LESSON PLAN

Maths Number - Length Name: Timothy de Freitas

Mentor: Sunita Kalia
Duration: 45 Minutes Date: 26th July

School: Lyndhurst Primary School Year level: 3 No. of students: 27

Pedagogical focus / Instructional Personal teaching goals for this lesson:

approach:
Keep class on task.

Equipment and resources required for lesson:

1 sheet of a4 paper for each student

IWB for displaying simple design.

Student Learning Objectives: Linked to Vic Curriculum (from the VC website: http://victoriancurriculum.vcaa.vic.edu.au/)

Strand & Content description Achievement Standard

Substrand
Measurement and
geometry: Using 1. Measure, order and compare Students use metric units for length, area, mass and capacity. They tell time to the nearest minute. Students identify symmetry
objects using familiar metric units in natural and constructed environments. They use angle size as a measure of turn in real situations and make models of
units of
of length, area, mass and three-dimensional objects. Students match positions on maps with given information and create simple maps.
measurement
capacity(VCMMG140)

Learning Intentions

I understand how to measure using formal units of measurement

Success Criteria

I can read a ruler.

I can use a ruler

I can measure starting from 0 using cm.

I can measure from any given starting point using cm.

I can compare length using informal measurements.

I can measure length in centimeters and meters.

I can compare length using a range of measuring units.

Time Activity/Content Equipment/resources Cues / Focus Questions

15 Introduction/tuning in: What is measurement? Why should we bother?

Students begin lesson on the floor What is length?

with rulers, maths books and a pencil.
On an object, length refers to the longer side whereas width is the
Revise measurement – see Focus shorter side, like on a rectangle.
questions
How can we measure things? What is formal / informal
TPS: What is the difference between measurement?
width and length?
What is a centimetre?
Show printout of Ruler blown up to
How can we write centimetre?
a4/a3/ draw numberline ruler on
board. cm
Ask students where to measure from How big is a centimetre? What is roughly a cm wide?
when using the ruler. Can we count
from anywhere? A finger.

If I start at the 5 and the object stops What is a metre?

at 11, how many cm?
How many centimetres are in a metre?
6cm.

Show counting up like on a number

line.

.
20 Main body of lesson:

Students create a paper

aeroplane. They measure the
length of each fold and write it
along the fold and in their
maths books.

When they have completed

their plane, they need to
measure:

Length nose to tail.

Wing length

The length of any fins.

Height of the plane

Width of body

Once students have completed

their plane and shown me their
measurements they can
decorate their plane.

As a group (all those who have

done the measurements and
shown me) we will test the
 planes outside or in the
undercover area.

5 Closure

Revise where to measure from on

the ruler.

Where to count on from if you

cannot measure from the zero.

Revise how to write

measurements – 1 metre and 17
centimetres, 25 centimetres, 25
cm.