MATHEMATICS UNIT PLAN

YEAR LEVEL: R/1 TOPIC: Measurement

LEARNING INTENTION:
Time: children understand that during the day changes occur that require us to use certain language
according to the time of day. The children can explain why these changes occur using the correct
language to name the events and certain things that they do within this time.
Linear Measurement: children use informal objects to measure items and can discuss why we
measure things using the correct language e.g height, short tall, length.
Capacity: children begin to understand the concept of half and empty as well as full, and record their
findings.
SUCCESS CRITERIA
 Students must work together to explore the materials given in the basket
 They must work together to use the equipment to support their understanding of concepts
 Students must predict, and experiment using the materials and record their findings drawing
or writing down what they have found out.

MATHEMATICS THINKING AND WORKING PROCESSES:

Proficiency strand: reasoning, problem solving, understanding and fluency.
ACARA LINKS
NUMBER AND ALGEBRA GEOMETRY AND STATISTICS AND PROBABILITY
Reception: MEASUREMENT Reception:
Establish understanding of the Reception: Answer yes/no questions to
language and processes of Use direct and indirect collect information and make
counting by naming numbers in comparisons to decide which is simple inferences (ACMSP011)
sequences, initially to and from longer, heavier or holds more,
20, moving from any and explain reasoning in Year 1:
starting point (ACMNA001) everyday Represent data with objects
language (ACMMG006 ) and drawings where one object
Year 1: or drawing represents
Develop confidence with Compare and order duration of one data value. Describe the
number sequences to and from events using everyday language displays (ACMSP263)
100 by ones from any of time (ACMMG007)
starting point. Skip count by
twos, fives and tens starting Connect days of the week to
from zero (ACMNA012) familiar events and action
(ACMMG008)

Year 1:
Measure and compare the
lengths and capacities of pairs
of objects using uniform
informal units (ACMMG019)

Describe duration using

Activity
Time Basket:
A group of 4/5 students will be
given a basket full of resources
months, weeks, days and
hours (ACMMG021)
LEARNING EXPERIENCE
Differentiation Assessment strategies
Students will also be given Will use their recordings
visual representations of (drawings and written) as
to do with time. In particular
times of the day; Morning,
Midday and Afternoon. Each
student has a sheet they can
record their ideas on through
drawings, or written records.
Books will also be in the basket
for children to explore. Dairy of
a Wombat and The Very Hungry
Caterpillar.
Linear Measurement:
A group of 4/5 students will be
given a basket for them to
explore as well as connecting
blocks and cut out hands and
feet as forms of informal
measurement. Students have
the freedom to measure what
they please and record this in
their books in any way.
Capacity:
A group of 4/5 students will be
given a basket with different
scoops and jugs as well as
containers of pasta shells and
sand will be given so they can
explore capacity and the
concept of full, half and empty.
Their findings can be recorded
in their books or on the sheet.
More and Less Hands:
A group of 4/5 students will be
given a basket. It will include
two laminated hand cut outs
with quantities on them as well
as a plastic bag filled with
kidney beans in groups of 10,
20 50 and a 100 challenge bag.
Students are asked to grab a
pinch of beans from the bag
and place it on one hand and
do the same for the other hand.
They then estimate which bag
has more and which bag has
less and using a white board
marker label the hands. They
then use the quantity on the
common things they do
through the day e.g. eat
breakfast, get ready for school
etc. They can use these as
inferences to help them
identify events that occur
throughout the day.
Students have choice of what
to measure and what form. The
connecting blocks are smaller in
size which asks for a greater
amount to be counted to
record the overall
measurement whereas the
hands can be used for a smaller
number to be counted and a
visually bigger object to
measure with.
Students will be free to explore
at their own pace and having
other students in the group can
help those students struggling
to understand concepts better
and to discuss their findings.
Students will be given bags of
10, 20 or 50 depending on their
ability level. When they feel like
they are ready to go to the next
bag they can. Students will be
in groups so can help each
other and are able to record in
any way they like.
formative assessment to see if
they have any misconceptions
as well as what they know. The
teacher will also be walking
around and having discussions
with children of what they have
found and what they know.
These will be recorded in the
daily journal as well as their
portfolio.
Students will be observed and
discussions will be had between
teacher and student, and any
new or interesting information
will be recorded in the daily
journal as well as inform
reports and other assessment
information. The students
recordings in their books will
also be used as an informal
assessment to look for any
misconceptions and if they are
meeting the learning intention.
Formative assessment data will
be collected from observations,
interviews with students and
collecting and discussing their
recording methods in their
books as well as written in the
daily journal.
Student-teacher conferences
will be used so students can
explain their recordings and
retell what they have done and
what they have found out. This
data will be collected for both
formative and summative
purposes.
 hand and count on to find the
quantity of the hands. The
students can then record their
findings in their books however
they like.
Balancing Scales:
In groups of 4/5 students will
be given a basket with 3 boxes
that cannot open. Each has a
different weight, students need
to heft and use the scales to
work out which one is heavier
which is lighter. Students can
then use natural and made
materials as well as the
balancing scales to find what
materials weigh the same as
the box (what could be in the
box). They can then record
these findings in their books
through any method they like.
Students will be in a group so Formative assessments will be
they can support each other. taken through observations and
Also the learning is not new so conversations with students to
the students already have an inform learning and planning.
understanding of the learning
intention and the students have
the opportunity to explore the
materials and find out the
weights using their own
materials. Students also have
the opportunity to record any
way they like to meet their
needs. The activity is interactive
and hands on to support
student’s understandings.