build, construct,
design, generate data, sort, classify and search for patterns from their
everyday life). [T]

Unit Benefits:

A benefit of this unit of work is that it allows students to experience

measurement in a very hands-on, un-intimidating style of learning. It allows
students to learn by doing, and experimenting rather than passively listening
and trying to ‘memorise’ what they are being told. Furthermore students are
able to connect what they will be learning in their maths lesson to their real
world, as they are measuring objects that they see and use every day.

Length is also is also a vital mathematical principle that is used in our daily
lives and also has principles that are used cross curricular in physical
education, science, art, drama, and design and technology. Most importantly
though is that this unit of work is designed to make maths enjoyable and
interactive, thus allowing students to embrace and feel positive about
mathematics.
REFERENCES

Bobis, J., Mulligan, J., Lowrie, T. (2009). Mathematics for Children:

Challenging Children to Think Mathematically 3rd Ed. Pearson Education
Australia, NSW

Department of Education, Training and Employment, DETE, South Australian

Curriculum Standards and Accountability Framework, Adelaide
Accessed via the internet 10/3/09
http://www.sacsa.sa.edu.au

Dunbar, B. (2001) Exploring Maths: Exploring Length and Area. Blake

Education, NSW
Accessed online 20/3/2009 via,
http://www.blake.com.au/v/vspfiles/downloadables/Members/9781865092232
_Exploring-Maths_Exploring-Length-and-Area_Final.pdf

Barron, Inchworm Measurement, An Educator's Reference Desk Lesson Plan

Accessed via the internet 22/3/09
http://eduref.org/Virtual/Lessons/Mathematics/Measurement/MEA0203.html

Maths300 website. Carlton South , Victoria

Accessed inline 20/3/2009
http://www1.curriculum.edu.au/maths300/

Teachers Resources Galore website. Metre Monster.

Accessed via the internet 22/3/09
http://www.teacherresourcesgalore.com/maths_procedural_texts.htm
APPENDICES

Appendix A
Giraffe picture

Appendix B
Monkey Puppet

Appendix C
Length Challenges
Dunbar, B. (2001) Exploring Maths: Exploring Length and Area. Blake
Education, NSW

Appendix D
Body Measures
Dunbar, B. (2001) Exploring Maths: Exploring Length and Area. Blake
Education, NSW

Appendix E
Length Challenge Worksheet

Appendix F
Assessment Rubric #1

Appendix G
Assessment Rubric #2
Appendix A – Giraffe Picture
Appendix B – Monkey Puppet
Appendix C – Length Challenges
Appendix D – Body Measures
Appendix E – Length Challenge Worksheet
Length Challenge
How many pop-sticks does it take
to measure the long side of your
desk?
How many toothpicks does it take
to measure the long side of your
English book?
How many pencils does it take to
measure your chair leg?
How many erasers does it take to
measure the self of the bookcase?
Can you find an object in the class
that is as long as 10 pop-sticks?
I measured……………………………..
………………………………………………
Can you find an object in the
classroom that is as long as 6
toothpicks?
I measured……………………………..
………………………………………………
Can you find an object in the
classroom that is as long as 5
pencils?
I measured……………………………..
………………………………………………
Can you find an object in the
classroom that is as long as 12
erasers?
I measured……………………………..
………………………………………………
Appendix F – Assessment Rubric #1

comprehends
Is able to Is able to
Is able to use Can use informal and is able to
Can compare Can use metres Understands the comprehend the comprehend that
mathematical units to compare measure without
and order to compare and concept of start and end of different informal
(length) and order overlapping
lengths order lengths metres measuring units give
language lengths and/or leaving
points differnet results
gaps
Abby
Catrina
Bronwyn
Deanna
Ebony
Fran
Gretta
Harriet
Indyanna
June
Keira
Lotte
Saskia
Antonella
Maddi
Nadia
Penny
Rebecca
Stephanie
Tiana
Hope
Erin
Ashleigh
SCALE: 3 Highly Competent, 2 Shows understanding, 1 Needs Work
Appendix G – Assessment Rubric #2
 Able to use Able to use Is able to work in Contributes
Can estimate Can measure
informal units to informal units to Shows problem groups and pairs Is able to work respectfully to
objects using objects using
measure straight measure curved solving skills to undertake independently class
metres correctly metres correctly
objects objects tasks discussions
Abby
Catrina
Bronwyn
Deanna
Ebony
Fran
Gretta
Harriet
Indyanna
June
Keira
Lotte
Saskia
Antonella
Maddi
Nadia
Penny
Rebecca
Stephanie
Tiana
Hope
Erin
Ashleigh

SCALE: 3 Highly Competent, 2 Shows understanding, 1 Needs Work