Weekly Planner

Week: 7
Term: 3
Topic: Measurement
Learning Intention: Using language of measurement and informally/formally measuring objects.
Vocabulary: Big, small, long, short, heavy, weak
Monday
Introduce Topic
Informal measurements
Success
Criteria:

I will be able to
Use measurement
language to describe
objects.

AusVels

F. Use direct and indirect

Warm Up

Introduct
ion
10-15
mins

comparisons to decide which is

longer, heavier or holds more,
and explain reasoning in
everyday language
1. Measure and compare the
lengths and capacities of pairs of
objects using uniform informal
units

2. Compare and order several

shapes and objects based on
length, area, volume and
capacity using appropriate
uniform informal units
(ACMMG037)

Opposite song

Identify prior
knowledge
IXL measurement lengths
Collecting objects

Question -What is measurement?

s I will
ask for
introduct
ion

Tuesday
Develop & Apply
Understanding

Wednesday
Apply understanding

Thursday
Evaluate Understanding
(connecting)

Friday
Reflect and use
knowledge

I will be able to
Use the correct maths
vocabulary for
measurement. Tall, short,
small, large.
F. Use direct and indirect

I will be able to
Compare lengths of objects
using informal units

I will be able to
Measure objects both
informally and formally

F. Use direct and indirect comparisons

F. Use direct and indirect

comparisons to decide which is

longer, heavier or holds more, and
explain reasoning in everyday
language
1. Measure and compare the
lengths and capacities of pairs of
objects using uniform informal units
2. Compare and order several
shapes and objects based on
length, area, volume and capacity
using appropriate uniform
informal units (ACMMG037)

to decide which is longer, heavier or

holds more, and explain reasoning in
everyday language
1. Measure and compare the lengths
and capacities of pairs of objects using
uniform informal units
2. Compare and order several shapes
and objects based on length, area,
volume and capacity using appropriate
uniform informal units (ACMMG037)

comparisons to decide which is

longer, heavier or holds more,
and explain reasoning in
everyday language
1. Measure and compare the
lengths and capacities of pairs of
objects using uniform informal
units
2. Compare and order several
shapes and objects based on
length, area, volume and capacity
using appropriate uniform
informal units (ACMMG037)

comparisons to decide which is

longer, heavier or holds more,
and explain reasoning in
everyday language
1. Measure and compare the
lengths and capacities of pairs
of objects using uniform
informal units
2. Compare and order
several shapes and objects
based on length, area,
volume and capacity using
appropriate uniform
informal units (ACMMG037)

Get fit counting video

Opposite song

Smallest to tallest
Get students to line up from
smallest to tallest. Try not to
help them.

Small/tall game

I will be able to
Order objects from
smallest to largest and
measure them both
informally and formally
F. Use direct and indirect

Identify prior knowledge

Identify prior knowledge

Each student is to find one
object in the class and as a
group arrange them from
smallest to largest.
Ask questions such as
-Which object is the biggest?
-Which object is the smallest?

Identify prior
knowledge
Who is tallest? Who is
shortest? Game.

Assessment:
Discuss as class using
measurement language.
We lined up from smallest
to tallest. ____ was
shortest and ____ was the
tallest. Name one person
who is taller and one who
is smaller.

What is something big?

What is something small?

What is the smallest thing you

can think of? What is the
biggest thing you can think of?

If were not sure who is

taller and shorter, how can
we find out?

Why do we measure
things?

Who is tallest, who is shortest

game?
What is bigger, what is smaller
game?

Activity
25-35
mins

Grade 2:
Rotation 1: (Teach) Find
three things that are
bigger and three things
that are smaller than this
object. Stick them on
paper from biggest to
smallest. Label them from
biggest to smallest.
Rotation 2: (Francine)
Measure how long each
object is with measuring
tape or cubes. Write with
cms.
Rotation 3: PC.
mathsonline.com.au
Rotation 4: Puzzles
Grade 1:
Rotation 1: (Francine) Find
objects that are bigger and
smaller than this popsicle
stick
Rotation 2: PC:
helpkidzlearn.com
Rotation 3: Puzzles
Rotation 4: Order objects
from smallest to largest.
How many cubes big are
they? Write underneath
object.
Trans:
Rotation1: PC
helpkidzlearn.com
Rotation 2: Puzzle
Rotation 3: Stick objects
from biggest to smallest on
paper. Write biggest and
smallest on paper and
write name.
Rotation 4: Using
connecting cubes to make
different towers, from
biggest to smallest using
10 blocks each. See how
many different sized

Grade 2:
Rotation 1: (Teach) make a
line of connecting blocks
going from biggest to
smallest. How many blocks
does the biggest tower
have? What does it go up
by?
Rotation 2: (Francine) Draw
five things, the biggest thing
you can think of to the
smallest thing you can think
of.
Rotation 3: PC.
mathsonline.com.au
Rotation 4: Puzzles
Grade 1:
Rotation 1: (Francine) Find
objects that are bigger and
smaller than this popsicle
stick, draw them on paper
and label them.
Rotation 2: PC:
helpkidzlearn.com
Rotation 3: Puzzles
Rotation 4: Measure the
objects found with Francine
using paperclips as a unit of
measure.
Trans:
Rotation1: PC
helpkidzlearn.com
Rotation 2: Puzzle
Rotation 3: Have a three
block tower, what happens
when we add two more?
What happens if we add six
more? What happens if we
take away two. Using
language.
Rotation 4: Draw big and
small objects and use
correct vocabulary.

Grade 2:
R1: (Teach) Measure these
objects using paper clips.
Estimate how many paperclips
they will be.
R2: (Worksheet with Francine)
measuring 5 objects
R3: (PC) Mathsonline.com.au
R4: Puzzles
Grade 1:
R1: (Francine) Cutting paper
worksheet. Cutting strips of
paper to show, which is
shorter, which are longer, and
which are equal.
R2: (PC) help kidz learn
R3: (Puzzles)
R4: (Teach) IXL measuring
Trans:
Rotation1: PC
helpkidzlearn.com
Rotation 2: Puzzle
Rotation 3: IXL measuring
activity
Rotation 4: Ordering objects
from biggest to smallest.

Grade 2:
R1: (Teach) Introduce
measuring things with a
measuring tape. Introduce
the words cm.
R2: (Worksheet with
Francine) measuring 5
objects using formal units.
R3: (PC)
Mathsonline.com.au
R4: Puzzles
Grade 1:
R1: (Francine) Informally
measuring objects with
feet on the ground.
R2: (PC) help kidz learn
R3: (Puzzles)
R4: (Teach) IXL measuring
game
Trans:
Rotation1: PC
helpkidzlearn.com
Rotation 2: Puzzle
Rotation 3: IXL measuring
activity
Rotation 4: Ordering
objects from biggest to
smallest.

As a whole class activity

go outside and collect six
natural objects found on
the ground. Make sure
they are different sizes
like mine are (modelling).
Get students to place
their objects in a row
with their name on them.
Grade 2: (assessment)
R1: (Teach) Order objects
from smallest to biggest.
Label it and measure it
using a measuring tape.
Trying to be independent.
R2: (with Francine) Finish
their assessment task,
place name on it and
decorate it. Hang it up
around the room.
R3: (PC)
Mathsonline.com.au
R4: Puzzles
Grade 1: (assessment)
R1: (Francine) Place
objects from smallest to
largest and stick them
down. Label which one is
smallest and which one is
largest.
R2: (PC)
helpkidzlearn.com
R3: (Puzzles)
R4: (Teach) Finish
assessment task,
measure objects
independently using
paperclip.
Trans: (assessment)
Rotation1: PC
helpkidzlearn.com
Rotation 2: Puzzle
Rotation 3: Stick objects
on paper from smallest to
largest. Use language.

towers they can get. Count

the blocks.
Extende
d
activity

Colour in sheet. Find 6

other objects in the
classroom and draw them.

Try and measure the carpet

using your feet.

In your group get from shortest

to tallest

Colour in sheet. Find 6

other objects in the
classroom and draw them.

Conclusi
on /
Share
5 mins

Share time. Who had the

biggest object? Who had
the smallest?

Look at success criteria.

Success criteria.

Reflectio
n
5 mins
Resource
s needed

What did I learn today?

What was interesting?

What did I learn today?

What was interesting?

Look at success criteria and

share different types of
graphs
Why dont we use other types
of graphs?
Why do we use graphs on the
computer? Faster & neater
What did I learn today? What
was interesting?

Interactive whiteboard
Popsicle stick
MAB cubes
PC
iPads

Interactive whiteboard
Connecting blocks
Paper clips
PC
iPads

Interactive whiteboard
PC
iPads

What did I learn today?

What was interesting?
Interactive whiteboard
PC
Measuring tape
Paperclip
Coloured pencils

Rotation 4: Decorate
assessment task and
finish sticking down
objects.
Colour in sheet. Find 6
other objects in the
classroom and draw
them.
What did we find out?
Play whats the time Mr
Wolf!

What did I learn today?

What was interesting?