LESSON PLAN FORMAT

Lesson Topic/Focus:

Measurement

Date:

18/11/2015

AusVELS Domain(s):

Mathematics

Year level(s):

Foundation

AusVELS strand (s):

Measurement & Geometry

Lesson duration:

55 mins.

AusVELS sub-strand(s):

Using Units of Measurement

Note: This lesson is 1 of 4 lessons on Measurement.

Learning Standard(s)/Outcome(s):
-

Students are able to use direct and indirect units of measurement to record lengths of various
objects.

Assessment:
-

Teacher will assess the students throughout the lesson through observation and anecdotal note
taking.
The teacher will also pose a variety of questions to gain insight into student understanding and
reasoning behind their mathematical ideas and strategies.

Assessment criteria:
-

Students are able to use direct and indirect units of measurement to measure various objects.
Students are able to compare the length of various objects.
Students are able to estimate how long an object may be.

Teaching focus:
-

Posing a variety of quality questions in order to gain insight.

Ensuring students remain on tasks and use classroom materials in a safe manner.

Background to the learning:

A.
B.
-

References for Teacher Background Knowledge.

http://ausvels.vcaa.vic.edu.au. (2014).
Identify Students Current Knowledge.
Students have a sound knowledge in counting from 1.
Students have no prior knowledge on the concept of measurement or how to compare lengths.

Lesson resources:
-

Worksheets x21 (Appendix 1-5 (5 sheets per group))

Whiteboard and whiteboard markers
Ice-pole Sticks
Counters
Pegs

Lesson content:
A.
-

B.

Introduction

5 mins

Ask two students to come to the front of the class and compare their heights. The rest of the
class are to decide which student is taller. This can be done with several students. The teacher
will introduce the language of measurement as well as highlight what students are doing
(visually comparing, use of hands to identify lengths etc.) when measuring two objects.
Once this has been played a few times with the students, the teacher will move onto the
developmental stage of the lesson.
Development

25 mins

The teacher will gather the students onto the floor and ask students to compare two objects.
These objects will continuously change, reducing the physical difference each time. The teacher
will then ask the students to order all of the items from shortest to longest (this will be done as a
class). The teacher will encourage discussion and pose a variety of questions to identify student
thinking and mathematical strategies (The objects will range from an obvious difference to a
minimal difference, this will encourage the discussion of using units of measurement)
FQ: What are you doing when comparing the lengths of two objects?
FQ: Do we just rely on our eyes? Or can we use something else?
FQ: What are some ways that we can measure an object? and
FQ: Must it always be with a ruler or can we use something else? (This question introduces the use
of informal units of measurement).

C.
-

D.
-

Consolidation, practice, extension

20 mins

Students are allocated into groups of 6; the teacher will predetermine this at the beginning of the
lesson. Students are given a handout, which states what objects they will need to measure and
with what unit of measurement. Each tables handout will be different. During this stage, the
teacher will rove the room ensuring students are on task and measuring correctly (starting from
the same base line, making sure there are no gaps between units etc.)
When students have finished, they are gathered back onto the floor in their groups.

Closure

5 mins

The teacher will address each group one by one and discuss their findings. Questions will be
posed to facilitate an in depth discussion on identifying whether something is longer and why.
FQ: How do you know if something is shorter or longer?
FQ: Why is it important that we starting at a common base line?
FQ: Do gaps in between units affect the total length?
FQ: If you are using two different informal units of measurement, how do we determine what is
longer?

Lesson/activity transition:
Step 1: Students are to tidy the several workstations, ensuring all material are placed back in
their original position.
Step 2: In pairs, students are to go to the toilet and get a drink of water before gathering back
onto the floor in preparation for the next lesson.

LESSON PLAN FORMAT

Lesson Topic/Focus:

Measurement (Lesson 2 of 4)

Date:

24/11/2015

AusVELS Domain(s):

Mathematics

Year level(s):

Foundation

AusVELS strand (s):

Measurement & Geometry

Lesson duration:

60 mins.

AusVELS sub-strand(s):

Using Units of Measurement

Note: This lesson is 2 of 4 lessons on Measurement.

Learning Standard(s)/Outcome(s):
-

Students are able to use direct units of measurement to record the length, width and height of
various objects.
Students are able to make an estimated guess on the length of various objects.

Assessment:
-

The teacher will assess the students throughout the lesson through observation and anecdotal
note taking.
The teacher will pose a variety of questions to students in order to gain a further insight into
their mathematical thinking and identify whether they can confidently justify their decisions.
The teacher will collect the students work samples, allowing the teacher to identify whether
students have displayed any difficulty in writing units of measurement or number formation; this
will inform future planning (common misconceptions).

Assessment criteria:
-

Students are able to identify the benefits of using direct units of measurement.
Students are able to successfully create their own formal measurement tool using a
standardised unit.
Students are able to firstly estimate then measure at least 5 objects with their measuring tool.

Teaching focus:
-

Ability to pose a variety of open and closed-ended questions to gain further insight into student
thinking as well as promote a deeper understanding.
Maintain student behaviour by setting and monitoring class and personal expectation and
following through with rewards or consequences.
Time management; following the allocated time within the lesson plan.

Background to the learning:

A. References for Teacher Background Knowledge:
-

http://ausvels.vcaa.vic.edu.au. (2014).

B. Student Background Knowledge:

Students have just been introduced to the concept of measuring length with indirect units of
measurement. This includes starting from a common base line, not overlapping units or leaving
gaps etc.

Lesson resources:
-

Worksheet x21 (Appendix 1)

A4 paper x10
MAB (ones)
Whiteboard & Whiteboard Marker
Writing Pencil & Scissors

Lesson content:
A.

Introduction
-

B.

Conducted on the floor, the teacher will reintroduce the concept of measuring length with
informal units of measurement.
FQ: Who can remind me what we did the other day with measuring?
FQ: What is something new that we learned?
FQ: What are some important things to remember when measuring?
Development

C.

D.

20 mins

Students are to go back to their table and create their own ruler
The teacher will rove the room; ensuring students are on task and assisting those that are
displaying difficulty.
In the proceeding lesson, students will measure a variety of objects using their new tool.
Closure

15 mins

Together, the teacher and students will begin measuring the length of a table using 1cm MAB,
while the students complete this task and count how many MAB are needed to find the length
the teacher will pose the following questions.
FQ: If I wanted to measure something longer than the table, would MAB be the best idea?
FQ: Why do you think MAB or other informal units are not realistic?
FQ: What could we use or make to make measuring easier?
Together, they will create a 10cm strip of paper, the teacher will clearly show how to do this
and mark standardised units (using 1cm MAB).
FQ: Do the spaces in between each number need to be the same? & Why?
FQ: If I wanted to measure something longer than the table, what could I do to make it
easier? (Add 2 or more pieces of paper together).
The class will use this new tool to again measure the table.
FQ: How many MAB are in one strip of paper?
FQ: If we used 4 strips of paper, how many MAB would we have used?
Consolidation, practice, extension

10 mins

5 mins

Students are allocated back on the floor where a discussion on what they have learned will
be initiated.
FQ: What is one thing that you have learned from todays lesson and Thursdays lesson?

Lesson/activity transition:
Step 1: Students are to tidy their desks and pick up 3 pieces of rubbish up off of the
floor.

Step 2: In pairs, students are to go to the toilet and get a drink of water before gathering back
onto the floor ready for the next lesson.

LESSON PLAN FORMAT

Lesson Topic/Focus:

Measurement (Lesson 3 of 4)

Date:

25/11/2015

AusVELS Domain(s):

Mathematics

Year level(s):

Foundation

AusVELS strand (s):

Measurement & Geometry

Lesson duration:

50 mins.

AusVELS sub-strand(s):

Using Units of Measurement

Note: This lesson is 3 of 4 lessons on Measurement.

Learning Standard(s)/Outcome(s):
- Students are able to use direct units of measurement to record the length, width and height of
various objects.
Assessment:
- The teacher will assess the students throughout the lesson through observation and anecdotal
note taking.
- The teacher will facilitate group and personal discussions, allowing the teacher to gain a further
insight into students mathematical thinking and reasoning.
Assessment criteria:
- Students are able to successfully use a ruler to measure the length, width and height of various
objects.
- Students are able to use and understand the standardised units of a 30cm ruler.
- Students are able to estimate, measure and compare the length, height and width of various
objects.
Teaching focus:
- Quality of questioning (Teacher poses a variety of open and closed-ended questions to gain a
deeper understanding in students mathematical thinking and reasoning, as well as enhance
student understanding on the concept of measurement).
- Time Management (Following the time limits in each section within the lesson, preventing the
lesson running over time).
Background to the learning:
A. References for Teacher Background Knowledge.
-

http://ausvels.vcaa.vic.edu.au. (2014)

B. Identify Students Current Knowledge.

-

Students have no prior knowledge of using a ruler to measure the length of an object.

Students have a brief understanding of the benefits of using a ruler to measure various objects.
Students are developing in their ability to measure the length, width and height of various
objects.
Students are developing in their ability to estimate and compare lengths.

Lesson resources:
-

Worksheet x21 (Appendix 1)

Whiteboard & Whiteboard markers
Writing pencils
Rulers x21

Lesson content:
A.

Introduction
-

B.

Conducted on the floor, the teacher will choose various objects around the room and ask the
students to estimate how long it will be; these estimations will be written on the whiteboard.
The objects estimated will then be measured by the teacher, students are encouraged to
participate and come up and read the ruler; the correct measurements will be written next to
the classs estimation.
Development

C.

15 mins

Continuing on the floor, the teacher will show the class how to use a ruler.
Certain vocabulary will be used, explained and emphasised. Students are encouraged to use
this language when explaining and comparing their measurements, (Estimate, compare,
longer than, shorter than, centimetres, length, width, height).
Together the class will measure a tables length, width and height, students will be taught how
to correctly record this information and an example will be shown on the whiteboard.
FQ: We know what length is, who can tell me width and height is?
FQ: This table is longer than 30cm, I only have 1 ruler. What can I do to keep measuring the
table?
FQ: What must I make sure I do when measuring an object?
The teacher will clearly explain the activity and set behavioural expectations. The teacher will
chose one student to reiterate what needs to be done, ensuring all students understand the
task at hand.
Consolidation, practice, extension

10 mins

20 mins

Students are required to fill out the worksheet provided (Appendix 1). This can be done in
groups or individually.
If the weather permits, students may go outside and measure objects under teacher
supervision.
During this time, the teacher will rove the classroom; ensuring students remain on task and are
completing the activity correctly. The teacher will assist those who are displaying difficulty (not
measuring from a common baseline, unable to read the standardised units on the ruler etc.)

D.

Closure
-

5 mins

Students will gather back onto the floor, where the teacher will facilitate a discussion on the
students findings of measurement.

FQ: Was anyone surprised at the length of what they measured?

FQ: Was anyone close with what they estimated and what was measured?
FQ: What were two objects that were the same length?
FQ: What two objects were very different from each other?
Lesson/activity transition:
Step 1: Students are to tidy their desks and pick up 3 pieces of rubbish up off of the
floor.
Step 2: In pairs, students are to go to the toilet and get a drink of water before gathering back
onto the floor ready for the next lesson.