Unit Mathematics Year Level Foundation

Topic Measurement Teacher Lana Gigney

Achievement Standard
Students will use suitable language associated with measurement attributes (ACMMG006). Students will work towards, ‘using direct and indirect
comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language’.
Know Understand Do

Students will know…
 The term length means measuring how
long an object is
 The term weight means measuring how
heavy an object is
 The term capacity means measuring how
much an object holds
 Length terms: long, longer, longest, short,
shorter, shortest, big, bigger, biggest,
small, smaller, smallest
 Weight terms: heavy, heavier, heaviest,
light, lighter, lightest, scales, balanced
 Capacity terms: full, nearly full, half full,
nearly empty, empty
Students will understand…
 Objects can be measured using a variety
of instruments and using both standard
and nonstandard units
 Measurement can be used in a variety of
contexts.
Students will be able to…
 Compare objects directly against each
other and explain reasoning
 Describe length, height, weight and
capacity using comparative language
 Use scales to measure the weight of an
item
 Use nonstandard units of measurement
to measure the length of an item
 Order objects by length, weight or
capacity.

Lesson Sequence
Week Lesson Focus and Activity Annotations
1 Lesson Phase One: [Length] LESSON 1
Students will use suitable language associated with measurement attributes  The circle allows all students to see each other in a
(ACMMG006). Upon completing this lesson, students will work towards, ‘using direct discussion and provides an open environment that
and indirect comparisons to decide which is longer, heavier or holds more, and explain students feel safe to talk in. This is one way to
reasoning in everyday language’. demonstrate student’s prior knowledge as well as any
misconceptions about measurement.
Learning Intentions  My class is very talkative and love to engage in
We are learning how to measure objects using nonstandard units of measurement. discussion to demonstrate their knowledge. It will be
Then we are learning to compare objects based on their length and make direct and important for me to ensure all students share their
indirect comparisons using everyday reasoning. opinions and knowledge.
 I am prepared to follow through with a student’s idea.
Teaching Activities: For example, if they say they use measuring in
Lesson 1 cooking, I’ll follow that line of questioning.
 Sit students in a circle  Free play with measuring tools allows students
 Ask prompting questions: such as investigation time to play, explore and experiment
- What things can we measure? with measurement.
- How do we measure?  The Length Scavenger Hunt is a differentiated task,
- Why do we need to measure things? based on a pre-assessment covered previously.
- Where have you seen measuring? Students have to find items in specific locations and
 Measurement discussion  explain how to measure, measure one child measure them accordingly. For some students at a
against a pencil using cubes to show they need to measure from one end and higher readiness, I can prompt them to compare the
connect all units. items using everyday comparative language, which
 Free Play using measurement rules will lead into our next lesson.
 Length Scavenger Hunt  Activities will be modelled for all students and heavily
scaffolded for some students at a lower readiness
level, with additional resources and support available
for all.
Lesson 2
 Recap of important measurement vocabulary LESSON 2
 Adding to Measurement Word Wall  The Measurement Word Wall is a great visual way to
 ONE MORE ACTIVITY, maybe introducing SOMETHING LENGTH-Y show students what they have learned. Students can
 LENGTH GAMES? have frequent exposure to measurement vocabulary
 Number Jacks – Longer and Shorter and can refer to it throughout our maths lessons.
Students can also see patterns and relationships
between different words e.g. tall, taller and tallest.

Lesson 3
 Adding to Measurement Word Wall and playing a brief introductory game,
asking questions about the words. For example, “I would use this to talk
about an elephant” and the word may be ‘tall’.
Rotations:
 Monster Measure – Students will measure monsters using counters and then
order them from biggest to smallest
 Ice cream Measure – Students will order pictures of ice creams from biggest
to smallest
 Animal/Transport Sort – Students will cut out pictures of animals and
transport and order them from biggest to smallest
 Hairy Maclary – Students will create different characters from our class book,
Hairy Maclary out of playdough and order the dogs from biggest to smallest
 Conclude the lesson by rereading Hairy Maclary with a measurement focus,
asking questions like, ‘who is the biggest dog in the story?’.
Assessment:
 The students LOVE Number Jacks and so this is a
different context for students to see measurement
being used. They are also able to see problem solving
and mathematic concepts in real life contexts. In this
episode, HMMM
LESSON 3
 The Measurement Word Wall will be the introductive
activity for each lesson. This is to repeat the terms
until all students are familiar with them.
 Monster Measure: Students will be collaborating,
which will develop their ability to mathematically
reason. Students must work together to sort, based on
their counter measurements. Their reasoning may
sound like: ‘this monster is the biggest because he is 6
counters’
 Ice Cream Measure: Students will be collaborating,
which will develop their ability to mathematically
reason. Students must work together to sort, however
for this activity, students will reason based solely on
eyesight. The students will need to compare ice
creams directly by placing them side-by-side and
seeing which one is longer/taller.
 Animal/Transport Sort: This will act as a formative
assessment to determine where students are at in this
unit. Students will need to sort four transport items:
bike, car, van and plane from smallest to biggest. They
will also need to sort four animals: mouse, cat, dog,
and elephant from smallest to biggest. This task tests
student’s ability to transfer their knowledge of
comparative measurement into a real life context.
 Hairy Maclary: This task uses interdisciplinary
 Formative Assessment will consist of observations, as I will also create a grid checklist techniques. We will be reading Hairy Maclary every
that I can comment on each individual’s progress and understanding. I will mark the morning this week, so students will be familiar with
students’ worksheets to assess their levels of understanding. I will also use the the animals’ names and each dog has a very specific
Animal/Transport task as a form of formative assessment. I can collect these size and distinguishing features. Again, this is using
worksheets and assess how students worked, and how they could reason their measurement in another context.
responses.
 The grid checklist is a valuable way to write brief
Key Questions: observations on each student. Then, at another time, I
 What do you know about measurement? am able to refer back to these notes and extend on
 What can you measure? them if necessary. I will also mark the students
 How can we measure? worksheets and take additional notes on the students’
 What are some measuring rules? levels of understanding.
 What can we use to measure?
2 Lesson Phase Two: [Weight]
Students will use suitable language associated with measurement attributes  Students will work together in a group and enjoy free
(ACMMG006). Upon completing this lesson, students will work towards, ‘using direct play with the scales. This encourages students to
and indirect comparisons to decide which is longer, heavier or holds more, and explain experiment and investigate how they are used. This
reasoning in everyday language’. also means that when we use the scales for guided
activities, the students will be focused and engaged, as
Learning Intentions: the scales will be a familiar item by then.
We are learning to compare objects based on their weight and make direct and  If students would like a specific challenge or task, they
indirect comparisons using everyday reasoning. can begin a ‘how many?’ sheet in groups, pairs or
individually.
Teaching Activities:  The tasks will be modelled and heavily scaffolded for
Lesson 1: the students that need it.
 Introduction to Weight
 Adding to Measurement Word Wall
 Free Play with scales
 How Many? Worksheet
Lesson 2:
 Recap of Weight Introduction
 Adding to Measurement Word Wall
  How Many? Worksheet
 Mystery Bag Challenge  The students LOVE Number Jacks and so this is a
 Number Jacks – Getting Heavy different context for students to see measurement
Lesson 3: being used. They are also able to see problem solving
 Recap of Weight: Heavier/Lighter and mathematic concepts in real life contexts. In this
 Adding to Measurement Word Wall episode, Spooky Spoon is making light things heavy
 Students make their own set of scales and heavy things light. This prompted a discussion
 IXL activities as a class about items that are heavy and light. They used a
seesaw, which prompted one students to draw a
Assessment: connection between a seesaw and scales and how
 Observations they both measure weight.
 Written Grid Checklist
 How Many? Worksheet  Written Grid checklist is a good way to observe
 Make Your Own Scales students and make quick, brief notes, even if I only get
around to the student for 2 minutes, I will still be able
Key Questions: to take notes on them.
 What do you know about weight?
 What kind of scales do you see at home?
 How do we know when something is lighter/heavier?
 What if the two containers are at the same height?
3 Lesson Phase Three: [Capacity]  Capacity will be a tricky concept for them I imagine. It
Students will use suitable language associated with measurement attributes is probably one of the only terms they will be
(ACMMG006). Upon completing this lesson, students will work towards, ‘using direct unfamiliar with. This is something that needs to be
and indirect comparisons to decide which is longer, heavier or holds more, and explain repeated at the start of every lesson until students
reasoning in everyday language’. become familiar with it.
 Students can collaborate with others in order to
explore capacity and use each others’ prior knowledge
Learning Intentions:  This is a relatively basic task to get students thinking
We are learning to compare objects based on their capacity, determine which items about capacity.
have capacity and make direct and indirect comparisons using everyday reasoning.  The free play with pasta allows students to freely
investigate and play with capacity items, such as cups,
Teaching Activities: containers and bottles. This encourages
  Class Discussion: What is Capacity? experimentation and play-based learning.
 Worksheet: What items have capacity?  We will continue to add to the Measurement Word
 Free play with capacity items using coloured pasta Wall. This reinforces key ideas and vocabulary.
 Class Discussion: Which container will hold more?  Reading Who Sank the Boat? Is another
interdisciplinary activity. The students really enjoy
Lesson 2: stories and so this is a fun way to discuss capacity and
 Recap of capacity vocabulary use prompt questions to encourage students to think
 Adding to Measurement Word Wall critically.
 Read: Who Sank the Boat?
 Introduce students to terms full, nearly full, half full, nearly empty, empty
 Class Investigation: Which container holds more?

Lesson 3:
 Recap of capacity vocabulary
 Adding to Measurement Word Wall
 Potion PowerPoint
 Measurement Bingo

Assessment:
 Observation
 Written Grid Checklist
Key Questions:
 What does capacity mean?
 What items have capacity?
Which items hold more and which hold less?
4 Lesson Phase Four: [Assessment]  The measurement review will act as the summative
Students will be assessed at multiple points throughout the unit. This will be done assessment. This will enable me to write reports based
with diagnostic pre assessments, formative assessments, and the final day of the unit on what they have learned.
will be a larger assessment. The students will be playing a game as a ‘fun’ form of
assessment, and will also complete a Measurement Review, which is something I can  If students are not comfortable sharing, they do not
take away and refer to when assessing students’ levels of understanding. need to. I’ll encourage all students to have a go, and
use simple, prompting questions to encourage
Lesson 1: students to verbalise their thought processes.
 Measurement Bingo – I created a Measurement Bingo using terms taken
directly from our Measurement Word Wall, as well as diagrams that the
students are familiar with. This means that by playing the game, students will
be observed based on their understanding of the terms. Students will also be
asked to put the terms in a sentence if they have it on their bingo board. For
example, if a student has the word lighter on their board, they may say, ‘a
mouse is lighter than a whale’.
 Measurement Class Discussion – I will ask every student to answer a
prompting question, such as, ‘What is something that has a capacity?’. We
will aim to fill up the whole whiteboard.
 Summative Assessment: Measurement Review – Students will complete a
two page Measurement Review, which will cover a variety of activities on
measuring length, weight and capacity. This will be the major piece of
assessment for the unit.

Special Considerations:
 Students will not be completing the same Review as the person next to them.
I found that, when completing my pre-assessment, some students that
lacked an understanding of the task looked at someone else’s work in order
to get an answer.
 The Review will have very few words due to the reading and comprehension
ability of my Foundation class.

Key Questions:
 What do you know about length?
 What do you know about weight?
 What do you know about capacity?
 LESSON PLANNING – Alannah Gigney

SUBJECT: Mathematics YEAR LEVEL: Reception LESSON TOPIC: Measurement (Length)

AIM:
The aim of today’s lesson is to develop students’ ability to measure an item. The activity Measurement Bingo will allow students to look at an item
being measured and determine how long it is. Some students may be able to make comparisons between items that are longer and shorter, which will
be the next step in the Measurement Unit.
AUSTRALIAN CURRICULUM CONNECTION:
Students will use suitable language associated with measurement attributes (ACMMG006). Upon completing this lesson, students will work towards, ‘using
direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language’.
REFERENCES & RESOURCES:

 Measurement Bingo Mats

 Measurement Bingo Board Games
 Unifix Cubes
 Counters
 Dice
 Measurement Rules Poster
 Number Jacks – Measured Resources

KEY QUESTIONS:

 What do you know about measurement?

 How can we measure?
 What are some measuring rules?
 Can you remember what subitising is?

STUDENT ASSESSMENT:
 The students will be assessed predominately through observations. There are opportunities during each activity for me to watch the students
complete their tasks and assess how they are working.

SELF-ASSESSMENT:
Did I allow enough time for each activity?

TIME STEPS COMMENTS

1. INTRODUCTION: This warm up activity will allow students to

Recap previous lesson – introducing measurement. Ask students what they can remember about recap their measuring skills from the
5-10 minutes length and the measurement rules. Give each student a tower out of unifix cubes and ask them to
previous lesson and allows me to engage any
find something in the classroom that is the same length as their tower. Bring students back to students that missed the last lesson or did
the floor and ask them to share their findings. not have a thorough understanding of how to
measure.

2. EXPLICIT TEACHING: (whole class) This activity will need to be heavily

scaffolded, and so time should be allocated to
Introduce students to the new activity, Measurement Bingo. In this game, students will roll a
get to each group to observe and help.
dice and land on a number. If they land on the number 3, they must look on their Bingo Mat and
10 minutes
find an item that has a length of 3 blocks. They will then cover that item with a counter. I will
encourage students to subitise, as this is a skill most students developed last term.

3. EXPLORATION/PRACTICE (group/individual) Students will be grouped by readiness level,

Students in groups will play Measurement Bingo. I will observe students; both their ability to so that I am able to spend a larger portion of
work with others and their understanding of the activity and measurement concept. After time with the group who are the lowest level.
20-25 minutes approximately 15-20 minutes, I will stop students, ask them to pack up and bring them all back
to the floor.
Number Jacks is a television show that the
students are familiar with and enjoy. This
To conclude the lesson, students will continue watching Number Jacks – Measured Response, (a episode shows characters measuring items,
which will reinforce the measurement rules
 video they started watching in the previous lesson) before they begin their next subject. and concepts in a fun way.

TEACHER REFLECTION QUESTIONING

Did the students achieve at the level I had expected?
Was there enough differentiation for students of different readiness levels?
Given the opportunity, how would I vary each activity?
Were my instructions clear and concise?

TEACHING PROCEDURE:

LESSON PLANNING – Alannah Gigney

SUBJECT: Mathematics YEAR LEVEL: Foundation LESSON TOPIC: Measurement (Mass)

AIM:
The aim of today’s lesson is to develop students’ ability to measure an item. The activity How Many? will enable students to directly measure an item
against either unifix cubes or counter bears to determine how heavy it is. Some students may be able to make comparisons between items that are
heavier and lighter, which will be the next step in the Measurement Unit. In the second half of this lesson, the whole class will play an activity with
Mystery Bags. This will challenge students to measure items without being able to see what they look like. Then students will need to use
measurement language such as heavy, heavier, heaviest, light, lighter and lightest.
AUSTRALIAN CURRICULUM CONNECTION:
Students will use suitable language associated with measurement attributes (ACMMG006). Upon completing this lesson, students will work towards, ‘using
direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language’.
REFERENCES & RESOURCES:

 How Many? Worksheets

 Unifix Cubes
 Bear Counters
 Number Jacks – Getting Heavy
 5 Mystery Bags

KEY QUESTIONS:

 What do you know about measurement?

 What do you know about weight?
 How do we know when something is lighter/heavier?
 Can you remember what subitising is?

STUDENT ASSESSMENT:
The students will be assessed predominately through observations. There are opportunities during each activity for me to watch the students
complete their tasks and assess how they are working.
SELF-ASSESSMENT:
Did I allow enough time for each activity?
 Did the students achieve at the level I had expected?
Were students engaged?
Were my instructions clear and concise?
TEACHING PROCEDURE:

TIME STEPS COMMENTS

2. INTRODUCTION: This is an opportunity for students to be reminded of any rules, or to ask any questions
Recap previous lesson – introducing weight and using they have about the activity.
scales. Ask students what they can remember about how a
2-5 minutes scale works. Add any new words to the word wall. Remind
any students that were absent or needed clarification and
allow students to continue working on their investigation.

2. EXPLORATION: (group/individual) This activity will need to be heavily scaffolded, and so time should be allocated to get to
each group to observe and help.
Students are to continue their How Many investigation. In
this activity, students are to balance out a scale with an item
and either some counter bears or unifix cube. Then they can
15 minutes measure how much an item weighs.

CHALLENGE: Depending on students’ levels of understanding, I might ask students to

complete sentences I have written on the board,
3. EXPLICIT TEACHING (whole class)
I will have prepared 5 paper bags with a ‘mystery item’ in ‘____ is the heaviest.’
each one. The items will vary in weight and as a class,
‘____ is the lightest.’
10-15 minutes students will determine which bag is the heaviest and the
lightest using the scale. I will ask prompting questions and ‘_____ is heavier than _____.’
get students to verbally tell me which bag is the heaviest
and lightest and which are heavier or lighter than others.

5 minutes The final five minutes could be used for one of three Number Jacks is a television show that the students are familiar with and enjoy. This
activities, based on how students are feeling and their levels episode shows characters measuring items on a scale, which will reinforce the
of understanding. measurement rules and concepts in a fun way.
Either:

 Continuing NumberJacks – Getting Heavy video from IXL is a program students are familiar with and verbally asks questions such as, ‘which
previous lesson is heavier?’
 Read Who Sank the Boat?
 Use IXL program for some practice questions.

LESSON PLANNING – Alannah Gigney

SUBJECT: Mathematics YEAR LEVEL: Foundation

LESSON TOPIC: Measurement (Mass)

AIM:
The aim of today’s lesson is to give students another
example of scales being used. Students will create a 2-
dimensional scale and are challenged to determine if
items are heavy or light.
 AUSTRALIAN CURRICULUM CONNECTION:
Students will use suitable language associated with measurement attributes (ACMMG006). Upon completing this lesson, students will work towards,
‘using direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language’.
REFERENCES & RESOURCES:

 Scale Cut-outs
 Items Cut-outs
 Number Jacks – Getting Heavy
KEY QUESTIONS:

 How do we know when something is lighter/heavier?

 What does it mean when the scale is balanced?
 What does it mean when one side of the scale is low/heavy?
STUDENT ASSESSMENT:
The students will be assessed predominately through observations. There are opportunities during each activity for me to watch the students
complete their tasks and assess how they are working. I will also complete a grid checklist so that I have a record of how each individual worked
throughout the lesson and their levels of understanding.
SELF-ASSESSMENT:
Did students understand the activity?
Did the students achieve at the level I had expected?
Were students engaged?
Were my instructions clear and concise?

TEACHING PROCEDURE:

TIME STEPS COMMENTS

 3. INTRODUCTION: This is an opportunity for students to be
Recap previous lesson –weight and using scales. Ask students what they can remember about how a scale reminded of any rules, or to ask any
works. Add any new words to the word wall. Remind any students that were absent or needed clarification. questions they have about the activity.
5 minutes

2. EXPLORATION: (group/individual) This activity will need to be heavily

scaffolded, so I will tell students one
1. Students are to cut out the triangle and rectangle
instruction at a time.
30 minutes 2. Students will stick the rectangle on top of the triangle, but the rectangle will be tilted, then stick this in
their maths book.
3. Students will label the scales ‘scale’, ‘heavy’ and ‘light’
4. Students will cut out pictures of items and stick them either on the heavy or light side of the scale.
5. Students can colour in and CHALLENGE: circle the heaviest and lightest item on the scale.

5 minutes The final five minutes could be used for one of three activities, based on how students are feeling and their Number Jacks is a television show that
levels of understanding. the students are familiar with and enjoy.
This episode shows characters
Either:
measuring items on a scale, which will
 Continuing NumberJacks – Getting Heavy video from previous lesson reinforce the measurement rules and
 Read Who Sank the Boat? concepts in a fun way.
 Use IXL program for some practice questions.

IXL is a program students are familiar

with and verbally asks questions such
as, ‘which is heavier?’