Measuring Adventures

Year Level

Year 1

Duration

60 minutes

Learning Area

Mathematics – Measurement and Geometry

Strand & Sub-strand

Measurement and Geometry – Using units of measurement

Australian Curriculum Content Descriptor:

• ACMMG019: Measure and compare the lengths and capacities of pairs of objects using uniform informal units

Achievement Standard Alignment:

By the end of Year 1, students describe the lengths and capacities of familiar objects using appropriate uniform informal units.

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Learning Intentions

Students will:

• Understand how to measure the length of objects using informal units
• Learn to measure objects using repeated units that are uniform (i.e. same size)
• Compare the lengths of different items using non-standard units

Success Criteria

Students can:

• Select appropriate informal units for measuring
• Measure multiple items using the same unit
• Clearly explain which item is longer or shorter and why
• Work collaboratively during an investigation

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Materials Required (per group of 4 students)

• A bucket of informal measuring units (e.g. paddle pop sticks, paper clips, blocks)
• String cut into varying lengths (pre-cut by teacher)
• Sticky notes
• Clipboards and pencils
• Rulers (for teacher use or extension only)
• "Investigation Recording Sheet" (prepared by teacher)
• Measurement Detective badges (optional – for engagement)
• Timer or bell (for teacher)

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Hook (0–10 minutes)

Engage and Wonder – “The Mystery of the Missing Measure!”

1. The teacher enters in a detective hat or trench coat (add drama!).
2. Introduces the scenario:

   “Class, we've received a top-secret mission from the Measurement Headquarters! They need help comparing the length of mysterious objects using different tools… but we cannot use rulers. Today, you will become… Measurement Detectives!”

3. Show students a long piece of ribbon and a short paper strip:

   “How could we measure these without using a ruler?” Encourage responses that spark informal ideas – lead them toward using repeated objects.

Learning Intention and Success Criteria displayed and verbally shared.

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Investigation Activity Part 1 – “Choose your Tool” (10–20 minutes)

1. In groups of 4, students explore their buckets and choose one informal unit to measure with. Emphasise that all group members must agree. They may choose:

   • Paddle pop sticks
   • Paper clips
   • Connecting cubes
   • Bottle caps

2. Explain they’ll be using the same measuring unit for all objects to be accurate detectives.

3. Using their chosen unit, students measure:

   • Their own pencil
   • A pre-cut piece of string
   • The length of their desk
   • One of their group mates’ shoes

4. On the "Investigation Recording Sheet," students draw and write measurements: e.g. “My pencil is 7 paper clips long.”

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Investigation Activity Part 2 – “Detective Challenge” (20–35 minutes)

The Case of the Longest Object

Each group receives a mystery bag with 3 to 4 classroom items of varied length (e.g. a ruler, a book, a crayon, a toy car).

Challenge:

“Measure each object using your chosen measuring unit. Which object is the longest? Which is the shortest?”

Introduce a twist:

“What if group A used paddle pop sticks and group B used paper clips? Could their lengths be compared?”

Discussion Prompts:

• Why is it important to use the same size unit throughout?
• What happens if our units are too big or too small?

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Mini-Pause and Reflect (35–40 minutes)

Gather the class on the carpet.

Prompt reflection:

• “What did you find tricky about measuring?”
• “How did your team work together?”
• “Why do you think mathematicians invented rulers?”

Students share one discovery or ‘wow’ moment with the class.

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Independent Follow-Up Activity (40–50 minutes)

Detective Notebook Task

Back at their desks, students complete a short worksheet drawing objects and writing their informal measurements. (e.g. “My glue stick is 6 blocks long.”)

Extension Option:

For early finishers or high capacity students, compare two items using different informal units and write a sentence explaining which is longer and how they know.

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Wrap-Up & Class Reflection (50–60 minutes)

Class Discussion & Learning Journal Entry

Use the whiteboard to list all the different units students used today.

Ask:

• “Was one easier to use than the others? Why?”
• “Did any measuring unit give you trouble?”

Final Task: Each student completes/says their “exit ticket”:

“Today I measured with _____. The longest thing I measured was ______, and it was ___ units long.”

Optional Take-Home Extension: Bring in something from home to measure with informal units and report back for sharing next lesson.

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Differentiation

• Support: Pair students strategically in mixed ability teams; adult assistance or visual scaffolding may be given
• Extension: Provide unifix cubes where length of cube links can be multiplied – introduce skip counting
• ESL Learners: Use visuals and sentence starters to support vocabulary like "longer than", "shorter than"

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Assessment Opportunities

• Observation of student conversations during group work
• Completion of Investigation Recording Sheet and Detective Notebook
• Exit ticket responses
• Contribution to class reflection and understanding of measuring consistently

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Teacher Reflection (Post-Lesson)

• How engaged were students with hands-on components?
• Did they grasp the idea that measuring requires uniformity?
• Did all students participate? How were group dynamics?
• What misconceptions arose? How might we revisit or build on these?

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Wow Factor Tip 🌟

Surprise your students by ending the lesson with a “Measurement Master Certificate” or “Measurement Detective Badge” to acknowledge their efforts. A simple printable sticker goes a long way at this age level!

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This immersive, play-based lesson aligns to the Australian Curriculum, encourages collaboration, and guides Year 1 students toward understanding measurement concepts through curiosity and hands-on learning.