FIRST LEVEL MEASUREMENT
Significant Aspects of Learning
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Use knowledge and understanding of measurement and its application
Learning Statements
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Instruments for measurement
Standard units of measurement
Scales for measure, including time
Accuracy of measurement
Select and communicate processes and solutions
Experiences and Outcomes
I have begun to develop a sense of how long tasks take by measuring the time taken to complete
a range of activities using a variety of timers. MNU 1-10c
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a
guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a
I can estimate the area of a shape by counting squares or other methods. MNU 1-11b
I can share ideas with other to develop ways of estimating the answer to a calculation or problem,
work out the actual answer, then check my solution by comparing it with the estimate. MNU 101a
Learning Intention
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To apply knowledge and understanding of estimation and measurement to solve a range
of problems involving time, weight, length and area
Success Criteria
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I can estimate duration, weight, length and area giving reasons for my choice
I can select the most appropriate unit of measurement to use for the task
I can accurately read a range of measuring tools
I can order items according to their weights
I can work out the area of a range of shapes
EVIDENCE
The pupils were asked to estimate how long it would take them
to walk, jog and then sprint one lap around the football field in
preparation for their Sport Relief mile. They then needed to
time how long it takes and compare the real answer to their
estimation. Pupils were given a choice of timers: stopwatches,
sand timers, digital clocks and analogue clocks.
Teacher voice
The learner
wanted to see
if she could
improve her
time so she
sprinted twice.
37 seconds is
her 2
Teacher voice
The learner realised if she
could jog a lap of the field
in forty nine seconds then
she could sprint it even
quicker. So she changed
her sprinting estimation to
a quicker time. She did
this independently and was
able to explain her
thinking.
1
nd
lap.
EVIDENCE
Pupil Voice
We used a lot of team work skills when we were measuring the
time taken to do a lap. I also used leadership skills because
sometimes you needed to take charge when using the timers. I
decided that it was best for our group to use a stopwatch. I used
numeracy skills because I was working with time and numbers. I
decided to use a stopwatch because I thought it would give me
an accurate reading.
2
EVIDENCE
Teacher Voice
The learner was asked to estimate and measure the length and width of
their table team desks. The pupil had a choice of 30cm rulers, measuring
tape and metre sticks to measure with. The pupil was able to accurately
select the most appropriate equipment and justify their choice of strategy.
They demonstrated understanding of the need for accuracy by measuring twice
and using different tools for measure.
EVIDENCE
Pupil Voice
I used my hands and imagined how
big a 30cm ruler was. I then
thought of how many rulers would
fit on the table. If it was 30cm
you would double it to 60cm and
then 90cm. I used my knowledge of
the three times tables.
3
Teacher voice
The learner was asked to justify their choice of strategy used.
She demonstrated a good und erstanding of measurement
through her estimations. She was also
able to explain the thinking behind her estimations.
Teacher voice
The pupil was asked to pick items in the classroom to estimate the length of
and then measure. The pupils had the choice of rulers, metre sticks and
measuring tapes. Again the pupil was able to select the most appropriate tool
in a new context.
4
Teacher Voice
The learner is
learning from her
mistakes and is
using her
knowledge from
other areas of
maths as she
explained below.
Pupil voice
My estimation for the length of my trainer was not very good. When
I got it wrong this made me rethink more accurately what the width
might be. I thought about the length being twenty seven
centimetres. I then decided that the width would be about one third
of this so I used my fractions knowledge to make that estimate.
Teacher voice
It is clear that the
learner is becoming
more confident with
her estimating and
measuring. She is
displaying a secure
understanding of
this.
5
EVIDENCE
Teacher voice
The pupil was given an estimating and weighing challenge task at the
end of the block of learning. The Pupil was given a line -up of classroom
items. She had to rearrange the items in accordance to their
estimated weight. The pupil had to estimate the weight of each item
before weighing them. Once she had weighed the items she then
needed to rearrange the line-up to the in the correct way.
Pupil Voice
I got two items and held them
together. I picked two items that I
thought were similar and had a long
think about which was heaviest.
6
EVIDENCE
Teacher voice
The learner’s objects ordered
from heaviest to lightest after
weighing.
Pupil Voice
Looking at the shape and size helped along with feeling it. I
thought the dictionary was 1kg but it was 900g. I think it was
close. I was right that it was the heaviest.
7
EVIDENCE
What scales did you use?
Pupil Voice
I wanted to use the balance
scales first because I
wanted to compare it with
something else. If I just
used the kitchen scales I
wouldn’t have got that
information. I used the
kitchen scales after so that
I could get twice the
information. The kitchen
scales gave me the exact
weight.
Teacher voice
Pupil voice
After completing the
I decided to use
task learner
the kitchen
reflected on her
scales. I have
experience. The
used the pulley
learner noted that
and different
the skills of
balancing scales
estimating and
in other lessons
measuring weight will
and I felt the
be useful outside of
kitchen scales
school and gave
was better. It
cooking and baking as
suited this task.
examples of times
when these skills
could be used.
8
EVIDENCE
The pupil worked on tasks calculating the area to ensure they were
confident at doing this. Once she understood calculating the area using
non-standard units she began making estimations before measuring the
area.
Pupil Voice
If it was a square or rectangle I was working out, I
found it quicker to count how many were along the
bottom and how many were up the side. If you
multiply those numbers you get the same answer as
if you counted every single square. My times tables
knowledge helped me to work out the area.
The learner realised
there was a quicker way
to find the area of
some shapes. After
reflecting on the task
she spoke about using a
3x3 grid for times
tables bingo. This gave
her the idea to count
the length and width.
Teacher voice
The learner was
asked to draw 5
shapes with an area
2
of 12cm . It is clear
that the learner
understands that
different shapes can
have the same area.
9
EVIDENCE
Pupil voice
I know the area of an
object is its surface. I
picked objects that had a
surface I could measure,
like the laptop. I thought
about the area of the card
and then worked out how
many times it would fit on
the object. I estimated
the laptop would be
Teacher Voice
sixteen cards and I was
correct.
The pupil had to estimate the area of
an object using playing cards. She then
needed to lay out their cards on that
object to calculate the area.
Teacher Voice
The learner
demonstrated a
good grasp of area
and her ability to
estimate it.
Pupil Voice
My estimations were all correct. I think working with smaller squares to
start with helped me with my estimations. I have a good idea now by
looking at an item what its area might be. I thought about what size the
card was then visualised how many cards would fit on the object.
10
Teacher voice
The pupil was provided with
cardboard shapes. She was
asked to estimate the area
of the shape using squared
paper. She then needed to
draw around the outline of
the shape and work out the
actual area.
Teacher voice
It was discussed and
agreed as a class that part
squares would only be
counted if they were half
or more than half. These
squares would be counted
as a full square. This was
decided before estimations
were made.
Pupil voice
I estimated and
calculated the area
of the rectangle
first. This then
helped me to
estimate the area of
different shapes.
11
Teacher voice
The learner was asked to calculate how many tables would fit along
the length of the gym hall in preparation for a school bake sale. A
variety of measuring devices were provided for the learner to choose
from.
Pupil voice
I decided that I needed to measure the length of
a table first. I then needed to measure the
length of the gym hall. If I divided this by the
length of the table I would get my answer.
Teacher voice
The learner needed to estimate the length of the table first of all,
and then estimate how many tables would fit in the gym hall. The
learner showed her secure knowledge and understanding of
measuring using centimetres by accurately estimating the length of
the table. Her estimation of how many tables would fit in the gym
12
hall was also very accurate. She demonstrated an application of her
knowledge of measure when solving this real life problem.
Pupil voice
I used a flexible
metre stick for
measuring the
table as I knew it
was less than a
metre. I used a
trundle wheel to
measure the gym
hall as I know it is
definitely more
than ten metres.
Pupil voice
I used my estimating, rounding and division skills to work out the
problem. When I measured the gym hall it was 15 metres 85
centimetres. When I converted this into centimetres I was then able
to divide by the length of the table (56cm). I divided using a
calculator. I then rounded the number to 28 as the number after
the decimal point was below 5.
Teacher voice
Throughout the problem solving task the learner applied her
knowledge of measure when solving this real life problem. She
showed clear understanding and knowledge by identifying the steps
needed, including estimating, converting metres to centimetres and
rounding down.
13
EVIDENCE
Why do we need to learn about area?
Pupil Voice
Pupil Voice
A painter might need to
find the area of a canvas
so he knows how big he
can make his painting.
Pupil Voice
I think the sports
committee could
calculate the area
of the field for
sports relief. It
would help them
figure out how many
times we need to
run around and how
much room they
have for obstacles.
The lunch ladies
might need to know
what the area of
the gym hall is so
that they know how
many tables they
can fit in.
Pupil Voice
Pupil Voice
A farmer might need to
know what the area of a
field is so he can know how
many animals he can put in
the field.
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The janitor might
need to know the area
of the gym hall,
playground and field
so he can put new
lines down or if he
wanted to put in a new
toy.