Subject: Mathematics Topic: Length Year Level: Foundation Duration: 2 weeks

STRANDS AND SUB-STRANDS

Number and Algebra
□ Number and place value (F-8)
□ Fractions and decimals (1-6)
□ Real numbers (7-10)
□ Money and financial mathematics (1-10)
□ Patterns and algebra (F-10)
Content Descriptions
Measurement and Geometry Statistics and Probability
 Using units of measurement (F-10) □ Chance (1-10)
□ Shape (F-7) □ Data representation and interpretation (F-10)
□ Geometric Reasoning (3-10)
□ Location and transformation (F-7)

1. Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

General Capabilities
 Numeracy
 Literacy
 Information and
Communication Technology (ICT)
Competence
 Critical and creative thinking
□ Ethical Behaviour
 Personal and Social
Competence
□ Intercultural Understanding
General Capabilities Focus
 Recognise and understand the
role of measurement (length) in
the world around them.
 Use language to develop
Mathematical knowledge and
understandings.
 Use the smart board during the
introduction of new content and
strategies and to allow students
to demonstrate their learning
and discoveries during the
sharing process.
 Explore the use of various
equipment and different ways to
measure length.
 Manage their social interactions
during hands on activities and
follows group expectations
during sharing process.
Cross Curriculum Priorities
□ Aboriginal and Torres Strait
Islander histories and cultures
□ Asia and Australia’s engagement
with Asia
□ Sustainability
Cross Curriculum Priorities Focus
Proficiency Strands
 Understanding
 Fluency
Problem Solving
Reasoning
Proficiency Strands Focus
-Students become familiar with the
language associated with length.
-Students explore and select appropriate
informal units of measurement.
-Students investigate the various ways of
measurement and the importance of
accuracy.
-Students are able to differentiate between
lengths.
-Students share and explain their
understanding through structured sharing.

Assessment Language
Initial knowledge brainstorm (teacher only - Compare, informal) long, longer, longest, short, shorter, shortest,
Anecdotal notes, observations, photographs, video, work samples, checklist as order, measure, tall, taller, height, length, close, far
students participate in each sharing session.
Post assessment activity
Activities/Lesson Ideas

Length
Exploring Length Language
 Discuss long and short. Brainstorm things that are long and short.
 Using the dinosaurs have each student select one and think about whether it has a long or short neck. After completion, sort them in to long
and short piles and display accordingly.
 Use the sausage dog template to (as a class) make a very long dog and a very short dog.
 Brainstorm words that can be used to describe length (long, longer, longest, short, shorter, shortest, order, measure, tall, taller, height,
length)
Comparing Lengths
 Fill a bag with different length objects. Ask for a volunteer. The volunteer is blindfolded. They place their hand in the bag and describe the
length of the objects. They then choose another object and have to decide which is the longest/shortest item.
 Measure Hunt. Give each student a different length of freeze tape or streamers. The students have to go around the rooms and find objects
that are shorter than their tape and then record them in their books. They then have to find objects that are longer than their tape and record
them in their books.
 Provide students with pictures of objects that are long and short. The students try and sort them.
 Provide students with pictures of objects that are different lengths. The students try and sort and sequence them.
 The students sequence three different length streamers and paste them in their books.
Using Informal Units
 What equipment could you use to measure different lengths? Discuss other informal measures; handprints, footsteps, strides, blocks, straws,
pop sticks etc. Do a class brainstorm.
 Use unifix cubes to measure farm animals and record on worksheet and stick in book.
 Use cutout cows as informal measures to measure the distance to the barn. Practice estimate and check.
 Using objects/areas from around the school, use informal measures to determine how long they are. As a class discuss the longest part of a
person. In pairs, students trace around the body of the other person, use streamer to mark the longest part and stick down. Use popsticks to
measure the body length. Extension: use other informal standard measure to measure body length and compare differences.
 Provide students with string (that has been pre measured to 1 metre) they measure things in the classroom that are smaller than or longer
than the string and record results in books. Class discussion of comparisons at the end. What did you find out when you measures things
around the classroom. Summary of discussion could be recorded by students in books.
 Provide students with opportunities to use equipment/informal measures in the classroom to measure different items. Invite the students to
record their work in whichever way they feel appropriate. After students do this, conduct a sharing circle where students can talk about the
way they measured items. This is an opportunity to talk about matching, gaps, and the importance of using consistent materials.
 Provide students with a variety of pictures that they can stick in their books. Then provide them with coloured tiles that they can then use to
measure next to the pictures, making sure that there are no gaps and that the ends match.

 Create long and short

  Sneaky snake. Cut a circle/square of paper into the longest snake possible. Compare different lengths. Find longest, shortest etc.

Distance
Exploring Language of Distance
 Discuss close and far. Brainstorm things that are close in the classroom and far outside.
 Compare how far away objects in the classroom are away from you. How do you know? Which one is the closest? Which is the furthest?
 How far can you run, hop, jump, skip in a minute?
 How far can you throw a ball? Who can throw it the furthest?
 Throw a ball. Each student has a pop stick with their name on it. Outside, starting at the same baseline ask students to throw a ball, where the
ball first hits the ground mark with the pop stick. Compare students throws.

Height
Exploring Language of Height
 Discuss tall and short. Brainstorm things that are tall and short in the classroom.
 Who is taller? Stand back to back with different students. Who is tallest? Shortest? Ask a child to stand on something (eg phone book) ask
class who is taller? Is this fair? Introduce the importance of having a baseline.
 Students to try and order themselves in height size from smallest to tallest. How could we do this? As students line up ask individuals to step
out of line up to check if sequence is working. Write names in height order on chart for display. Class discussion of challenges in conducting
experiment. Take photograph of results for students to place in books and write summary of results from observations and class discussion.
 Make yourself. Decorate a paper plate to represent own head/face. Measure self using a streamer. Attach streamer to paper plate to create
a same-height representation of self. Compare.

Resources
BLM’s as required
Concrete materials available in classroom e.g.
Streamers
Freeze tape
Paper plates
Blocks
Pop sticks
Match sticks
Unifix cubes
Paper circles and squares