Measuring with Blocks

Duration

40 minutes

Class Size

19 students

Curriculum Alignment: IE Curriculum (Curriculum framework for IE)

Strand: Measures
Strand Unit: Length and Estimation
Learning Outcome:

• Mathematics 1st Class:
  • Use direct comparison and non-standard units to estimate and measure length
  • Demonstrate understanding of length using everyday objects and non-standard units such as blocks
  • Apply estimation strategies before measuring

Competencies:

• Problem Solving
• Communicating and Representing
• Using Mathematical Language

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Learning Objectives

WALT (We Are Learning To)

• Estimate and measure lengths of classroom objects using blocks as a non-standard unit.
• Understand the concept of estimation before measuring using blocks.
• Compare lengths of objects and justify measurements.

WILF (What I’m Looking For)

• Students can make reasonable estimates of an object’s length using blocks.
• Students measure an object’s length by physically placing blocks.
• Students explain whether their estimate was higher, lower, or close to the actual measurement.
• Students can compare two objects’ lengths using blocks.
• Higher standard students can record their measurements and predict which object is longer before measuring.

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Resources

• Uniform blocks (~5cm each, stackable, enough sets for pairs)
• Variety of classroom objects to measure (pencil, book, ruler, eraser, lunchbox)
• Worksheets for estimation and recording measurements (simple table)
• Whiteboard and markers

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Lesson Structure

1. Stimulus (5 minutes)

• Begin by showing students a colourful video or animation (or live demo) of characters measuring a giant toy with blocks.
• Ask: “How do you think we could use blocks to find out how long something is?”
• Introduce the idea of using blocks as measuring units. Explain that sometimes we guess (estimate) before we measure to help us think carefully.

2. I DO – Teacher Modelling (7 minutes)

• Demonstrate with a pencil:
  • Estimate how many blocks long you think the pencil is. Make a guess out loud (e.g., “I think it will be about 6 blocks long”).
  • Carefully place blocks end to end along the pencil to see how many blocks it actually is.
  • Show how to count the blocks and compare to your estimate. Model language: “My estimate was a little high/low, now I can see the real length.”
• Write the estimated and measured numbers on the board.

3. WE DO – Guided Practice (10 minutes)

• In pairs, students choose an object from the set provided.
• First, they estimate the number of blocks needed to measure the object’s length and share their estimates with their partner.
• Together, they measure the object with blocks by lining the blocks end to end.
• Students compare their estimates and actual measurement, discussing any differences.
• Circulate and prompt discussion: “Was your estimate too high or too low? Why?”
• Ask higher achievers to predict which object in the classroom is longest before measuring.

4. YOU DO – Independent Practice (12 minutes)

• Each student selects 3 objects (from different tables or individual sets).
• For each object:
  • Estimate the number of blocks required.
  • Measure using blocks, counting carefully.
  • Record estimates and actual measurements on their worksheet table.
• Encourage students to write a simple sentence comparing two object lengths, e.g. “The book is longer than the pencil.”
• Higher-standard students also write a prediction before measuring, e.g. “I think the lunchbox will be longer than the ruler.”

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Assessment

Formative Assessment

• Observe student participation during WE DO to assess conceptual understanding of estimation and measurement.
• Review students’ worksheets for accuracy of estimation, counting, and correct use of comparative language.
• Ask reflective questions orally: “How close was your guess? How did you know your measurement was right?”

Higher Standard Questions

• Predict and justify which object is longest before measuring.
• Measure carefully and record measurements.
• Write comparison sentences using mathematical language: “Object A is longer than Object B by ___ blocks.”

Lower Standard Questions

• Estimate and count blocks together with teacher support.
• Measure only one or two objects.
• Use verbal comparisons: “This is longer” or “This is shorter”.

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Classroom Management and Differentiation

• Pair mixed-ability students to support peer learning.
• Provide pre-counted blocks or visual block-tracking charts for those who need extra support.
• Encourage higher standard students to explain their reasoning in full sentences for added language development.
• Use praise for effort in estimation to build confidence.
• Keep measuring activities timed to maintain engagement and flow.

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Extension Idea (If Time Allows)

• Create a “Measuring Games” station for pairs to measure classmates’ shoes using blocks, comparing who has the longest or shortest shoes, reinforcing social and mathematical skills.

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Reflection and Closing (3 minutes)

• Recap the key message: “Estimating helps us guess how long something might be, and measuring with blocks shows the real length.”
• Invite a few students to share their favourite object measured and whether their estimate was close or not.
• Set a challenge: “At home, can you estimate and measure something using blocks or any small objects?”

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This detailed plan balances estimation and measurement using non-standard units in line with the Curriculum framework for IE while encouraging mathematical reasoning and communication in young learners aged 6-7 years.