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# NSW Early Stage 1, Kindergarten

## Measurement and Geometry Length

Early Stage 1
Mainstream School - Kindergarten
Key Learning Area

Duration of Unit

Mathematics

5 Lessons

## (Links to other KLAs; Literacy writing)

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:

## MAe-1WM describes mathematical situations using

everyday language, actions, materials and informal

## - Use direct and indirect comparisons to decide which is

longer, and explain their reasoning using everyday

## NSW Early Stage 1, Kindergarten

recordings

language (ACMMG006)

## MAe-3WM uses concrete materials and/or pictorial

representations to support conclusions
MAe-9MG describes and compares lengths and
distances using everyday language

Assessment:

## identify the attribute of 'length' as the measure of

an object from end to end

## make and sort long and short constructions from

concrete materials

## use everyday language to describe length, eg

long, short, high, tall, low

## use comparative language to describe length, eg

longer, higher, taller than, shortest, lower than,
longest, the same as identify an object that
is longer or shorter than another, eg 'Find an
object longer than this pencil' (Communicating)

compare lengths directly by placing objects sideby-side and aligning the ends

## compare lengths indirectly by copying a length, eg

using the same strip of paper to compare lengths

## record length comparisons informally by drawing,

tracing, or cutting and pasting, and by using words
and numerals

Differentiation:
2

## NSW Early Stage 1, Kindergarten

- Observation.
- Work samples.
- Checklist of outcomes to be completed at stages of the
program.

## Things to take into account when undertaking this unit;

- Varying degrees of verbal expression
- Preparation of additional work is prepared for
extension
- Limit certain questions to 1 or 2 depending on
childs ability if the student is finding the task
difficult

Lesson plans
Lesso
ns

Outcom
es

Key Ideas/Objectives

Activity/Development

MAe-1WM
MAe-3WM
MAe-9MG

## Use direct and indirect

comparisons to decide
which is longer, and
explain their reasoning
using everyday language
(ACMMG006)
Use everyday language to
describe length

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

## NSW Early Stage 1, Kindergarten

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

## NSW Early Stage 1, Kindergarten

circling
Circle the long /short object
worksheet.
Depending on what the question
says,
ie. Circle the long caterpillar OR
Circle the short pencil, students
circle the object that is longer or
shorter.

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

## MAe-9MG Make and sort long and

MAe-1WM
short constructions from
MAe-3WM
concrete materials
Identify the attribute of

## FINDING THINGS OF A CERTAIN

LENGTH
Vocabulary:

-----------------------Fast finishers:
Students make
long and short
wooden blocks
-------------------------

## NSW Early Stage 1, Kindergarten

length as the measure of an
object from end to end
Use everyday language to
describe length, eg long,
short, high, tall, low
Use comparative language
to describe length
Compare lengths directly
and
indirectly by placing
objects side by side

## Long, short, measure, length, longer,

shorter, same as
1. Modelling
Cut up different lengths of stringhand out to each student. Model to
students how to measure something
such as a pencil accurately. Where
should we start the string?

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
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

## NSW Early Stage 1, Kindergarten

than a popstick/The same length as
a popstickStudents use a popstick
to measure different items around
the room and record their findings.

4. Reflecting
What did we do today? What did we
learn today? How?

Resources:
popstick, pencil, math journal, unifix
cubes

## MAe-9MG Use everyday language to

MAe-1WM
describe length, eg long,
MAe-3WM
short, high, tall, low
Use comparative language
to describe length
eg longer, higher, taller
than, shortest, lower than,
longest, the same as

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
-------------------------

## NSW Early Stage 1, Kindergarten

1. Modelling
Get 1-meter ruler and stand it
against the teacher. Is the ruler
taller or shorter than the teacher?
Reminding students that we are
looking at height rather than length
(teacher uses hand gestures)
Using sentence the ruler is taller
than/shorter than.
Teaching the concept of tall rather
than long and making sure children
understand the concept.
Second example, Four-student
volunteers come up, all of different
heights.
1st 2 children stand next to each
other, are we measuring who is
taller or longer?
2nd 2 lying down on the floor, are we
measuring who is taller or longer?

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

## NSW Early Stage 1, Kindergarten

their heights.
Also ask specific questions such as,
Is xxx taller than xxx?

3. Independent/Supporting

For further
extension,
students can
draw their family
members from
shortest to
tallest

## Students will complete a worksheet

on height,
The _______ is taller than the
_______.
The ______ shorter than the ________.
The ______ is the same as _______.
Cut and paste images of certain
objects so the sentence is complete.
On the bottom of the page will be a
variety of objects; vase, scissors,
glue stick, chair, lamp stand, class
teacher
Ie. The scissors is the same as the
glue stick
The vase is shorter than the
teacher
The underline is displayed as a box
on the worksheet.

-----------------------Fast finishers:
Students make
short and tall
towers using
lego
-------------------------

## NSW Early Stage 1, Kindergarten

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

## Identify length as measure ORDERING SIZES

of
object end-end
1. Modelling
Describe length using
everyday language/ make
Start off by having 6 paper strips
short long constructions
from concrete materials
Stick 3 paper strips in order from
Use comparative language
shortest to longest on the board
to describe length
Stick 3 paper strips in order from
tallest to shortest.
What is different about the two?
Does anyone know what the
difference is? How might we word it?

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## NSW Early Stage 1, Kindergarten

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
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.

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-----------------------Fast finishers:
Using lego,
make certain
lengths and

## NSW Early Stage 1, Kindergarten

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

## Use comparative language

to describe length, eg
longer, higher, taller than,
shortest, lower than,
longest, the same as
Compare lengths directly
by placing objects side-byside and aligning the ends

## MEASUREMENT CHART; Measuring

height
1. Guided Participation/Whole
class
Problem of the Day (P.O.D)
presentation (PP or IWB) of a draft
image of what the chart will look like
so that the children will have an
understanding of what is expected.

## Record length comparisons

informally by drawing,
tracing, or cutting and

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heights by
connecting
them then
getting partner
to place in order
shortest to
tallest/longest to
shortest etc
-------------------------

## NSW Early Stage 1, Kindergarten

pasting, and by using
words and numerals

## On a big piece of butchers paper,

the face of
every student will need to be stuck
on with
the heading, Who is the tallest?
In groups of 4 students will measure
the
height of classmates with different
coloured string.
Teacher will go around and check
that
students are measuring correctly.
When students are finished
measuring,
stick each persons string under
their face
on the butchers paper to make a
chart for
the classroom.

2. Independent/Supporting
Students to record findings.
______ is taller than _______.
______ shorter than ______.
_________ is the tallest in our class.

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For students
who require
assistance in
writing, have
on a small
whiteboard

## NSW Early Stage 1, Kindergarten

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.

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## NSW Early Stage 1, Kindergarten

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.

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