Maths

Lesson 1

Focus: Measurement

Strategy: length

Learning Intention. We are learning to/how to...

We are learning to measure the length of objects using formal and informal uniform units.

Success Criteria: I can/ I have...

I can measure the length of an object using informal uniform units.

I can measure the length of an object using formal units of measurement.

Warm-Up/Hook:

Watch Video - Sesame Street: Measure, Yeah, Measure for a bit of fun

Year 1: Number Sense - Trusting the count

Year 2: Times Tables Boot Camp

Mini Lesson:

Height line – students to get in a line from tallest to shortest without speaking.

Create a Word Wall/Anchor chart of ‘Measurement’ words.

(Formal/Informal)

Differentiated Independent Practise:

Grade 1: Students draw a picture of their favourite dinosaur.

Grade 2: To draw their own KPOP Demon / Pokemon / Minecraft / Roblox.
When finished have students cut out their dinosaur/character and compare their dinosaur/character with others on their table.

Ask whose dinosaur/character is the longest and shortest. Ask ‘how do you know?’

Target Groups:

Teachers to decide on a support or extension group to work with.

Reflection:

Order their dinosaurs/character from tallest to shortest and longest to shortest.

au-n-601-year-1-length-powerpoint.pptx

Lesson 2

Focus: Measurement

Strategy: length

Learning Intention. We are learning to/how to...

We are learning to measure the length of objects using formal and informal uniform units.

Success Criteria: I can/ I have...

I can measure the length of an object using informal uniform units.

I can measure the length of an object using formal units of measurement.

Warm-Up/Hook:

Watch Video - Scratch Garden for a bit of fun

Year 1: Number Sense - Trusting the count

Year 2: Times Tables Boot Camp

Mini Lesson:

First part

Hand lengths – Students to compare hand lengths and make a line from smallest to largest hand lengths. Discuss whether it was different to the height line.

Use some time for children to cut out a foot and hand print so that they can use them to measure.

Select two objects in the classroom e.g. table and cupboard. Ask how can we measure the objects to determine which one is bigger. Brainstorm responses. Choose an informal measurement ie. Hands to measure and have two students measure each.
Record responses and then ask ‘is this accurate?’
Discuss that the students might have different sized hands, and that it is important to measure something using something that is the same size, no gaps in between .
Ask one of the students to measure the object they didn’t measure previously and check if it changed the result

Differentiated Independent Practise:

Students fold page of maths book in half and draw object on one side and the measured length (using cut out hand prints or rulers for grade 2) on the other side of their table.
Students record the objects and how long they are in a table.

Target Groups:

Extension: Can you order the objects from shortest to longest.

Support: Scaffolded by teacher/aide

Reflection:

Regather on the floor and share / discuss results and findings.

Lesson 3

Focus: Measurement

Strategy: length

Learning Intention. We are learning to/how to...

We are learning to measure the length of objects using formal and informal uniform units.

Success Criteria: I can/ I have...

I can measure the length of an object using informal uniform units.

I can measure the length of an object using formal units of measurement.

Warm-Up/Hook:

Watch Video

Mini Lesson:

Model measuring each pencil with a informal unit of measurement and sorting and keeping a tally of each length.

Grade 2 students that are ready for formal measurement may be introduced to centimetres. They may wish to measure exact pencil lengths using rulers.

Differentiated Independent Practise:

Students measure the length of their pencils and sort them from longest to shortest. Student then measure each pencil and keep a tally of pencils that are the same size.

Target Groups:

Teachers to decide on a support or extension group to work with.

Reflection:

Share findings or create a graph of pencils sizes

au-n-571-paperclip-length-activity-sheet_ver_3.pdf

measuring-length-using-informal-units-activity-sheets-english.pdf

t-c-8108-measuring-length-how-to-use-a-ruler-powerpoint_ver_12.pptx

measuring-in-centimetres-and-line-plot-activity-sheet-_ver_2.pdf

Measure-a-Line-Activity-Sheet_ver_3.pdf

Lesson 4

Focus: Measurement

Strategy: length

Learning Intention. We are learning to/how to...

We are learning to measure the length of objects using formal and informal uniform units.

Success Criteria: I can/ I have...

I can measure the length of an object using informal uniform units.

I can measure the length of an object using formal units of measurement.

Warm-Up/Hook:

Watch Video - talk about formal vs. informal

Year 1: Number Sense - Trusting the count

Year 2: Times Tables Boot Camp

Mini Lesson:

Clear some space in your room and children do a standing jump, then measure the length of the jump. Grade 1s can use their hands or feet or formal (cms) if ready. Grade 2s can use measuring tape or rulers.

Weather permitting, take them out to the sandpit and they can do a running long jump. Long Jump- measure how far you jump. Keep a track of jumps. Can measure using measuring tapes.

Differentiated Independent Practise:

Students complete the measuring in crayons centimetres sheet.

Target Groups:

Teachers to decide on a support or extension group to work with.

Reflection:

Children to share their findings and any wonderings or experiences.

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