Year Level Year 3

Duration 1 hour

Focus Measurement What does the learner already know?

Implementation Date TBA

Curriculum Area(s) Mathematics

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Prior knowledge: -

The terms millimetres, centimetres, metres and kilometres Metric unit abbreviations (mm, cm, m, km) Informal and formal measurement Measurement conversion (100cm = 1m) Use of measurement in problem solving Working out distance differences using addition and subtraction (declarative) Skills: (procedural/do) Accurately measure distances across a map Convert measured differences from centimetres to metres

Learning outcomes/standards: Knowledge & understanding: Time

Which metric units are appropriate when looking at different distances Distance conversions when measuring distances on maps Learning Procedures Introduction: - Students are given the problem solving word problem: I walked 1km on the weekend. My dad walked 500m further than me. How far did he walk altogether? - Students must use their knowledge of the difference between metric units and apply addition and subtraction to work the problem out.

5 min

Modification - Struggling students will be paired together with prompting questions from the teacher if necessary. - Extension students will be given the option of an additional and more challenging question or helping struggling students with the original question.

Resources

Assessment & Feedback

Word problem shown on IWB

Anecdotal notes on individual students ability to answer the word problem correctly, their understanding of the question and how they went about answering the problem.

Body: - Discuss real life examples where the students or someone they know has had to measure something. What was it and how was it measured (formal and informal)? - Provide pairs with grid maps, both familiar (school grounds) and unfamiliar (Brisbane city). - Students must find the distance between specified landmarks and record their answers. Distances are to be measured with string and then measured against a ruler. Compare answers and note the accuracy of different students measurements. - Once questions have been answered, give each student a blank grid map where each 1cm box equals 1m. Supply a range of pictures and have them create their own landscape. - Students must write their own measuring questions and find the answer themselves. How far is the distance between the park bench and the school? - Once questions have been written, students should swap with their partner and have them answer the questions. Check for accuracy against each others answers. Conclusion: - Summary discussion: Which questions were the most interesting/fun to work out? What was the most effective way of working out the distances? Did anyone find a different way? - Working in pairs allows students to help one another. Pairing will be chosen by the teacher. Both struggling and extension students are catered for.

5 min

10 min

20 min

10 min

- Students are designing their own landscapes and questions and so are working at their own levels. In order to answer each others questions, students at the same ability level will be paired. Struggling students can use the whole class example as a prompter.

10 min

Reflection: - Was there a clear understanding of the content taught based on observations and anecdotal notes?

Were the concepts understood? Were the intended learning outcomes achieved? Were students able to successfully complete the activities based on the instructions given and content taught? Was the lesson engaging and well sequenced? How might it be improved?