Measurement Adventures

Overview

In this lesson (8 of 10) students explore measurement by comparing classmates’ heights using non-standard units such as classroom blocks. They learn to use simple measurement language and to justify comparisons through direct, hands-on checking.

Learning intentions

Students will:

• compare the heights of classmates using direct comparisons (e.g., standing side-by-side)
• use a non-standard unit (blocks) to measure and compare who is taller/shorter
• explain how they know using words like “tall”, “short”, “longer”, “longest”, and “takes more blocks”
• practise careful lining up units so measurement is fair and accurate

Success criteria

Students can:

• identify which person is taller or shorter from direct comparison
• measure two heights using blocks and say which measurement is larger
• demonstrate correct measuring by placing units end-to-end with no gaps or overlaps
• share a simple reason: “I know because it took more blocks” or “We lined them up and counted”

Curriculum links

• Mathematics: Measurement — Students identify and compare attributes of objects and events (length/height) using direct comparisons and communicate reasoning.
• Mathematics: Measurement — Students measure length/height of objects using informal units, recognising units need to be uniform and used end-to-end.
• Mathematics: Measurement — Students compare and order using attributes of length, communicating reasoning.
• Mathematics: Number (supporting measurement) — Students quantify and compare collections to at least 20 using counting when they count blocks.

Lesson structure (30 minutes)

1. 0–4 min · Hook (See who’s taller?). Teacher places two name cards (or shows two students) and asks, “Who is taller—A or B?” without measuring first; students give a quick thumbs vote and a partner reason.

2. 4–10 min · Direct comparison model. Teacher demonstrates two classmates standing side-by-side, aligning toes and looking for taller/shorter; then asks, “How did we decide?” Students describe using “taller/shorter” and one reason (e.g., “We lined them up”).

3. 10–18 min · Measure with blocks (non-standard units). Teacher models measuring one student’s height: place a start point (top of shoes or a spot on the wall/board), stack/line blocks up end-to-end, and emphasise “No gaps, no overlaps.” Students in small groups take turns measuring two classmates and record with a simple tally of “blocks used” (or a drawing plus a number if appropriate).

4. 18–24 min · Compare and justify (Which is more?). Teacher prompts: “Sam used 6 blocks. Jamie used 4 blocks. Who is taller and why?” Students compare results using measured block counts and say a complete sentence: “Jamie is shorter because it took fewer blocks.”

5. 24–28 min · Whole-class ordering challenge. Teacher displays three height results (teacher-made or group reports) and asks students to order “shortest–tallest” as a class. Students physically place number cards and name cards in order, using the block-count information to justify.

6. 28–30 min · Exit ticket (Quick check). Students complete a 1-minute task: look at two drawn people (or two teacher-held block stacks) and circle the taller one; then draw one reason line: “It took ___ blocks.”

Resources

• Unifix blocks or linking cubes in enough quantity for measuring (at least 2 sets per group)
• Name cards and a “measuring start” marker (tape line on the floor or a simple board marker)
• Classroom wall/board for a visual start line (optional)
• Recording sheets with two columns: “Blocks used” for two students (simple, picture-supported)
• Counting mats or number cards 0–10 (or up to what class reaches)
• Visual prompts showing “No gaps / No overlaps”
• Exit ticket slips (one per student)
• Timer or visual countdown

Assessment

• Teacher observes small-group measuring: correct unit placement (end-to-end) and appropriate comparison language
• Listen for reasoning statements: “took more blocks/fewer blocks” linked to the measured result
• Exit ticket: can student identify the taller height from block measurements and communicate a basic reason?

Differentiation

• Support:
• Provide sentence starters on a chart: “It took ___ blocks, so ___ is taller.”
• Use consistent start point (same floor line/board marker) to reduce confusion.
• Offer a smaller set of blocks for students who need a shorter measuring range, and allow counting with fingers.
• Extension:
• Ask students to measure the same two people again and check if the measurement matches (“Did we get the same number? Why/why not?”).
• Challenge a group to compare three classmates and order them shortest to tallest.
• EAL/SEN considerations:
• Use gestures for “taller/shorter” (hands high/low) and colour-coded block towers.
• Keep vocabulary limited to a few key words on the board and repeat during each turn.
• Allow students to show understanding by pointing/arranging blocks first, then speaking.