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Duration of Unit
Mathematics
5 Lessons
Rationale
One of the first measurement concepts that students encounter is length (DET, 2003). This unit facilitates this
understanding and learning, which is influenced by teaching strategies such as co-construction, modelling, guided
participation, facilitating, supporting, reflecting, demonstrating and directing where the educator supports the
learning taking place (Bredekamp & Rosegrant, 1992; Arthur et al, 2008; MacNaughton Williams, 2009). I believe it
will be effective in integrating mathematics and literacy, in particular writing. As there are certain lessons, which
use writing in a way to explain mathematical procedures and thinking. As most lessons require group
work/discussion, I will group students strategically to minimise distractions. Preferred learning styles of the
students will be met especially in this stage and students will develop their understanding of how length is crucial
for the building of concepts such as area and volume (DET, 2003). Also by differentiating the lessons, students are
either challenged to go a little further in their understanding or work at a slower pace if need be.
Outcomes:
Content:
language (ACMMG006)
Assessment:
compare lengths directly by placing objects sideby-side and aligning the ends
Differentiation:
2
- Observation.
- Work samples.
- Checklist of outcomes to be completed at stages of the
program.
Lesson plans
Lesso
ns
Outcom
es
Key Ideas/Objectives
Activity/Development
MAe-1WM
MAe-3WM
MAe-9MG
LONG or SHORT?
Discussion:
What is length? How long is something?
What do we use to measure length/why?
Building a house, new curtains, dress, hair
length etc.
Vocabulary:
Long, short different to height. Tall/Short.
Differentiati
on
1. Modelling
Hold up a 30cm ruler and a pencil
and start off by questioning which
object is longer. (More examples can
be comparing two different lengths
of string)
2. Guided participation/Whole
class
Problem of the Day (P.O.D)
presentation (PP or IWB) of objects
that are long and short.
As a class, sort a selection of objects
into short and long groups by
dragging objects into L(Long) or
S(Short) on PP or IWB;
2 objects at a time; glue stick vs
rubber, paper clip vs paddle pop
stick, base ten material tens vs
ones. Students will sort out which of
the two is long or short.
3. Independent
Further
challenge to
extend certain
children, to draw
long and short
rather than
4. Reflecting
What did we do today? What did we
learn today? How?
Resources:
long and short items in classroom (30cm
ruler, pencil, glue stick, paper clip, rubber,
paddle pop stick, base ten material, long
and short worksheet
-----------------------Fast finishers:
Students make
long and short
roads using the
wooden blocks
-------------------------
2. Co-constructing/Small groups
Students measure the length of their
shoes against a partner, making
sure they are measuring from one
end. Whose shoes are
longer/shorter? Use in a full
sentence: My shoe is
longer/shorter/same as.
For children who
may find the
task a little
difficult, limit it
3. Independent/Supporting
so that they
either find
In their math journals, students
objects that are
divide their page into,
longer or shorter
Longer than a popstick Than/Shorter than the
4. Reflecting
What did we do today? What did we
learn today? How?
Resources:
popstick, pencil, math journal, unifix
cubes
TALLER OR SHORTER?
Vocabulary:
Tall, short different to length. Taller,
shorter, tallest, shortest, height, long,
short,
popstick
-----------------------Fast finishers:
Students make
longer
than/shorter
than/same
length asone
of each using
wooden blocks
or unifix cubes
-------------------------
2. Co-constructing/Small groups
Students are put into groups of 4
(depending on how many students
in the class) and figure out who is
tall and who is short by comparing
3. Independent/Supporting
For further
extension,
students can
draw their family
members from
shortest to
tallest
-----------------------Fast finishers:
Students make
short and tall
towers using
lego
-------------------------
4. Reflecting
What did we do today? What did we
learn today? How?
Resources:
1 meter ruler, worksheet on height, lego
MAe-9MG
MAe-1WM
MAe-3WM
10
2. Guided participation/Whole
class
Problem of the Day (P.O.D)
presentation (PP or IWB) of
fruit/vegetables that are long and
short.
As a class, sort the selection of
fruit/vegetables into shortest to
longest groups by dragging objects
on PP or IWB;
For further
extension,
children draw 3
things in order
under the
heading
TALLEST to
SHORTEST,
LONGEST to
SHORTEST
3. Independent/Supporting
Ordering sizes worksheet
Worksheet will have 8 different
questions. Each questions has 3
objects that are the same but
different lengths or heights. The aim
is to write 1, 2 or 3 next to each
image, 1 being the shortest and 3
being the longest (4 questions)
Bottom 4 questions has the same
layout but tallest to shortest,
numbering 1 being the tallest and 3
being the shortest.
11
-----------------------Fast finishers:
Using lego,
make certain
lengths and
4. Reflecting
What did we do today? What did we
learn today? How?
Resources:
paper strips of differing lengths,
worksheet on length and height, lego
MAe-9MG
MAe-1WM
MAe-3WM
12
heights by
connecting
them then
getting partner
to place in order
shortest to
tallest/longest to
shortest etc
-------------------------
2. Independent/Supporting
Students to record findings.
______ is taller than _______.
______ shorter than ______.
_________ is the tallest in our class.
13
For students
who require
assistance in
writing, have
sentences ready
on a small
whiteboard
3. Reflecting
What did we do today? What did we
learn today? How?
Resources:
butchers paper, coloured string, face of
every student printed, maths journals
References
Arthur, L., Beecher, B., Death, E., Dockett, S., Farmer, S. (2008). Programming and Planning in Early Childhood
Settings, Fourth Edition. Thomas, Victoria.
Board of Studies (2012). Mathematics K-10 Syllabus.
Bredekamp, S. & Rosegrant, T. (1992). Reaching Potentials: Appropriate curriculum and assessment for young
children. National Association for the Education of Young Children, Washington, DC.
Department of Education and Training. (2003). Quality Teaching in NSW Public Schools - NSW Model of Pedagogy
Discussion. Professional Support and Curriculum Directorate.
14
Department of Education and Training ,(2003). Teaching measurement: Early Stage 1 and Stage 1. DET Professional
Support and Curriculum Directorate. NSW.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children, Choices for theory and practice;
3rd Edition. Pearson Education, Australia.
15