Measuring Our Māra

Overview

Students explore length in familiar school māra contexts, such as kūmara garden rows and harakeke leaves. They first use informal body-based units, then select suitable tools to measure in henemita and mita, recording units and comparing whakatau tata (estimates) with actual measurements.

Learning intentions

• We are learning to use body-based and standard units to measure roa.
• We are learning to choose an appropriate taputapu ine for the object.
• We are learning to whakatau tata, measure accurately, and record a measurement with its unit.
• We are learning to compare an estimate with an actual measurement and explain whether it was tata.

Success criteria

• I can measure using repeated, equal-sized units without gaps or overlaps.
• I can choose between body-based units, a ruler, or a tape measure.
• I can record a measurement using henemita or mita.
• I can compare my estimate and actual measurement and explain how close they are.

Curriculum links

• Te Mātaiaho Mathematics and Statistics, Phase 2 Measurement: estimating and measuring length using familiar and standard units.
• Phase 2 Measurement: choosing appropriate tools and recording measurements with units.
• Mathsteasers: using challenging, higher-order questions to deepen mathematical understanding.
• Te Mātaiaho competencies: communicating mathematical thinking, making connections with everyday contexts, and reasoning from evidence.

Vocabulary

• ine / whanganga — measure / measurement
• roa — length / long
• poto — short
• henemita — centimetre
• mita — metre
• tata — close / near
• whakatau tata — estimate
• taputapu ine — measuring tool
• He aha te roa? — How long is it?

Prior knowledge

Students have compared objects as longer, shorter, or about the same and have used informal units such as hand spans or footsteps. They may know that a ruler measures in centimetres and that a metre is longer than a centimetre.

Lesson structure (60 minutes)

1. 0–5 min · Whakatau and hook. If appropriate for the class, begin with a brief respectful karakia or acknowledgement of the māra, then open the opening question and māra image and ask, “He aha te roa o tēnei rārangi kūmara?” Students quietly make a whakatau tata, share with a partner, and explain what helped them decide.

2. 5–15 min · Model measuring. Use the vocabulary and modelling slides to introduce ine, roa, henemita, mita, and taputapu ine. Model measuring a desk first with hand spans, showing that body-based units can differ, then with a ruler or tape measure; think aloud about starting at zero, keeping units together, and recording “82 henemita”, not just “82”. Students practise the sentence frames: “Ko ___ te roa.” and “I whakatau tata au ki ___; ko te inenga ___.”

3. 15–22 min · Tool and unit decisions. Display pictures or objects such as a pencil, a harakeke leaf, and a garden row. Ask, “He taputapu ine tika tēnei?” and “Henemita, mita rānei?” Students hold up or point to a ruler or tape measure choice and justify whether the object is poto or roa. Address misconceptions, including measuring a metre object in tiny informal units when a standard unit is more useful.

4. 22–42 min · Māra measurement investigation. In groups of four or five, distribute the Māra length investigation sheet and assign each group three safe, accessible objects or spaces: a leaf, a garden bed edge, a path, or a marked classroom object. Students first record a whakatau tata, then measure with a body-based unit and a suitable standard tool. They record the unit each time, repeat a measurement if group members disagree, and compare estimates with actual measurements. Circulate and ask, “He aha te roa?”, “He aha i kōwhiria ai tēnei taputapu ine?”, and “He tata tō whakatau tata ki te inenga?”

5. 42–52 min · Compare and reason. Groups select one result to share. On the board, create a class table with object, estimate, actual measurement, unit, and difference or description of closeness. Students discuss: “Which estimate was tata?” “Why might two hand-span measurements differ?” and “When is mita more useful than henemita?” Invite students to connect the task with measuring a space in the school māra without suggesting that one particular Māori practice is universal.

6. 52–60 min · Reflection and exit ticket. Return to the discussion and reflection slides. Students complete the final section of the reflection and exit ticket: draw or name an object, write a sensible estimate, choose a tool and unit, and complete “I know my estimate is tata because…”. Invite two students to share one learning and one te reo Māori word they used.

Resources

• the measuring and māra slide deck
• the Māra length investigation sheet
• Rulers marked in centimetres
• One-metre rulers or metre strips
• Tape measures
• String, chalk, masking tape, and pencils
• Safe, accessible objects such as leaves, desks, books, and marked māra spaces
• Clipboards or hard writing surfaces
• Optional class map or photograph of the school māra

Assessment

• Listen for accurate use of roa, henemita, mita, taputapu ine, and whakatau tata during partner talk and group work.
• Check whether students begin at zero, use repeated units without gaps or overlaps, choose an appropriate tool, and record the unit.
• Use the exit ticket to identify students who can compare an estimate with an actual measurement and explain closeness.

Differentiation

• Support: provide a visual vocabulary bank, sentence frames, paired measuring roles, pre-marked starting points, and objects with clearly manageable lengths. Allow students to respond orally or draw before writing.
• Support for EAL learners: rehearse te reo Māori and English terms with gestures and real objects; model each instruction before groups begin.
• Support for students needing physical or sensory access: offer indoor alternatives, shorter measuring distances, a peer partner, and adapted grips or large-print recording sheets.
• Extension: ask students to order three objects by length before measuring, explain which estimate is most efficient, or design a fair test to investigate why body-based measurements differ.

Home connection

Students ask someone at home, “He aha te roa?” about a safe household object or outdoor space. They make a whakatau tata, choose a suitable taputapu ine, measure in henemita or mita, and record whether the estimate was tata. They may share the result in English, te reo Māori, or both.