1 of 51

Maths

Stage 1,

Unit 3 - What needs to be measured determines the unit of measurement

2 of 51

Quick links to lessons

Lesson 1 – How can we measure length?
Lesson 2 – Choosing units of measurement
Lesson 3 – How can we measure area?
Lesson 4 – Area of rectangles
Lesson 5 – Let's use our measuring skills!
Lesson 6 – Baby bear’s cup!
Lesson 7 – My marble box!
Lesson 8 - Heavier, lighter or the same?

3 of 51

Lesson 1: How can we measure length?

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare and order lengths estimating can be used to decide if a measurement of length is reasonable choice of measuring unit affects accuracy when measuring length objects can appear to be different lengths depending on how they are positioned numbers can be counted forwards and backwards by ones or in larger groups.	Students can: use words to describe length estimate how long an object is and check by measuring identify a unit of measurement to compare lengths of objects reason whether an object has been measured accurately by avoiding spaces, overlaps and measuring in a straight line count forwards and backwards by ones from a given number skip count forwards and backwards in twos from a given number

4 of 51

Warm up and Review

Watch Warm up and Review
Model measuring classroom objects such as pencil cases or books with blocks.
Questions:

How many blocks long is this?
If it was one block longer, how many blocks would that be?
If it was one block shorter, how many blocks would that be?

Skip count forwards or backwards in twos from a block measurement.
Why do we measure things?

5 of 51

Why do we measure?

Discuss different types of measurement by asking students what they have seen being measured and why things are measured. Answers :

get to school on time (measurement of time)
buy the right amount of food (measurements of volume and mass)
buy the right size shoes for our feet (measurement of length)
buy furniture that fits in our house (measurements of area, length, and height)
know what clothes to wear when we go out (measurement of temperature)
know how much money to bring to school for a canteen treat (measurement of money)
take the right amount of medicine (measurement of volume).

6 of 51

Using my hand to measure!

What can you see that is smaller than your hand?
Look at an object a little way from you, estimate how many hands long it is and then check with your hand.
What can you find in the classroom that is longer than 3 hands but shorter than 4 hands? Choose an object and check.
What words do we use to describe how long something is? For example, short, long, shorter, longest.

7 of 51

How do we measure?

In groups, make as many different lines as possible in 5 minutes using only one material in each line.
Questions:

What did you measure and how many units long was it?
Which object was longest?
Did you check your measurements by putting the objects side by side?
Why did you choose that unit to measure with?
Would you choose that unit to measure with again? Why? Why not?
How did you record measurements that were not exactly whole units,

Choose a volunteer student. Tell the class that this person is going to be in the middle of a line of 5 students standing in height order.
Have students lie down and ask what words could be used to describe them now.
Do you think they are taller, shorter or the same standing up or lying down?

8 of 51

Word Problem

Tara measured a table and said it was 10 sticks long. Michael measured the same table and said it was 12 sticks long.
Questions:

Could there have been differences between the sticks?
Did both students start measuring from the same place?
What would happen if there were spaces between the sticks or the sticks overlapped?
What could happen if the sticks were not in a straight line?

9 of 51

What is important to remember when measuring length

Record student thinking

10 of 51

Lesson 2: Choosing units of measurement

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare and order lengths estimating can be used to decide if a measurement of length is reasonable choice of a measuring unit affects accuracy when measuring length finding groups of tens and units can help us measure longer objects effectively.	Students can: visually estimate if a measurement is reasonable compare and order lengths using the same informal unit make and use a tape measure calibrated with informal units to compare lengths of objects use 10 as a reference to count quantities between 11 and 20.

11 of 51

How many blocks?

13 of 51

How long is my shoe? - 1

Length riddle: Take off your shoe and look at the bottom. Can you see anything in the classroom that is about the same length as your shoe?
Can you find objects that are about the same length as 2 of your shoes, 5 of your shoes, less than one shoe

14 of 51

How long is my shoe? - 2

Measure and compare shoe lengths on a number line. What do you notice?

15 of 51

What else can we measure with?

Can you see any objects that cannot be measured with squares or blocks?
Using your own Measure of 10, record estimates and measure objects in the classroom that cannot be moved.
In pairs discuss which estimates were most accurate, which units of measurement were most useful. Would you choose a different unit to measure an object if you did it again?
Can anyone compare their measurements?

Record student thinking on Lesson 1 poster

16 of 51

Lesson 3: How can we measure area?

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare, order and match areas estimating can be used to decide if a measurement of area is reasonable choice of measuring unit affects accuracy when measuring area counting in tens develops understanding of place value.	Students can: compare areas of 2 surfaces that cannot be moved choose an informal unit to accurately measure area estimate which of 2 similar shapes has the larger area and check using an informal unit of measure organise area measurements on a number line to make comparisons estimate and check by counting in groups of 10 and adding left-over parts count forwards and backwards in tens from a given number.

17 of 51

How big is that pile?

How many blocks are in the pile?

18 of 51

Predicting and covering

Which classroom objects will your hand completely cover
Which classroom objects will your hands not completely cover.
Choose 2 similar objects to measure by covering with hands, predict which will be bigger and then check.
Use a piece of A4 paper, predict which objects could completely cover with the paper and then test predictions.
In pairs, find things you could completely cover with 2 pieces of paper.

19 of 51

Predicting and covering

20 of 51

Shoeprints

What do you notice?
What do you wonder?
What mathematics do you see?

21 of 51

Shoeprints

In pairs, take off one shoe each, directly compare the bottom of your shoe with your partner’s shoe print. Which one has the largest area?
Which unit of measurement could we use to compare everyone’s shoe prints.
Trace around your own shoe. Estimate, measure and record the area of your shoe print.
In groups, discuss how you could organise results to make comparisons.

22 of 51

Discuss and connect the mathematics

What were they measuring today?
What is area?
Are there other objects that they could use the tracing method for to compare areas?
Are there objects they cannot use grid paper to measure the area of? What are they and why?
Ask students if there is anything the same about how they measure length and area and if there is anything different.

23 of 51

Is there anything the same about how they measure length and area? Is there anything different ?

Record student responses

24 of 51

Lesson 4: Area of rectangles

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare, order and match areas estimating can be used to decide if a measurement of area is reasonable choice of measuring unit affects accuracy when measuring area area can be the same even if shapes look different groups of units can be organised to find a measurement.	Students can: estimate, measure, and record area using uniform informal units explain why different rectangles can have the same area understand that the size of the unit used makes a difference to the number of units needed form arrays of equal rows and equal columns to create rectangles systematically group in tens and hundreds to count three-digit numbers.

25 of 51

Counting big numbers!

There are more than 100 sticks in this pile.
Can you estimate how many hundreds there are.
Does anyone have a good idea for a way to count them?

26 of 51

How many rectangles?

Watch this video How Many Rectangles

What is the same?
What is different?
What are you wondering?

27 of 51

How many rectangles?

Watch this video How Many Rectangles

What is the same?
What is different?
What are you wondering?

28 of 51

Measuring area with informal units

How would you use square tiles to measure the top of the desk.
Estimate, measure, and record the area of the object, ensuring there are no gaps or overlaps.
Questions:

Did you encounter any challenges and if so, how did you overcome them?
Did anyone use arrays to find an area?
Did everybody get the same result?
What are some possible reasons for differences in results?

29 of 51

What unit of measure should I choose?

Would square tiles or pattern blocks be an appropriate unit for measuring a larger area, such as a rug or desktop.

Record student thinking on Lesson 3 poster.

30 of 51

Lesson 5: Let's use our measuring skills!

Learning intentions	Success criteria
Students are learning that: lengths and areas can be compared, ordered and matched by grouping units estimating can be used to decide if a measurement of length or area is reasonable choice of measuring unit affects accuracy when measuring length and area measurements can be used to find patterns and make connections.	Students can: select a unit to make a calibrated measure of 10 use a calibrated measure to compare straight and irregular curved routes use estimation to decide if an answer is reasonable investigate length and area comparisons using drawings, numerals and words, and refer to the unit of measurement selected.

31 of 51

Shorter or more fun?

Using chalk, mark one spot as home and another spot as school and then draw the shortest straight path between them.
Use Measure of 10 from Lesson 2 to find the length of the path.
Draw a curved path between the same 2 points as before but in a different colour.
Estimate and measure this route.
Compare the 2 routes.

32 of 51

How many rectangles: Same and different?

In small groups, make or draw rectangles using square tiles or grid paper and choose how to organise them to think about them.
Questions:

How many rectangles can you find?
How do you know you have found all the rectangles?
How can you order your rectangles so you can compare them?
How are your rectangles the same?
How are your rectangles different?
How can you use arrays to make your rectangles?
What different arrays can you see in your rectangles?
Which rectangle has the shortest and longest sides? Why?
Can you see any patterns between the sides of the rectangles and the areas of the rectangles?

33 of 51

Length and area

Return to area and length posters.

Think about connections between length and area.

34 of 51

Lesson 6: Baby bear’s cup!

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare, order and match volumes estimating can be used to decide if a measurement of volume is reasonable choice of measuring unit affects accuracy when measuring volume volume can be the same even if containers are different shapes place value can be used to find the numbers before and after a number and the next multiple of ten for a number.	Students can: estimate and measure how many scoops of a chosen unit a container will hold explain why different shaped containers can have the same volume identify the number before and after a given two-digit number identify the next multiple of 10 for a given two-digit number.

35 of 51

Number of the day!

What number comes before?
What number comes after?
What is 10 more? Can you keep counting forwards in tens?
What is 10 less? Can you keep counting backwards in tens?
How many more to the next multiple of 10? What is 10 less and 10 more than that?
How many tens and how many ones are there in this number?

36 of 51

Baby Bear’s Cup�Goldilocks and the Three Bears

The bears had different sized bowls for their porridge. How would it be possible to measure these spaces or volumes?

What units would it sensible to measure with and why?

37 of 51

Baby Bear’s cup

Watch this video Goldilocks and the Three Bears maths activity.

Volume is the space inside something.

What were the important things that the mathematicians in the video did to get an accurate measurement.
Why do you think this activity uses lentils for measurement and what would change if blocks had been used.
Did the mathematicians fill the containers right to the top or leave space? Did this affect accuracy of measurement?

38 of 51

Baby Bear’s cup

In groups choose one cup to be Baby Bear’s cup, and then have 10 minutes to select a measuring unit and scoop and find another cup or glass that can hold the same amount. For each cup investigated, students estimate, record a measurement, and see how close their estimate was.
Compare and order measurements once 2 or more cups have been investigated.
Come back together as a class to share:

What unit of measure did you choose to work with? Why? How well did it work?
Did any groups find an exact match to baby bear’s cup?
If you didn’t find an exact match, which cup was closest in volume and how could you tell?

39 of 51

Sandy’s container

Sandy filled a container or space somewhere in the classroom using 5 cups of rice.
What containers Sandy could have filled.

40 of 51

What do we know about volume?

Record student responses

41 of 51

Lesson 7: My marble box!

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare, order and match volumes estimating can be used to decide if a measurement of volume is reasonable choice of measuring unit affects accuracy when measuring volume volume can be the same even if containers are different shapes two-digit numbers can be partitioned to make different quantities.	Students can: make and use a container to hold a given number of objects estimate how many of a unit will be needed to fill a box by comparing it to other units of measure recognise that different shaped boxes can hold the same number of marbles understand that using smaller units of measure will mean that more units are needed manipulate two-digit numbers to make smaller or larger quantities.

42 of 51

Two-digit targets!

Arrange your cards to make the following two-digit numbers:

the largest even number
the largest odd number
the smallest odd number
the largest multiple of 5
the number closest to 50

Repeat the activity but this time you can only use each digit once.

43 of 51

Warm-up!

Investigate volume by making and packing other containers.
Two-minute challenge: find something that will hold six cubes.
Compare different objects chosen.

44 of 51

Keep those marbles safe!

You are going to be given 30 marbles, and you will need to store the marbles in a container, so they don’t roll around all over the place.
In small groups, make a container out of card and tape that will hold exactly 30 marbles with as little space left over as possible.
This container could be a box, but there are many other possibilities.
Use the marble container to investigate packing other informal units of measure.
Compare each new informal unit with a marble to help predict how many more or less of the new unit of measure you will need.

45 of 51

Volume, length and area

Discuss what is the same and different about measuring volume compared to measuring length and area.
Add to posters.

46 of 51

Lesson 8: Heavier, lighter or the same?

Learning intentions	Success criteria
Students are learning that: measuring allows us to compare, order and match mass estimating can be used to decide if a measurement of mass is reasonable choice of measuring unit affects accuracy when measuring mass mass remains the same even if the object changes shape a number can be identified by its properties.	Students can: describe objects using vocabulary of mass, for example, heavier than, lighter, the same as use an equal-arm balance to compare the mass of 2 objects use a consistent unit to measure mass so that several objects can be compared and ordered explain that a ball of clay can be made into 2 different shapes but still have the same mass ask logical questions about a secret number to work out what it is.

47 of 51

Celebrity numbers

Am I bigger than ____ ?
Am I an even number? Yes / No
Am I ____ ? Yes / No
Am I ____ ? Yes / No
Am I bigger than ____ but less than ___ ?
Can you skip count by 2 to get exactly to me?
Can you skip count by 5 to get exactly to me?
Can you skip count by 10 to get exactly to me?

48 of 51

Two-minute mass challenges

You have 2 to 3 minutes to complete each challenge to recall previous understanding and vocabulary of mass:

Challenge 1: What can you find that is bigger and lighter than a rubber ball?.
Challenge 2: Lin carried a big, full bucket quite easily. What might have been in it?
Challenge 3: Make a list of words used to talk about mass,

49 of 51

Measuring with an equal-arm balance demonstration

How can an equal-arm balance help us to measure?
What does it measure?
How does it work?
What do you notice?
Are the 2 sides of the balance even?
What do you think has happened when one side of the balance goes down?

50 of 51

How can we compare all our clay balls?

This activity will depend on whether you have clay or not
Give the groups different sized balls of clay and ask the class how they can measure their balls so that they can compare and order mass. If they do not suggest using a consistent unit of measurement for the other side of their scale, ask them to remember how they measured length of shoes in Lesson 2 and volume of cups in Lesson 6 as a prompt. Decide on a consistent unit of measure. Place the ball on one side and the selected unit, for example, blocks, one by one on the other side until the balance is level. Record the number of blocks needed.
13. As a class, discuss results. Ask if any ball was not an exact number of the measuring unit and what they did if this happened. Order quantities to identify the lightest and heaviest clay balls.