Class

Title Mathematics Duration of lesson 1 Hour 24

Size
Topic and
Estimation Year Level 4
Focus
Learning Intention: Students to be able to successfully estimate units of metric measurements

AusVELS Use scaled instruments to measure and compare lengths, masses, capacities and temperatures
Level: 4 (ACMMG084)
Assessment Strategies: Formative Assessment (assessment for learning)- analysing student work and discussion to inform
future teaching practice.

Resources and Materials: Tape Measure, Rulers, Trundle Wheel, Worksheet

Stage of Student Action /Tasks Teacher Action

lesson
Discussion / o Have a class discussion as to what they think o What is estimation? (Finding a number that is
Warm up estimation is. close enough to the right answer?)
activity o Pose the questions to the students: what is o When and where estimation might be used in
estimation? When would it be used? Why regards to length? (eg. How far is Melbourne
would it be used? to Sydney? How far do you live from school?
o Have the students estimate the arm span of How big is a soccer field?)
the teacher. Then measure the correct length o Why would estimation be used? Estimation
as a class. would be used to save time, and have a rough
Vocabulary idea how long something is.
Estimation - Roughly - Approximately
Independent o Students will work independently or in groups
Activity of two, to use their knowledge and estimation
skills to work through the sheet provided.
o By using prior knowledge and what they have
learnt in regards to measurement of length
via metric units. The students will need to use
cms, mms or meters to work out how long
each object is and then physically measure
them.
Whole Class o Students are to estimate how far they think
Activity 100 meters is on a football field.
o Ask the students to work together and place a
cone where they think the 100 meter mark is.
o Then by using the trundle wheel, measure out
exactly 100 meters and see how close the
class can get to the mark by using relevant
estimation.
Reflection
o Explain to the students the worksheet, go
through some of the questions. Ask students
what they think they might use to measure
arm span (measuring tape, ruler).
o Explain some of the questions, for example
arm span - fingertip from left hand to finger
tip on right hand. Ask students what kind of
units that might use to answer the questions.
o Take students to the football oval and ask
them to work together to estimate 100
meters.
o Use the trundle wheel to mark out exactly 100
meters from where the students first place the
cone on the football field.