Measuring on the Farm

Overview

In this lesson (Lesson 8 of 20) students use measuring tools to find and compare short distances and object lengths on the farm. They practise using uniform informal units and then relate their thinking to metres and centimetres with teacher support.

Learning intentions

• Students will measure and compare lengths using uniform informal units (e.g., hand spans, paper strips).
• Students will record measurements in a simple way (e.g., marks on a chart, tally of units).
• Students will estimate which object is longer or shorter before measuring.
• Students will use metre and centimetre language with support to describe measured lengths.

Success criteria

• I can measure an object using the same unit each time.
• I can tell which length is longer/shorter and explain how I know.
• I can record my measurement with marks or numbers and a unit.
• I can describe a measured length using centimetres or metres with help.

Curriculum links

• MA1-GM-02: Students measure, record, compare and estimate lengths and distances using uniform informal units, as well as metres and centimetres.
• MA1-GM-01: Students represent and describe the positions of objects in familiar locations (used to plan where measuring happens on the farm).
• MA1-GM-03: Students create and recognise halves, quarters and eighths as part measure of a whole length (used through simple “cut-and-check” halving of a paper strip to test measuring understanding).
• Mathematical processes: reasoning and communicating (explaining which measurement makes sense and how they recorded it).

Lesson structure (90 minutes)

1. 0–10 min · Greeting & measuring talk. Teacher shows 2 farm pictures (e.g., “barn to shed” vs “paddock fence to gate”) and asks students to guess which is longer. Students point and give a simple reason (“longer looks … / shorter looks …”).

2. 10–25 min · Tool demo: informal units. Teacher demonstrates measuring a short object (e.g., a plank) using a uniform unit such as a hand span or a strip of paper, lining units up from one end to the other. Students help place the first unit and repeat once, watching that the unit stays the same.

3. 25–40 min · Mini practice stations (farm-safe objects). Teacher sets up two stations:

• Station A: Measure a short length with paper strips.
• Station B: Measure a short distance with a “step” or hand-span unit card. Students take turns measuring one item at a time, then compare the two measured results and say which is longer/shorter.

4. 40–50 min · Recording time (marks and simple numbers). Teacher models a recording sheet: “Object / units used / tally marks / total units.” Students add marks for one measurement and copy the total with teacher help.

5. 50–65 min · Transition to formal units (cm and m). Teacher shows a ruler and a tape measure. Students observe where centimetres start (0 end) and how to read to the last number. Teacher chooses one target length on the farm area (e.g., the width of a garden bed edge) and measures it aloud slowly. Students repeat the reading for one segment with support.

6. 65–75 min · Compare-before-measuring challenge. Teacher places two objects side by side (or two marked points). Students first estimate which is longer, then measure the shorter one first, and finally measure the longer one to check the estimate. Students explain the result using sentence starters: “I thought… because… I measured… so it is…”

7. 75–85 min · Halves check (part of a whole length). Teacher gives a long paper strip. Students and teacher fold to make a half, then use the half as a unit to check the whole length idea (e.g., “Two halves make the whole”). Students record “half” and confirm by lining up both halves on the strip.

8. 85–90 min · Exit reflection. Teacher asks: “What unit did you use today?” and “What was longer?” Students answer with one measured example from their sheet.

Resources

• Paper strips of equal length (for informal unit measuring)
• Rulers (short, child-friendly) and one tape measure
• Measuring record sheets (simple table: Object, Unit, Marks, Total)
• Clipboards/pencils/whiteboard markers
• Farm-safe measuring props (planks, garden bed edges, taped “start” and “finish” points)
• Sentence starter cards (“I thought…”, “I measured…”, “It is longer because…”)
• Pre-marked metre/circumference tape section (optional, teacher-prepared)
• Timer for station turns
• Visual cards showing cm and m (large, clear numbers)

Assessment

• Teacher observation during measuring: students use the same unit each time and start/end at the correct points.
• Quick review of recording sheets: students match totals to their marks and identify longer/shorter outcomes.
• Exit question: students state which unit they used and give a simple comparison.

Differentiation

• Support: Provide one measuring template (start line and end line) and keep unit choices limited to one informal unit per station.
• Support: Sentence starters and pointing prompts for recording (“This is our unit… Our total is…”).
• Extension: For the student ready to move faster, ask them to estimate more precisely (“How many more units do you think?”) before the final measurement.
• EAL/SEN: Use real objects and gestures; repeat key language slowly (“same unit”, “start”, “end”, “longer/shorter”, “centimetres”, “metres”).

Extension (optional)

• SKIP (not requested).