MEASUREMENT – EARLY LEVEL
Significant Aspect of Learning
Use knowledge and understanding of measurement and its application.
Experience and Outcomes
I have experimented with everyday items as units of measure to investigate and
compare sizes and amounts in my environment, sharing my findings with others.
MNU 0-11a
I am developing a sense of size and amount by observing, exploring, using and
communicating with others about things in the world around me.
MNU 0-01a
I have explored numbers, understanding that they represent quantities and I can use
them to count, create sequences and describe order.
MNU 0-02a
I am aware of how routines and events in my world link with times and seasons, and
have explored ways to record and display these using clocks, calendars and other
methods.
MNU 0-10a
Learning Statements
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Associates number with quantities
Order of number
Concept of measurement including time
Non-standard units of measurement
Comparison of size
Interpret questions
Learning Intention
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To apply knowledge and understand of measurement and number to solve a
real life problem through investigation.
Success Criteria
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I
I
I
I
I
can compare objects by length and weight using non-standard units.
can use non-standard units of measurement to compare lengths of items.
can find and use clues to help me work out answers to the questions.
can demonstrate my understanding of the sequence of routines and events.
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can identify appropriate tools to measure time.
ASSESSMENT
MEASUREMENT INVESTIGATION
Dear Primary 2/1,
I am a Superhero and
really need your help! On
Saturday I saw a man in a
blue mask steal some toys
from a toy shop. I tried to
catch him but he flew off into
the sky. I need to know who
he is and I know that you can
help me! He left behind a
muddy footprint from his
boots. Can you work out how
big it is? Thank you!
From
Isaac the Incredible x
P.S I have drawn a picture of
what I look like so you can
wave to me if you see me
flying in the sky saving the
world!
Letter 1 – See Pages 6 and 7
Dear Primary 2/1,
Thank you so much for all
your help so far. The measurements
you have given me for the muddy
footprint have been very helpful. I
went back to the place where the
man stole the toys and you will
never guess what I found!! 2 more
muddy footprints! Can you look at
the new footprints and compare
them to the first one I found? The
smallest footprint belongs to the
thief. The thief also dropped some
objects from his pocket. I found a
phone, some pens and a set of keys.
The heaviest item belongs to the
thief. Can you find out what the
heaviest item is? With your help I
know we are getting closer to
catching the thief!
From
Isaac the Incredible x
P.S Have you seen me flying over
your school yet?
Letter 2 – See Pages 8, 9, 10 and 11
2
Dear Primary 2/1,
Thank you for all your help
so far. It is very interesting that
you found the phone to be the
heaviest item. I think we are
getting closer to catching the thief.
I have 3 suspects thanks to
your results. I now need to know
more information so I can narrow it
down to the real thief. Could you
help? I need to know what season it
was, what time of day it was and
how long it took for the thief to
steal the toy. If you could
investigate this it would be great.
Thanks!
From
Isaac the Incredible x
Letter 3 – See Pages 12, 13, 14 and 15
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Email – See Page 14
Dear Primary 2/1,
Thank you so much for all
your help. Your measurements
and time investigation has meant
that I have caught the thief and
the streets are now safe again! I
couldn’t have done it without
you. Thanks again boys and
girls! Stay safe!
From
Isaac the Incredible x
P.S Here is a picture of the thief!
Did you think it would be him?
4
EVIDENCE
Letter 1 (See Page 3) On Saturday I saw a man in a blue mask steal some toys from a toy
shop. I tried to catch him but he flew off into the sky. I need to know who he is and I know
that you can help me! He left behind a muddy footprint from his boots. Can you work out
how big it is?
The thief is size
11 feet because
it’s 11 cubes.
The footprint
was the same
size as my foot!
Maybe I’m the
thief!
I drew round the
footprint and then
looked to see if it
was the same size
as my foot. My
foot was smaller.
Teacher Voice
The child explored the
length of the footprint
using non-standard units
of measurements. Then
he worked with a
partner and shared his
findings using the
visualiser.
Pupil Voice
I can put things on the
footprint and count
them. The thief’s
footprint is the same size
as his shoe. If I measure
the footprint then I can
catch him easier.
5
Pupil Voice
It (the footprint) was 1
foot long.
I put these (paper clips)
around the footprint.
I put the cubes in the
middle of the footprint.
Teacher Voice
From this evidence it is
clear that the child is
able to use nonstandard units of
measurement to
compare the length of
an object.
Teacher Voice
The child recorded his
findings in order to email
Isaac the Incredible. He
looked at the different
results from the different
objects and compared
these.
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Letter 2 (See Page 3) I went back to the place where the man stole the toys and you
will never guess what I found!! 2 more muddy footprints! Can you look at the new
footprints and compare them to the first one I found? The smallest footprint belongs
to the thief.
My foot is smaller
than two of the
footprints. It is the
same size as the
small one.
The 3 sized footprints were
put side by side and then
cubes were used all the way
round. I counted the cubes to
let Isaac know what footprint
is the smallest.
Pupil Voice
There is a big footprint, a
medium footprint and a
small footprint. The small
footprint is the thief’s. The
biggest footprint might be
from a giant.
Teacher Voice
The child compared the 3
footprints using objects of
his choosing. He then
recorded his results. He
measured the length as
well as measuring around
the outside of the footprint.
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Thirty nine big,
twenty eight
medium, twenty
seven small.
Teacher Voice
The child decided to
write down his findings.
He used counters and
recorded the number
used on a piece of paper.
He then shared this with
others.
Pupil Voice
I used counters, cubes
and chalk to measure
each footprint. But then
I couldn’t compare them
so I changed to use
counters. Then I drew
my results.
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Letter 2 (See Page 3) The thief also dropped some objects from his pocket. I
found a phone, some pens and a set of keys. The heaviest item belongs to
the thief. Can you find out what the heaviest item is?
It balances! It’s
equal! The phone and
the cubes are now the
same! I did it.
I can use my hands. I
think the phone is the
heaviest from the keys.
My hand feels heavier.
Pupil Voice
Rhinos, hippos, houses
and elephants are
heavy.
Feathers, leaves, hats
and paper are light.
Teacher Voice
Initially the child discussed
what the word heavy meant.
He linked this to light items
too. He then explored and
compared the three items using
a balance. This allowed the
child to explore the idea of
‘equal’ and what this meant.
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Pupil Voice
The heaviest thing is the
phone. It was 30 cubes
heavy. The pens were
light. They were only 11
cubes light. The phone
is the thief’s!
Teacher Voice
The child worked out that
the heaviest object was
the widest object but the
pens where the longest.
He explained that it is
important to weigh things
as the biggest item is not
always the heaviest.
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Letter 3 (See Page 4) I now need to know more information so I can narrow it down to the
real thief. Could you help? I need to know what season it was, what time of day it was and
how long it took for the thief to steal the toy. If you could investigate this it would be great.
Teacher Voice
The child refers to the time
display wall on a daily
basis. It is in a cycle format
with the clock in the
middle, the days of the
week, months of the year
and seasons. The child
added his season pictures to
the wall display.
Pupil Voice
I go surfing in the
summer holidays because
it’s hot. I throw leaves
around because they fall
on the ground at
autumn. I see leaves
when I go trick or
treating at Halloween.
The seasons look different.
Summer has green trees
and autumn has orange
trees. Winter trees don’t
have any leaves!
Spring comes after Winter
and before Summer. Spring
comes every year. I can point
to it on the wall. My birthday is
in March and it’s spring on my
birthday.
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Teacher Voice
The child looked at what the 4
seasons were and how they
linked into his life. He then
looked at the picture that Isaac
the Incredible had sent and had
to identify the season. He
successful recognised it as
spring due to the Blossom
tree.
Pupil Voice
(Discussing
picture with partner)
It’s not winter because
there’s leaves. It’s not
summer because it’s not
green. It’s spring because
it’s a blossom tree and it’s
sunny. In my garden is a
blossom tree.
Letter 3 (See Page 4) I now need to know more information so I can narrow it down to the
real thief. Could you help? I need to know what season it was, what time of day it was and
how long it took for the thief to steal the toy. If you could investigate this it would be great.
You brush your
teeth in the
morning. Let’s put
it in the morning
hoop.
But you can
brush your teeth
at night too. I
should put it in
both hoops then.
Teacher Voice
To begin, the child discussed
what he did at certain times of
the day. The child had a
discussion about many of the
pictures and understood that
some activities could go in
more than 1 hoop. He was
then able to justify why he
was putting into a certain
hoop.
12
Email (See Page 5)
Teacher Voice
The child quickly identified
the footprint in the pictures
and started to discuss the
time of day it was left at. He
was able to come up with
reasons as to how the thief
stole the toy and what the
shopkeeper was doing at the
time of the theft.
Pupil Voice
A footprint, there’s a
footprint in that
picture. That must
mean the thief took the
toy at evening time.
Maybe the shopkeeper
was eating his tea and
didn’t notice the thief.
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Letter 3 (See Page 4) I now need to know more information so I can narrow it down to
the real thief. Could you help? I need to know what season it was, what time of day it was
and how long it took for the thief to steal the toy. If you could investigate this it would be
great.
Teacher Voice
The child was asked to work out
how long it took the thief to
steal the toy from the shop. He
used a range of timing devices
including stopwatches, sand
timers and clocks to explore
duration. He was able to use
vocabulary such as hours,
seconds and minutes. He
explored how many activities he
could do in a specific time frame
and used this as a measuring
tool.
Pupil Voice
When I was timing myself, I
did 12 star jumps in 10
seconds. I did 64 star jumps
in 1 minute. I did lots and
lots of star jumps in 10
minutes. I lost count!
I think it took the thief 1
minute to go into the shop
and find the toy. Then it
might have taken him 1
minute to go out the shop
and fly away.
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Pupil Voice
Teacher Voice
The child had the
opportunity to use any of
the equipment and devices
to provide depth in his
learning. He was able to
link other activities to the
measure tasks completed
during this assessment.
I wonder how many beads I
can fit onto the footprint?
My mum uses scales when
she bakes muffins. I’m
going to fill the scales until
it reaches 1.
Can I use the sand timer to
see how long the morning
activities are? Maybe it’s 5
minutes long.
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