Unit 3: Measuring Using Informal Units (Year 1)

Focus Inquiry:
The following unit caters for Year 1 for the content descriptor of:

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) (ACARA, n.d.a)
In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations. Through the proficiency
strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of measurement
through the following lesson sequence: Comparing lengths, measuring using informal units, ordering objects based on length and assessing of
student learning. The lesson sequence focuses on the content descriptor and was designed so that students are getting the content that they
need in order to understand how to measure, compare lengths of pairs of objects using informal units. Students’ prior knowledge to the unit
from Foundation Year is that they know how to describe and decide on what objects are longer and heavier. (Content descriptor- Foundation
Year: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday
language (ACMMG006 - Scootle ) (ACARA, n.d.b)

ACARA, (n.d.a) Year 1 Mathematics. Retrieved from: Mathematics | The Australian Curriculum
ACARA, (n.d.b) Foundation Year: Mathematics. Retrieved from: Mathematics | The Australian Curriculum
No. Lesson Title Key Mathematical Main Activity Resources Assessment
Understanding(s)
1 Comparing Describe the length of Students will: Formative Assessment-
Supporting learning resource — Comparing lengths
Lengths objects. • Identify objects that are Student’s maths book-
Directly compare the ‘as long as’ or ‘the Classroom objects and environmental materials Measurement of Length
length of objects. same length as’. that could be measured using direct comparison worksheet.
Use direct comparison • Identify and use the Tape or chalk
to order objects using language of length for How are the students
length. objects that are: Sheet — Length Words responding to
Measure and o longer/shorter than
Sheet- Measurement of Length questioning?
compare the lengths o taller/shorter than
and capacities of o wider/narrower Toys of different lengths
pairs of objects using Monitor students- are
than. they confused?
uniform informal units Three strips of paper (e.g. streamers) of different
(ACMMG019) colours and lengths

2 Measuring Use informal units to Measuring using Informal Units video Formative Assesssment-
measure length.
Measure length using
Using Worksheet- Measuring
Explain the use of informal units Measuring worksheet
Informal using informal units table
uniform informal units • Explore the use of Paddle pop sticks x 44.
Units
to measure length. informal units for
Blocks How are the students
Measure and measuring length.
responding to
compare the lengths • Identify the need to: Interactive Whiteboard
and capacities of o select appropriate questioning?
pairs of objects using units
uniform informal units o use uniform Monitor students- are
(ACMMG019) informal units they confused?
o measure accurately.
• Model how to measure
accurately using
informal units:
o Place the units in a
line alongside the
object.
o Align the first unit at
 one end of the
object.
o Ensure that there
are no zigzags, gaps
or overlaps of the
units.

3 Ordering Compare lengths based Formative assessment-

Order objects based on
objects on measurement.
length
based on Order objects using
uniform informal units. • Refer to
length
Measure and compare measurements to
the lengths and identify the length of
capacities of pairs of objects.
objects using uniform • Compare the length of
informal units objects using
(ACMMG019) measurements and
transitive reasoning.
• Order objects based
on length.
• Describe the ordering
of objects (e.g. longest
to shortest).
• Justify the ordering of
objects based on
length.
Supporting learning resource — Ordering
Bookwork of ordering
objects based on length
objects
Supporting learning resource — Mathematics
tool kit Years P–2 How are the students
responding to
objects to measure (preferably objects that questioning?
have a straight side and are stable)
units suitable for measuring length (e.g. paper Monitor students- are
clips, straws, blocks of the same size, pegs, they confused?
sheets of newspaper)
photographs/examples of objects ordered by
length (e.g. bookshelves, pantries, school
photos, garden beds and shop windows)

4 Assessing Assessment Task The task is a practical Summative Assessment

Assessment task — Measuring using informal
student Overview- To measure assessment. The Task- done in an
units
learning- and order objects assessment is done as interview style between
Summative based on length and an interview and is student and teacher one
Task capacity using informal done between teacher on one.
units. and student.
Relevant aspect of the • Have students measure
the length of three
achievement standard
 objects.
In this unit, assessment
of student learning • Consult each student
aligns to the following about the selection of
aspects of the units, method of
achievement standard. measuring and the
ordering of the objects.
By the end of Year 1, • Record observations
students describe and student responses.
number sequences • Have students record
resulting from skip their ordering of the
counting by 2s, 5s and objects.
10s. They identify
representations of one
half. They recognise
Australian coins
according to their
value. Students
explain time
durations. They
describe two-
dimensional shapes
and three-dimensional
objects. Students
describe data displays.
Students count to and
from 100 and locate
numbers on a number
line. They carry out
simple additions and
subtractions using
counting strategies.
They partition
numbers using place
value. They continue
simple patterns
involving numbers and
objects. Students
order objects based
on lengths and
capacities using
informal units. They
tell time to the half-
hour. They use the
language of direction
to move from place to
place. Students
classify outcomes of
simple familiar events.
They collect data by
asking questions, draw
simple data displays
and make simple
inferences.