Year Level: 4 Subject: Maths Lesson Key concept: Using Units Date: 24/2/2017

21 of Measurement.

Lesson title: Maths Investigating length using personal Curriculum:

Use scaled instruments to measure and compare lengths, masses,
referents.
capacities and temperatures (ACMMG084).
Compare objects using familiar metric units of area
Duration of lesson: 60min and volume (ACMMG290).

Considerations for diversity (extension/alteration):

Students will be working together during this lesson. Some of the
exercised may be altered or changed, based on students ability to
complete the tasks.
(Purpose and learning outcomes)
Aim of the lesson: Students will explore length and choose appropriate personal referents for measuring length.

Resources: Whiteboard and accessories.

Students will need their maths books, pencils, rulers and erasers.

Introduction: (5min)
Introduce myself and set the expectations of the class regarding behaviour management.
Teacher We are moving on from time to units of measurement.
Teacher students we are going to make a word wall on the different words you associate about length.
Students in their table groups will create this word wall, on a blank piece of paper. They will then present these to the class.
Teacher may only get through a couple of groups, as all the words should be said by either the first or second group.
Students copy these in their maths books as a reference. Leave a space beside the word for further descriptions.

Body: (32mins)
Teacher In the main part of the lesson, move to question 2 on the C2C chart. Work through pages two and three.
Students Rule their book up into two columns, one for width and one for height. Students will measure different lengths. Draw
a picture to represent each of the different lengths in your width and height columns (3mins).
Teacher When the students have finished or the time has run out, students will do the same for distance and depth (3mins).
Teacher This is a fun activity; we are going to measure different body parts, so students will be working in pairs. If the
students are not able to do this sensibly the activity will be stopped and you will measure your own body parts.
Teacher Before you measure your body part, I want you to estimate the length, width, circumference or height. Demonstrate
the first one the length of your pointer finger. Using a ruler, you will show the students how to measure your finger with a ruler.
Write your result on the board.
Teacher If I have to measure around the finger, how can I do this, if I only have a ruler? The students can use other materials
such as a length of string, measure around the finger then put that on the ruler to get a measurement.
Students In pairs will measure the body parts (this is called Personal referents) in Appendix 1, and record these results in
their maths books.
Teacher Students will need to find a space to do their measurements. Students to find a space if there is any mucking around,
the activity will be cancelled and students will return to their tables. Once finished or after 5mins, students will return to their
desks and we will discuss the answers they discovered. See how the students have recorded their answers in mm, cm or ms.
Discuss this with the students if they used each one and the ratio between each mm cm, cm m and m - km.
Students - Write their own personal referents in their maths books. In a table, students will convert their measurements if
possible into mm, cm and ms.
 Teacher discuss the difference between the students estimate and their recorded result. Why do they think there was a
difference? Overestimated, not sure on how to estimate.

Conclusion:
Recap the lesson on measuring personal referents, and making estimations. Advise students they will be doing more
measuring in the next lesson

Assessment: Formative observations of the class working, both individually and in pairs.

Feedback:

Follow up lesson: Lesson 22 C2C Measuring lengths using informal units.

Reflective comments and future alterations:

Behaviour students were quite behaved during this activity. I understand that some of the students who are usually difficult were
not present in the class.
Things to improve on make the table for the students as a handout, so all they have to do is write down the measurements. I still
need to do a simple explanation to the students as they do not understand the task as they are not concentrating on the lesson or
task. I will need to look over further strategies on explaining instructions to students. I will need to ensure I make these clear and
simple. Definitely need to have a table for demonstration, remember that for the next lesson which is similar to this one.
Demonstration I need to demonstrate the task better as the students did not seem to understand the instructions even after
explaining this to them twice and showing a demonstration. I needed to model this lesson better and focus on the I do section, then
should have done the we do, and then they do. I think I forgot to do this effectively.