Child Study: Measurement in the Mathematics Classroom.

Abstract

This Child Study was conducted to assess a child’s development and understanding of Measurement in the Mathematics Learning Area of the Australian
Curriculum. It incorporates lessons that were developed to strengthen understanding and to introduce Measurement concepts (specifically length, perimeter
and area) relevant to the child’s developmental capability and related to the content descriptions in The Australian Curriculum and First Steps in Mathematics:
Measurement books.

Introduction

Measurement is integral to all facets of life (Tal, 2015, n.p.). It assists us in quantifying the world around us (NJ Department of Education, 2014). It is a
mathematical process used to create a result (Smart & Marks, 1966, p. 283) in both physical qualities such as weight (scaled measurement), abstract constructs
such as intelligence (e.g. IQ tests) (Tal, 2015, n.p.) and in the social world (e.g. demographic changes through cultural influence (Bachrach, 2015, p. 3) . Its’
“ubiquitous and importance” (Tal, 2015, n.p.) should therefore not be underestimated or undervalued. To understand and use measurement to best support this
ideology, children must begin to understand the concepts and procedures from an early age. Often this begins in a child’s early years through natural curiosity
and play. For example they may recognize size difference and compare a little teddy bear to a bigger teddy bear or make statements such as, “Your feet are
bigger than mine”. Children in the early years will also identify measurement through observing its use by those around them and the tools they use. For
example: A parent putting a teaspoon of sugar in a cup of tea (Department of Education, 2009, p. 1). When a child starts school, it is critical the curriculum
developmental directives are followed and the measurement phases: identifying the attribute, learning to measure (comparing, ordering and using non-standard
and standard units (Booker, Bond, Sparrow & Swan, 2010, p. 472-473) and learning to calculate (Victoria State Government, 2009) are used productively as
the child develops and the more complex concepts of measurement are introduced. It is essential other strands of Mathematics are also taught effectively to co-
ordinate the interconnected learning of measurement. Opportunities must be given for children to acquire depth in the learning of concepts, procedures, correct
use of tools/ manipulative’s and familiarisation with the necessary language associated with measurement and be confident in recognising connections to other
mathematical strands. The lessons described in this study aim to embrace these requirements. It is essential children have a variety of authentic real-world
connections and learn to use measurement (NZ Government, n.d.) with flexibility, precision and fluency (Pagano, 2014) in a variety of situations across a range
of learning areas. The use of technology should be included in this learning.(NJ Department of Education, 2014).

Diagnostic Assessment

This Child Study provides an overview of a Diagnostic Assessment (DA) and subsequent follow up lessons with a Year Four home-schooled student in the
Learning Area of Mathematics: Measurement and Geometry (ACARA, 2013a). The child is a nine year old female. Prior to the Diagnostic Assessment the
parents of the child gave permission for the study to be conducted and provided an overview of their participation in how the child is assisted with her
mathematical development at home. This information was obtained to assist with lesson plan choices and provided some insight about the child – her interests,
learning style and what experiences she has had, that may have impacted on her learning of measurement. The First Steps Diagnostic Assessment (Department
of Education WA, 2013a) data was analysed and used to design and conjecture subsequent lesson plans that addressed the relevant Australian Curriculum’s
content strands, elaborations and achievement levels (ACARA, 2013a) in conjunction with the First Steps in Mathematics: Measurement phases and key
understandings. Data comprised photographs, video-recordings, field notes, work samples and journal entries. Throughout the tasks a significant range of
materials were available to complete both the Diagnostic Assessment and Lesson Plan tasks (See Figure 1).

Figure 1: Measuring materials.

The tasks were chosen to get a snap-shot of the child’s knowledge of length, area and mass. The other areas of measurement that need addressing in the child’s
year level are capacities, temperatures, volume and time. Given the scope of the topic - the assessment focused on understanding units and direct measure,
initially with the attributes of length and area. To provide scope for future lesson planning, a task was conducted focusing on mass. The assessment took place
in the child’s home where a priority was making the child feel safe and comfortable by using the learning environment she was most adapted to

.
Findings

The First Steps Diagnostic Assessment Table (See Figure 1.2) provides an overview of the results of the Diagnostic Assessment.

Figure 1.2 Overview of the First Steps Diagnostic Assessment Table

Task Achieved Misconception or

Misunderstanding
Snail Trail - No gaps or overlaps. Mis-use of appropriate language eg:
FSiM: DA Used and read graduated scales. used inches to represent cm
p. 42 Used non-standard units correctly. Understanding of units being part of a
Used zero point. system not identified.
Recognised equally spaced markings within the unit
(partitions).
Desk Through Unit iteration
the Doorway- No gaps or overlaps.
FSiM:DA Compared standard and non-standard units.
p. 27 Repeated uniform units.
Recognised the importance of using common units.
Conservation
 Additivity
Broken Ruler Started counting from zero. Used inches for centimetres.
– FsiM:DA Counted correct amount of units.
p. 21 Counted the space between marks as unit measurement.
Good understanding of number.
Ice Cream Used formulae without understanding
Puddles the concept.
FSiM:DA When placed on top of each other did
p. 117 not consider what could not be seen.
Used ruler to measure area - using a
cross-section approach.
Difficulty with proportionality.
Which Frog is Chose scales as a mass measuring tool. Has no concept of the unit attached to
Heaviest? Used weight estimation by lifting and comparing. the attribute.
FSiM:DA Transivity
p. 72
(Department of Education WA, 2013a)

The child was confident and enthusiastic throughout the tasks. The results showed an aptitude in the procedures involved in measuring, however the conceptual
knowledge was not always evident. The results indicated that the child was not working at her year level in Using Units of Measurement, therefore the previous
years Content Descriptor would be addressed first. The lessons were developed using a thematic approach called “All About Me”. This allowed the learning to
be authentic and connected to the child’s real-world and it provided an opportunity to link specific Mathematics to other curriculum learning areas (Booker et
al., 2014 cited Brown, 2017).

Methodology of Lesson Plans.

Lesson One to Four (Attached) focus on providing a variety of experiences with the attribute of length. They readdress the concept of using standard metric
units from the Australian Curriculum (ACARA, 2013a): Year Three (ACMMG081), moving in to the Year Four (ACMMG084) and Year Five (ACMMG109),
The lessons are underpinned by FS: Understanding Units and Direct Measure where the child was working within the Measuring Phase. Links to FSiM are
provided in the lesson plans (Attached)..

Lesson One included ‘Making Rulers’ to assist the child in understanding and practising using standard metric units and their place within a system. Explicit
instruction was given on millimetres, centimetres and metres and their interrelationship - assisting the child in understanding the unit as an amount not just a
mark on a scaled instrument (DoE WA, 2013b) recognising equal parts making a whole which also link to fractions (ACMNA077). It is worth noting that when
asked what the space between markings meant- she identified the attribute of length as the distance between two points (Victoria State Government, 2009, p. 1)
- answering ‘length’ – which she subsequently used to measure objects. This was followed by making; a centimetre ruler with millimetre markings (which the
child said she could use to measure really small things like her fingernail); a decimetre ruler with cm markings and which she used to iterate and calculate that
ten of them fit in to a one metre ruler she made – when she had calculated to one hundred centimetres she stated; “It takes ten decimetre rulers to make one
metre.” When asked how many centimetres that was she said one hundred (early conversion). The child was beginning to recognise accumulation of distance,
additivity and conversion within the metric system. The tasks allowed a link to the importance of the child’s understanding of base-ten and place-value
knowledge and will assist in decimal place- value understanding (DoE WA, 2013, p. 78b). The activity Making Rulers provides an essential information about,
“…how well the child understand the measurement process (Van de Walle & Lovin, 2006, n.p.). The lesson focused on assisting the child in recognising,
naming and using length units thus rectifying unit and language misconceptions. In the DA the child had shown a good understanding of non-standard unit
representation and the use of constant units. Including non-standard units allowed the child to practice and gain confidence and autonomy in measurement and
encouraged “thinking like a mathematician”!.

Lesson Two (See Appendix) included several tasks including Estimation Hunt (See Figure 3). Basic explicit instruction was given on Estimation using metric
units, then the child stated; ”Oh means it is about…” – think-alouds were used to assist the child. The use of estimation allows the child to visualise and relate
to an object and - has been identified as important in enhancing children’s measuring sense (Van De Walle, 2010, n.p.). Reys states that “Children must develop
estimation skills with measurement in order to develop common referents” (2012, p. 405). Zero was used as a starting point for counting units however a few
times the child did not correctly align it so the question was asked “Do you think that is the correct answer?’ when the child reviewed the use of the
measurement tool she quickly self-corrected by starting precisely at zero and the importance of using it correctly. By measuring consistently a child learns the
relationship between the number of units and the size of the object. These tasks also assisted in consolidating concepts learnt in Lesson One and allowed
measurement language to develop which was recorded on the Word Wall.

Figure 3: Estimation Hunt

In Lesson Three the theme “All About Me” was introduced. The child’s personal record book was used to obtain length at various intervals. With guidance, the
child created a time-line (elapsed time) where at the correct time intervals the length of ribbon was put. The ribbon lengths of her body and head circumference
were constructed using a tape measure. Using the tape-measure was an appropriate choice of measuring tool in this task and links to Year Five ACMMG108.
When asked why the child had chosen the tape measure she responded that it was longer and if she used the ruler she would have to use it a lot more times”.
The appropriate tool and units were used consistently throughout the task (mm and cm) – and are important aspects of understanding units linked to KU Six:
The choice and attribute are relevant to what is being measured (DoE WA, 2013, p. 58b). When the timeline was complete the child compared the lengths and
was able to calculate using a counting-on of units strategy. In addition she measured her current length on the floor then compared and ordered the lengths and
recorded the information on a height chart. The child then added her new-born length then compared and calculated how much she had grown (Figure 1.4)
Using a piece of paper the child subtracted her current length in centimetres form her birth length and said “I have grown 88cm”. Reys (2012) describes
comparisons as an essential part of number sense which assists children in organising information (p. 148-149). When the child measured the lengths in the task
she used comparison, number sense and reasoning skills to connect her mathematical knowledge (Battista, 2006 cited in Victoria Gov, 2009).

Figure 1.4 Making a time-line.

Lesson Four (Attached) continued with Understanding Units and Direct Measure as a focus, primarily metres and consolidating using scaled measurements in
length ACMMG084. Perimeter was also introduced and practiced. ACMMG109. Task One was “Spear Throwing” which allowed for estimation and metric
units to be practiced. The task also allowed for the child’s Aboriginal cultural background to be acknowledged. The Australian Curriculum’s Cross Curricula
priority of Aboriginal and TSI histories and cultures (ACARA, 2013, p. 127) was addressed through reading and discussing how the Aborigines may have
measured length.

Task Two:“Trip to the Pool” as the child had swimming lessons linked to Phys. Ed. Introduced a 25m indoor pool and an outside pool. After measuring the
length of the inside pool the child was asked “How long do you think the outside pool is?” Her response was 26 m. When asked why she had chosen that
number she said, “Because I knew it was longer than the inside pool”. Because of this misconception, we measured the outside pool using her leg stretch which
she ascertained was about one metre (see Figure 5). At the end of the pool she was 3m short and we discussed why and acknowledged the importance of using
formal units for accuracy. Perimeter was also introduced explicitly at first and then using non-standard and standard measurement. The child measured and
added the sides with confidence. Without assistance she doubled the length and width and added it together.

Figure 5 Child using non-standard unit of measurement.

Lesson Five (Attached): ‘Making Baby Me’ – the information about child’s measurements at birth were taken from the personal record book, other personal
baby books and items (for example; baby jumpsuit for dimensions; birth-bracelets for wrist and ankle dimensions) to ascertain body measurements. The child
applied her linear and curvelinear / circum measurement data to collect objects - to making a life-size version of herself. The mathematics involved visualizing,
ordering, comparing and measuring objects to use as body parts. An example(see Figure 6) is where the child is looking for an object with the same
circumference as her head. The task was linked to The Arts Learning Area which allowed time and connectivity. Learning about measurement assists children
in making meaningful connections and understandings in other learning areas such as in The Arts: Visual Arts: size, scale, creating patterns and proportions
(ACARA, 2013b, p. 27).

Figure 6Circum measuring around an object to .

equal birth head circumference.

Lesson Six (Attached) introduces the attribute of Area. Explicit instruction is required as the results from the DA showed no evidence of understanding of the
concept. One centimetre grid paper was used to discuss and model area (ACMMG290). Tasks in the lesson enabled the child to differentiate between perimeter
and area in which they initially found confusing. The child was able to correctly ascertain the area covered by using a multiplicative strategy to ascertain
squares covered. Although with an irregular shape they counted the squares and used fraction knowledge to account for the parts of a square covered but could
have simply dismissed squares that were under half covered and counted the ones half covered or more (Booker et al., 2012, p. 416). This was an important
stepping-stone as she had in the DA used a height x width formulae using a ruler and the misconception needed to be addressed. As the child is only being
introduced to Area as informal development (Booker et al., 2012, p. 481), pre-cut squares were used to cover the base of the cot - allowing the child to
physically interact with the concept of area. In Figure the child notes the importance of uniform units and staying within a boundary.
 Figure 7 Placing pre-cut squares on rectangle

Discussion and Evaluation

The focus on conceptual and procedural knowledge has allowed the child to see the importance of understanding and using measurement attributes and the
appropriate language communicate information effectively. On-going formative assessment was vital to keeping track of the child’s progress and allowed
lesson plans to be adjusted. For example; Figure 8 demonstrates tasks and the child’s progression in Area understanding and representation.

Figure 8
Originally cross-section used Counting grid 1cm squares. Using squares to cover a space.

The current objective is to continue to fill in the gaps of length and area knowledge - based on the Australian Curriculum content descriptors and elaborations in
conjunction with FSiM guidelines. The next attribute to be addressed is volume as it connects to the learning of length and area (e.g. How many cubes fit in the
cot?) – and comparisons of the attributes can be introduced. Future lessons using the same theme would be mass – as weights are included in the “All About
Me’ record book. Not only does using this thematic approach provide an array of interconnectedness between attributes, it links the home to school - and may
open up discussion at home about measuring and measurement concepts. The main aim of the lessons was for the child to create a productive disposition
towards Mathematics and use it to enrich and enhance her life (Sullivan, 2011, p. 7).

References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013a). The
Australian Curriculum: Mathematics. Australia: ACARA.

Australian Curriculum Assessment & Reporting Authority (ACARA). (2013b). The Arts: Visual Arts.

Bachrach, C. A. (2015). Culture and Demography: From Reluctant Bedfellows to

Committed Partners. Demography. Vol 51 (1). pp. 3-25. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4448916/

Booker, G., Bond, D., Sparrow, L. & Swan, P. (2010). Teaching Primary Mathematics.
(4th ed.). Frenchs Forest, NSW: Pearson Australia.

Brown, Dr., P. (2017). Handout: Inquiry in the Mathematics Classroom. Retrieved from Curtin University of Technology.

Department of Ediucation & Early Childhood Development. (2009). Measuring length

Victoria State Government. Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/readmeaslength.pdf

NJDepartment of Education. (2014). Standard Nine: Measurement. New Jersey

Mathematics Curriculum Framework. Trenton, NJ: New Jersey Government. Retrieved
from http://www.nj.gov/education/archive/frameworks/math/math7.pdf

NZ Government. (n.d.). Teaching Material: Measurement Information. Retrieved from

https://nzmaths.co.nz/measurement-information

Pagano, G. (2013). Claim 1: Mathematics Concepts and Procedures. Connecticut State

Department of Education. Conneticut: USA. Retrieved from
http://www.sde.ct.gov/sde/lib/sde/pdf/student_assessment/smarter_balanced/alw/mathematics_claim_1.pdf

Reys, R., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid,
 S. & Bennett, S. (2012). Helping Children Learn Mathematics. Milton, Qld: John
Wiley & Sons Australia, Ltd.

Smart, J. R. & Marks, J.L. (1966). Mathematics of Measurement. The Arithmetic

Teacher, Vol 13(4), pp. 283-287. Retrieved from
https://www.jstor.org/stable/41185371?seq=1#page_scan_tab_contents

Sullivan, P. (2011). Teaching Mathematics; Using research-informed strategies.

Camberwell, Victoria: Australian Council for Educational Research. Retrieved from
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1022&context=aer

Tal, E. (2017). "Measurement in Science", The Stanford Encyclopedia of

Philosophy (Spring 2017 Edition), Edward N. Zalta (ed.). Retrieved from https://plato.stanford.edu/archives/spr2017/entries/measurement-science/>.

Van De Walle, J. (2010). Elementary & Middle School Mathematics: Teaching Developmentally. Pearson, Allyn & Bacon. Retrieved from
http://wps.ablongman.com/ab_vandewalle_math_6/54/13861/3548427.cw/index.html

van den Heuvel-Panhuizan, M. (2005). Young Children Learn Measurement & Geometry. Rotterdam, The Netherlands: Sense Publishers. Retrieved from
https://www.sensepublishers.com/media/1295-young-children-learn-measurement-and-geometry.pdf

Van De Walle, J. & Lovin, L. A. H. (2006). Teaching Student Centred Mathematics: Grades 3-5. Pearson Education. Retrieved from
https://www.scribd.com/document/345100010/making-rulers
 Lesson Plan One

DATE: March 2017 CLASS: Child Study: Year Four TOPIC: Mathematics: Measurement: Length

Content Descriptions with Curriculum Codes (ACARA or other):

1. Year Three: Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Elaboration: recognising the importance of using common units of measurement
Elaboration: recognising and using centimetres and metres, grams and kilograms, and millilitres and litres.
2. Year Four: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Elaboration: reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation.

http://www.edflection.net/wp-content/uploads/2012/04/Maths_Links.pdf

First Steps:
Linked to the Diagnostic Assessment tasks;
- Snail Trail
- Table Through the Doorway and;
- Broken Ruler

General Capabilities if applicable Cross Curricula Priorities if applicable

• Numeracy • Sustainability
• Literacy
• ICT

Link to the Achievement Standards:

Year Three:
1. Students us metric units for length, mass and capacity.
Year Four:
1. Students use scaled instruments to measure temperatures, lengths, shapes and objects.

Lesson Objectives:
At the end of the lesson, the students will be able to:
1. Student uses estimation, non-standard and standard units to measure objects.
2. Student understands and uses metric units of length: mm’s and cm’s.
3. Student understands the importance of using a measuring unit which has a constant value.
4. Student understands the importance of having no gaps when using measurement tools.
5. Student understands and aligns zero as a starting point.

Preparation and ICT use:

- Have access to measurable items indoors and outdoors – teacher to check.
- Have a variety of measuring tools available –
• Non-standard: pop-sticks, paper-clips, ribbon, straws, string.
• Standard metric units: a variety of standard rulers, dress-makers tape-measure,
- Have journal ready for the child to record their findings.

Procedure:
Time Content/ stage Teaching Strategies Scaffolded student activities Explicit Evidence * Summative/Formative
(min) of lesson and questions (using Bloom’s links to assessment
taxonomy and an inquiry or First Steps task/s
thinking model like Costa’s)
5 Introduction Student is greeted and seated in safe It was decided after the
and lesson and comfortable learning environment. Diagnostic Assessment to
hook spend time on
Lesson Hook: We can measure almost understanding and
anything! Today we are going to make consolidating the learning
our own centimetre and metre ruler. of length before
Discussion and reflection on learning in introducing other
previous years and the types of measurements such as
measuring we did. mass – during this task
the language of mass was
not apparent.
5 Introduction of Teacher explains the learning objectives
learning for this lesson (above)
objectives

5 Starting task Teacher asks student about what she This was particularly
eg: What we knows about millimetres and relevant as the child had a
know and what centimetres. tendency throughout the
we don’t know. Student brainstorms and records in her DA to use the Imperial
journal what she knows about System of measurement -
measurement and how she measures predominantly inches,
 things at home.
Introduce what Today we will be learning about what
we will be millimetres and centimetres are - and
talking about how they help us when we are
today measuring things.
Discuss the words on the chart and their
abbreviations.
We will be using three ways to measure:
estimating, non-standard measurements
and standard measurement.
Introduce the Measurement Word Bank
which from the parent
information was from
working on building
objects with her father.
. Can anyone tell me what these . The concept of using cm,
words mean? mm and m’s was not well
known to the child. The
Can you give me an example? concept of measuring was
but the procedure for
Abbreviation questions.
attaining the knowledge of
length needed to be
Can you describe how I would
use these measuring tools? developed further –
especially understanding
and using Standard metric
units and language.

The word bank was

another tool for learning
the mathematical
language.
Body of the Explicit instruction focus: cm, mm, m Ask student if she knows what UU: KU2 Anecdotal evidence
lesson Teacher shows the student two ribbons the marks are between units? (link to
– one is a cm and the other a metre. Why should there be no gaps General or Measurement Word Bank
Use ‘standard ruler’ to compare the 1 cm when you are measuring? Special
and 1 m. Why should you begin with the Words p. The child quickly
Counting by tens on metre rule. zero? 24) developed an
Discuss millimetres – use comparison of Where on the measuring tool understanding of 10mm
keycard (Demonstrate) would you read the length of the equalling 1cm and then of
Introduce and briefly discuss Customary item? 100cm equalling 1 m.
units - using inches – compare cm and Can you think of any other Generally keen to
inches and close relationship to foot and examples of what would measure and explore the
school ruler and yard being a decimetre measure 1mm? use of units.
under a metre. How did you estimate?
This is particularly relevant as Why do you think it is important Comparison between
throughout the Diagnostic Assessments to estimate? inches and centimetres on
a standard ruler were
Customary units were used as well as
discussed as ‘inches’ was
 Standard metric units. Helps claruify the
differences for the student.
Explicit instruction on Estimation (basic).
Activities for
consolidation • 1. Making length rulers 1 cm
of knowledge with mm markings and I metre
with cm markings
http://www.education.vic.gov.au
/school/teachers/teachingresou
rces/discipline/maths/continuu
m/Pages/measphese.aspx
• 2. Discuss the three ways in
which you will measure -
Student will find and record five
things to measure using
estimation (teacher guidance),
non-standard units (scaffold the
concept of a constant) and
standard metric units
millimetres and centimetres
(Record in journal).
• 3. Cm and mm worksheet
(attached).
Why do we use smaller units?
How does this tool help you
measure accurately?
How did you decide which tool
to use?
How can you support that your
answer is correct?
Do you think it is important for
the measuring attributes to be
the same?
Throughout the tasks the
concept that objects have
attributes that can be measured
- is being reinforced.
PSQ: How could I work out how
high the door frame is?
The student measured me from
head to foot and then had me
stand next to the frame. She
then stood on a chair and
measured from the top of the
door frame to the top of my
head and added the two lengths
together.
a prominent word used to
measure in the Diagnostic
Assessment.
The child was beginning
to understand the concept
of estimation using a
known measurement eg
leg span.
2.One of the objects the
child chose was a cat!.
Discussion was held
about using measuring
moving objects. There
was also discussion about
how a cat/animal was
measured.
UU: KU3 Measuring in mm and cm
(link to Snail worksheets.
Trails, p.
32) Subsiduary learning:
students are using
number throughout the
tasks.
 Closure The teacher comes back to the lesson
objectives/ intentions and visually ticks
off what the students have achieved.
Students will then write in their journal
about the days learning.
Why did you decide to measure
the (object) with centimetres/
millimetres?

References

Oh My! Meters or Centimetres? Year Two accessed from www.cpalms.org/Public/PreviewResourcelesson/Preview/49739

Godard, Christi and Pierce, Rod. (11 Nov 2016). "Measuring Metrically with Maggie". Math Is Fun. Retrieved from http://www.mathsisfun.com/measure/metric-system-
introduction.html

Lesson Plan Two

DATE: 2017 CLASS: Child study: Year Four TOPIC: Mathematics: Measurement: Length

Content Descriptions with Curriculum Codes (ACARA or other):

1. Year Three: Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Elaboration: recognising the importance of using common units of measurement
Elaboration: recognising and using centimetres and metres, grams and kilograms, and millilitres and litres.
2. Year Four: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Elaboration: reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation.

First Steps:
Linked to the Diagnostic Assessment tasks;
 - Snail Trail
- Table Through the Doorway and;
- Broken Ruler

General Capabilities if applicable Cross Curricula Priorities if applicable

• Numeracy • Sustainability
• Literacy

Link to the Achievement Standards:

Year Three:
1. Students us metric units for length, mass and capacity.
Year Four:
1. Students use scaled instruments to measure temperatures, lengths, shapes and objects.

Lesson Objectives: You should have a maximum of 4 specific learning objectives. Objectives must be worthwhile, specific, observable,
attainable within the lesson and MEASUREABLE.

At the end of the lesson, the students will be able to:

1. Student uses estimation, non-standard and standard units to measure objects.
2. Student understands and uses metric units of length: mm’s and cm’s.
3. Student understands the importance of using a measuring object which has a constant value.
4. Student understands the importance of having no gaps when using measurement tools.
5. Student understands and uses zero as a starting point.

Preparation and ICT use:

- Have access to measurable items indoors and outdoors – teacher to check.
- Have a variety of measuring tools available –
• Non-standard: pop-sticks, paper-clips, ribbon, straws, string.
• Standard metric units: a variety of standard rulers, dress-makers tape-measure,
- Have journal ready for the child to record their findings.

Procedure:
Time Content/ Teaching Strategies Scaffolded student Explicit Evidence * Formative
(min) stage of activities and questions links to assessment
lesson (using Bloom’s FSiM task/s –Extra
taxonomy and an inquiry information
or thinking model like
Costa’s)
5 Introduction Student is greeted and seated in Anecdotal
and lesson a safe and comfortable learning Journal writing
hook environment. Chart Records

Lesson Hook: Today we are

going to keep measuring!

5 Introduction Teacher explains the learning

of learning objectives for this lesson.
objectives

5 Starting task Discuss what we learned in the What do we remember

eg: What we last lesson. about using estimation
know and Using estimation and standard when we are measuring?
what we metric units of measurement. What do we remember
don’t know. Re-visit understanding of metres. about using non-standard
units of measurement?
 What do we remember
about using standard
metric units of
measurement?
Introduce We will be finding things . .
what we will outside the house to
be talking measure.
about today

Body of the Explicit instruction: Revisit Year

lesson estimation: Ways in which we can
estimate.
Recap of mm, cm and metres.
Recap the using the units correctly.
Introduce decimetres and counting
by 10’s.
Using standard metric units to
measure.
Activities for Activity One: Estimation Hunt:
consolidatio Estimate and measure objects
n of around the house and record on
knowledge a chart.
You are required to find an object
and estimate the length using
standard metric units mm, cm
and metres. Compare your
estimation with the actual
measurement. Record the
difference.
Record the strategy you used to
estimate.
Three:
UU KU 2
UU KU 3
DM KU 3
Teacher asks authentic
questions related to what
object the child chooses to
measure eg: Why do you
think builders need to
know the size of bricks?
Do all the bricks have to
be the same size- why or
why not?
Why do you think tilers
need to measure between
tiles?
Do you think all tiles are
Activity One: See
Child Study
Activity Two:
Recorded in journal.
The child wanted to
measure how high the
doorway was – she
decided to measure me
using a tape measure and
Activity 2 then climbed on a table to
measure from the top of
the door-frame to me and
then added the results.
 Discuss and compare the order of
length.
Record what you would do
differently next time you did this
measurement.
the same size?
Does the space between
the tiles have to be the
same? Why or why not?

Activity Two: ‘Just Measuring’ Journal questions.

activity. Find things outside to
measure.
Use marked 1 m ribbon and
decimetre ribbon to answer
question.
Closure The teacher comes back to the
lesson objectives/ intentions and
visually ticks off what the
students have achieved.

Lesson Plan Three

DATE: 2017 CLASS: Child Study: Year Four TOPIC: Mathematics: Measurement

Content Descriptions with Curriculum Codes (ACARA or other):

1. Year Three: Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Elaboration: recognising the importance of using common units of measurement
Elaboration: recognising and using centimetres and metres, grams and kilograms, and millilitres and litres.
2. Year Four: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Elaboration: reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation.

First Steps:
Linked to the Diagnostic Assessment tasks;
- Snail Trail
- Table Through the Doorway and;
- Broken Ruler

General Capabilities if applicable Cross Curricula Priorities if applicable

• Numeracy • Sustainability
• Literacy

Link to the Achievement Standards:

Year Three:
1. Students use scaled instruments to measure temperatures, lengths, shapes and objects
Year Four:
2. Students use scaled instruments to measure temperatures, lengths, shapes and objects

Lesson Objectives:
At the end of the lesson, the students will be able to:
1. Understand taking recorded measurements and transferring them to a linear measurement.
2. Use a scaled length measurement tool correctly.
3. Compare the lengths and work out the difference in cm and /or mm.
4. Show how circumference can be exhibited as a linear ,measurement.

Preparation and ICT use:

Childs personal baby record book, ribbons, measuring tools, paper for time-line.
Procedure:
Time Content/ Teaching Strategies Scaffolded student FSiM Evidence * Formative
(min) stage of activities and questions Links assessment
lesson (using Bloom’s task/s
taxonomy and an inquiry
or thinking model like
Costa’s)
5 Introduction Students enter the room, are Anecdotal evidence
and lesson greeted and are seated in a safe Time-line product
hook and comfortable learning Height chart
environment.

Lesson Hook: Today we will be

looking at our All About Me
books.

5 Introduction Teacher explains the learning

of learning objectives for this lesson (above).
objectives

5 Starting task What do you remember about Noted that over a four day
period some of the
eg: What we measurement from the last information was unable to be
know and lesson? automatically recalled but
what we Get out your All About Me was rather prompted from
the student.
don’t know. (personal health record book) and
go to your newborn page. Find
and discuss the different
 measurements including length,
head circumference & weight.
10 Introduce Today we will focus on . . Inadvertently linking to
lapsed time.
what we will length and we create a
be talking time-line so you can see
about today how much you have grown
from 0- 6 weeks, 3
months, nine months and
one year.

30 Body of the Explicit instruction: How do you think we could UU KU 2 Time given for students
consideration of the
lesson Basic analogy/ modelling: Measuring measure around our UU KU 5 question.
the circumference of our head. head? UU KU 6 Being a predominantly tactile
Recording the measurements. Do you know what we call UU KU 7 learner activities were based
Discuss the format of the time-line. on lots of hands on learning.
the measurement around UU KU 8 The concentration span of
Use the metric system of
our head? DM KU 5 the child varied therefore
measurement for ascertaining
How can we record the when the child began to wan
matching lengths from book. it was time to alter the task
circumference on our time without changing the
line? outcome.
Activities for Teacher scaffolding When you look at your Evidence of time-
consolidatio Create a time-line (based on pre- time-line what patterns can line photograph in
n of existing knowledge). you see? Child Study.
knowledge Students use ribbon and string to How much have you
measure the correct lengths and grown from birth to 6 My measurements
tape in correct place. weeks? Student found
Discuss the ‘old saying’ – Question Five on My
My Measurements: Student uses (see Question 2) Measurement task
the measuring worksheets to very difficult (see
measure parts of themselves attached).
 using mm and cm – this includes
using a mirror to measure their
facial features.(attached).

Closure The teacher comes back to the Do you think it is important

lesson objectives/ intentions and
visually ticks off what the
students have achieved.
Students will then write in their
journals.
for you to have a record of
how you have grown when
you are a baby? Why?
Is it important to know your
body measurements and
keep a record as you get
older? Why?

Lesson Plan Four

DATE: 2017 CLASS: Child Study: Year Four TOPIC: Mathematics; measurement

Content Descriptions with Curriculum Codes (ACARA or other):

1. Year Three: Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Elaboration: recognising the importance of using common units of measurement
Elaboration: recognising and using centimetres and metres, grams and kilograms, and millilitres and litres.
2. Year Four: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Elaboration: reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation.
3. Year Five: Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
Elaboration: Exploring different ways of calculating the perimeters of rectangles such as adding the length and width together and doubling the
result.

First Steps:
Linked to the Diagnostic Assessment tasks;
- Snail Trail
- Table Through the Doorway and;
- Broken Ruler
Understanding Units (UU):
Key Understanding (KU):
KU6 our choice of attribute and unit depends upon what we are trying to measure and why.
KU7: Standard units help us to interpret, communicate and calculate measurements.
KU8: The relationship between standard units in the metric system help us to judge size,

General Capabilities if applicable Cross Curricula Priorities if applicable

• Numeracy • Sustainability
• Literacy • Aboriginal and Torres Strait Islander
• ICT histories and cultures
• Intercultural Understanding

Link to the Achievement Standards:

Year Four:
1. Students use scaled instruments to measure temperatures, lengths, shapes and objects.

Lesson Objectives: You should have a maximum of 4 specific learning objectives. Objectives must be worthwhile, specific, observable,
attainable within the lesson and MEASUREABLE.

At the end of the lesson, the students will be able to:

1. Understand the value of, and measure in metres, cm and mm.
2. Child uses correct choice of units to estimates, compares and measures the distance of the 25m and 50m pool and spear throws.
3 Recognise and measure the markers breaking up a distance in a 50m pool.
4. Explore the meaning of perimeter by using the sides of a 25m pool. (Extension: 50m pool – shape difference).
5. Recognise that Indigenous Australians have reasons and ways of measuring within their culture.

Preparation and ICT use:

Transport to pool, swimming attire, relevant documentation, child’s spear (not bladed), spear written material, pen,paper to record
Procedure:

Include motivational aspects, step-by-step learning stages (including student activities), key questions, time indicators and a closure.

Time Content/ Teaching Strategies Scaffolded student Explicit links to Resources * Formative
(min) stage of activities and questions First Steps needed assessment
lesson (using Bloom’s task/s
taxonomy and an inquiry
or thinking model like
Costa’s)
5 Introduction Students enter the room, are Anecdotal evidence
and lesson greeted and are seated. Spear throwing
hook record sheets
Pool drawings and
Lesson Hook: Today we will be measurements
throwing spears AND going to the Photograph of non-standard
measurement of the length of
pool to look at length! the pool in Child Study.

5 Introduction Teacher explains the learning

of learning objectives for this lesson.
objectives
5 Starting task Link: Revisit measuring tasks Do you think the
eg: What we from last lesson. Aborigines used spears to
know and Discuss how the Aboriginal measure length?
what we people may have measured
don’t know. length.

Introduce Spear throwing – we will . .

what we will look at how the Aboriginal
be talking made spears from wood
about today and the lengths they
needed to spear different
animals for survival.

We will be going to the

pool for swimming lessons
and to learn more about
measurement.

We will also begin to look

at what perimeter is.

Body of the Read “Spears” and create a
lesson discussion about how Aboriginal
people would have used length.
http://www.australia.gov.au/about-
australia/australian-story/austn-
indigenous-tools-and-technology
Why would the Aboriginal
people have to know about
what length meant?
How might the length of
their spears be important?

Discuss how we know how far a

UU: KU 6
 metre is and how many of those UU: KU 7
make a kilometre. In the car: UU: KU 8
Introductory/ incidental: Discuss Do you know what an DM: 5
kilometres and its use in measuring odometer is?
longer distances - have all people
Show and explain.
present in house participate in an
estimation of how many kilometres
they think the pool is from the house.

Discuss the sizes of the two pools.

Measure and compare the UU: KU1(link to
distances. Judging the
Understand that the markers indicate Biggest p. 16)
different lengths attained by counting
in 5’s.
Explicit instruction on perimeter –
adding up all the sides.
As a link to learning about
Student measures the width of the
area in Lesson Six: Do you
pool.
know what the space in- Picks an obstacle and
between the perimeter is estimates the height
called? Use at both pool. in metres. Measures
using non-standard
units (leg-span).
Activities for Spear-throwing activity. The relevance of this task links to Worksheet attached.
connecting measurement and the
consolidatio Students go to grassed area and child’s Aboriginal cultural heritage.
n of use the spear (hand-crafted) to Diagrams of pools.
knowledge throw and calculate distance.
http://www.ecm,det.wa.edu.au/connect/resol
ver/view/APAC022/latest/apac022.pdf
If the pool is 25m long on
this side (point) how long UU:
Beginning
Going to the pool.
do you think this side KU1 (link to Pool
Student measures the length of
is(point)? perimeters, p.
the 25m pool using standard
19)
 units. Do you think they are the
Student estimates the length of same length?
the 50m pool (and markers) then Show me how you could
uses non-standard and standard work it out. (Journal).
metric units to measure.
Student draws a picture of the
two pools and puts in lengths
Do all rectangle and
(and markers on the 50m pool).
squares have the same
Student measures the width of perimeter?
the pool and adds information to
drawing. Uses addition to
calculate the perimeter.
Student walks the perimeter of
both pools.
Closure The teacher comes back to the
lesson objectives/ intentions and
visually ticks off what the
students have achieved.
Discuss who estimated the
distance closest in km to the pool.
Students will then be asked to
hand in all worksheets.
Student has ‘All About Me’ book,
but is also to ask her parents for
anything that would assist in her
creating the life-size model eg;
birth wrist and ankle tags,
photographs, baby bonnet,
booties, mittens etc – to bring in
for next lesson.

Lesson Plan Five

DATE: 2017 CLASS: Child Study: Year Four TOPIC: Mathematics: Measurement

Content Descriptions with Curriculum Codes (ACARA or other):

1. Year Three: Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Elaboration: recognising the importance of using common units of measurement
Elaboration: recognising and using centimetres and metres, grams and kilograms, and millilitres and litres.
2. Year Four: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Elaboration: reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation.
First Steps:
Linked to the Diagnostic Assessment tasks;
- Snail Trail
- Table Through the Doorway and;
- Broken Ruler

General Capabilities if applicable Cross Curricula Priorities if applicable

• Numeracy • Sustainability
• Literacy •

Link to the Achievement Standards:

Year Four:
2. Students use scaled instruments to measure .

Lesson Objectives:
At the end of the lesson, the students will be able to:
1. Understand how they can measure certain parts of their body using standard metric units.
2. Use an appropriate to tool to measure around an object (circumference).
3. Make appropriate choices when finding objects for body parts.
4. Make appropriate choices of measuring tools.
Preparation and ICT use:
Have a range of materials available for body parts, have a range of measuring tools, paint, brushes, markers, childs personal records.
Procedure:

Include motivational aspects, step-by-step learning stages (including student activities), key questions, time indicators and a closure.

Time Content/ Teaching Strategies Scaffolded student FSiM Evidence * Formative

(min) stage of activities and assessment
lesson questions (using task/s
Bloom’s taxonomy
and an inquiry or
thinking model like
Costa’s)
5 Introduction Students enter the room, are The use of The Arts was to
allow the student to create
and lesson greeted and are seated in a safe and make judgements, solve
hook and comfortable environment. problems – ( for example
finding a sphere with the
correct head circumference
length) and find solutions.
Lesson Hook: Today we are The task also provides
going to make a baby you! information about whether
the concepts have been
understood eg have they
made the baby the same
length as they were?It may
also be a useful strategy for
students who are tactile
learners.
5 Introduction Teacher explains the learning Observation
of learning objectives for this lesson. Anecdotal evidence
objectives Proportion and choice
of objects.

5 Starting task Do you have an idea about how Are there any
eg: What we we could make a life-size version activities we have
know and of you - when you were born? done that would give
what we Student talks about the objects us some information?
don’t know. which will assist her in measuring
the closest possible lengths of
body parts. She will have
photographs to use a a cross-
reference point.
Introduce Today we will discuss how .What parts of the .
what we will when we are born and as body do you think we
be talking we grow – medical records will need to
about today are kept of our length, measure?
head circumference and
weight. We will be looking How will we measure
at the different lengths of each part?
parts of our body.

Discuss what the student

has bought in to use as Do you think using
reference points. your baby jumpsuit
will help?

Body of the Gathering relevant information eg UU KU

lesson how they will measure around limbs. 5,6,7,8
etc
The Arts: Preparing and measuring DM KU 3
relevant materials to produce a life-
size version of themselves.
Put all parts together.
https://www.share2learn.com/asilomar07pac
ket.pdf
 Activities for Guide: Find and measure objects
consolidatio to put together to make baby you.
n of
knowledge

Closure The teacher comes back to the

lesson objectives/ intentions and
visually ticks off what the
students have achieved.

References

Goularte, R. (2007). Linking Math With Art Through the Elements of Design. Asilomar Mathematics Conference. Accessed from
https://www.share2learn.com/asilomar07packet.pdf

Lesson Plan Six

DATE: March 2017 CLASS: Child Study: Year Four TOPIC: Mathematics: Measurement

Content Descriptions with Curriculum Codes (ACARA or other):

1. Year Four: Compare objects using familiar metric units of area and volume (ACMMG290)
Elaboration: Comparing areas using grid paper.
2. Beginning: Year Five: Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
Elaboration: Exploring different ways of calculating the perimeters of rectangles such as adding the length and width together and doubling the
result.

General Capabilities if applicable Cross Curricula Priorities if applicable

• Numeracy • Sustainability.
• Literacy
• Critical and creative thinking.

Link to the Achievement Standards:

Year Four: Students compare areas of regular and irregular shapes using informal units.
Beginning: Year Five: Use appropriate units of measurement for area.
.
Lesson Objectives:
At the end of the lesson, the students will be able to:
1. Use grid paper to develop an understanding of area.
2. Use efficient ways to calculate perimeter and area.
3. Understand that a person takes up a certain amount of space when they are laying down.
4. Understand the importance of no overlaps or going outside perimeter when covering the area.
5. Child uses visualization skills to decide on the correct size box.
Preparation and ICT use:
Variety of boxes, pre-cut squares, glue, 1cm grid paper,
Procedure:

Time Content/ Teaching Strategies Scaffolded student Explicit links to * Formative assessment
(min) stage of activities and questions FSiM task/s/ Evidence
lesson (using Bloom’s
taxonomy and an inquiry
or thinking model like
Costa’s)
5 Introduction Students enter the room, are Anecdotal
and lesson greeted and are seated. Observation
hook Task outcome

Lesson Hook: Making a cot

blanket to cover the area of our
cot.

5 Introduction Teacher explains the learning

of learning objectives for this lesson.
objectives

5 Starting task What do we know about Area?

eg: What we
know and
what we
don’t know.
Introduce We will be talking about . .
what we will perimeter and area. Re-
be talking address perimeter and
about today discuss what area is.
Body of the Explicit instruction and teacher
lesson modelling of area on graph paper.
Discussion about making the cot.
Activities for 1. Use 1cm grid paper to
consolidatio draw squares and
n of rectangles and work out
knowledge the area.
2. Trace around your foot on
1 cm square paper
3. Child chooses a box they
think their baby will fit in
(visualization) and then
puts the doll in to check.
Draw around the edges of
the box – perimeter, then
use pre-cut squares to
cover the area (decide
what to do with the
remainders).
. Does area have to be a
Year Four
UU KU 2,5,6,7,8
DM KU 5
Counting the squares is Year Five
one way to work out the (Early) Child chose to cut the excess in half to fit
the box base.
area but it takes a long UU KU 2,5,6,7,8
time….do you know any DM KU 5
other way we can work out
the area?
If the squares go outside
the area you are covering
what can you do with
them?
square or a rectangle?
Closure The teacher comes back to the
/Plenary lesson objectives/ intentions and
visually ticks off what the
students have achieved.

Child will then see if her blanket

fits in the base of the cot and then
puts the baby in. Child says why
it was important to measure the
base of the cot before making her
blanket.
Brigitte Carter SN 13052340 EDPR 3000 Lecturer: Dr Paul Brown Ass 1: Child Study

40