Te Hīkoi a te Hū

Overview

In this practical measurement investigation, 25 ākonga estimate, measure, record, compare and order gumboot-throw distances. The context supports ako, manaakitanga and teamwork rather than competition, while building on students’ experience with metres, centimetres and measuring tools.

Learning intentions

• WALT estimate and measure length accurately using metres and centimetres.
• WALT record measurements clearly and use them to compare and order distances.
• WALT explain our mathematical thinking using appropriate English and te reo Māori.
• WALT work safely and show manaakitanga, cooperation and improvement.

Success criteria

• I can make a sensible estimate and explain it.
• I can measure from the correct starting point to the nearest centimetre.
• I can record a distance using metres and centimetres.
• I can compare distances and explain the difference using words, drawings or calculations.

Curriculum links

• Te Mātaiaho Mathematics and Statistics: measurement and estimation of length in meaningful contexts.
• Te Mātaiaho Mathematics and Statistics: communicating mathematical thinking, representing information and justifying conclusions.
• Mathsteasers: higher-order thinking, challenge and deepening understanding for advanced learners.
• Te Mātaiaho competencies: manaakitanga, collaboration, perseverance and making sense of mathematical situations.

Lesson structure (60 minutes)

1. 0–7 min · Whakawhanaungatanga and warm-up. Teacher welcomes ākonga, introduces Te Hīkoi a te Hū (“the journey of the boot”), and asks: “When have we needed to measure something carefully?” Students turn and talk, then estimate the length of a marked line using the sentence stem, “I estimate the line is ___ because ___.” Establish that the goal is accurate measurement and improvement, not winning.

2. 7–15 min · Explicit modelling. Teacher uses a tape measure and a soft gumboot to model a throw and measurement. Mark the starting line and landing point, place the zero end at the line, keep the tape straight, read metres first and centimetres second, and record a result such as 3 m 25 cm. Open with the hook and measurement modelling slides. Say: “I measured ___ metres and ___ centimetres. I know my measurement is fair because…” Students identify common errors, including starting at the end of the tape or measuring from where the boot was picked up.

3. 15–20 min · Safety, tikanga and roles. Teacher demonstrates the throwing direction and stop signal. Explain that only one person throws at a time, everyone stands behind the waiting line, and no one enters the measuring area until the teacher says “Haere”. Students practise the roles: thrower, measurer, recorder and kaitiaki/safety watcher. Each group agrees to encourage others with phrases such as “Ka pai”, “Try again” and “We can improve.”

4. 20–42 min · Group measurement rotations. Teacher places students in five groups of five and supervises two outdoor throwing lanes, or uses an indoor alternative with a soft object and shorter distances. Open the rotation instructions and role slides and distribute the gumboot measurement recording sheet. In each group, students rotate roles so everyone completes at least one throw and one measurement. For every throw, they estimate first, throw safely, measure from the starting line to the nearest centimetre, and record the result. The recorder also notes whether the measured distance was shorter or longer than the estimate.

5. 42–51 min · Compare, order and reason. Teacher pauses the rotations and displays three anonymised results. Ask: “Which is longest? How do you know?” and “What is the difference between 2 m 80 cm and 3 m 25 cm?” Year 3 students compare using metres, centimetres, a number line or a difference found by counting on. Year 4 students convert where useful, for example 3 m 25 cm = 325 cm, and calculate differences. Groups order their own results from shortest to longest and complete the prompts on the worksheet: “The shortest was ___.” “The longest was ___.” “The difference is ___.”

6. 51–57 min · Plenary and tuakana–teina sharing. Open the discussion and reflection slides. Pairs share one accurate measuring habit and one improvement they made. Invite Year 4 tuakana to explain a comparison or difference calculation, while Year 3 teina explain an estimate or measuring decision. Use the stems: “I estimated…”, “I measured…”, “The difference is…”, and “Next time I will…”

7. 57–60 min · Exit check. Students complete the final box on the gumboot measurement recording sheet: order 2 m 40 cm, 1 m 95 cm and 2 m 5 cm, then answer, “How would you measure fairly?” Collect sheets as students return equipment respectfully.

Resources

• Safe, soft/light gumboots; alternative soft beanbags or foam objects
• Two clearly marked throwing lines and throwing directions
• Long tape measures or metre rulers
• Cones, chalk and marker flags for landing points
• Clipboards and pencils
• gumboot measurement investigation deck
• gumboot measurement recording sheet
• First-aid kit and teacher whistle or stop signal
• Māori and English vocabulary displayed on the board

Assessment

• Listen for sensible estimates and ask: “What helped you choose that estimate?” and “Where does the measurement begin?”
• Observe whether students align the zero point, keep the tape straight, read the scale accurately and record units.
• Check group tables and exit responses for correct ordering, unit use and explanations of differences.

Differentiation

• Year 3: Provide a pre-drawn metre-and-centimetre recording table, allow students to measure in centimetres or metres and centimetres, and use a number line or counting-on strategy to find differences.
• Year 4: Require mixed-unit recording, conversion to centimetres when helpful, and calculation of differences between selected throws. Ask, “Can you prove your answer another way?”
• Support and EAL/SEN: Pair students strategically, use a visual role card, model each step physically, provide sentence stems and accept oral, drawn or labelled explanations. Use shorter distances and a second adult or peer to hold the tape securely.
• Tuakana–teina: Pair confident measurers with students needing support, while ensuring tuakana explain rather than take over. Rotate roles so every ākonga has agency.

Safety and tikanga: Check the area first, remove hazards, use only soft equipment, and establish a clear boundary. Students wait behind the line, throw only on the signal, and retrieve equipment only when directed. Avoid ranking individuals; celebrate careful measuring, encouragement, perseverance and improvement. Begin and end with whakawhanaungatanga and acknowledge the whenua and shared responsibility for the space.

Follow-up/home connection

• At home, students estimate and measure one safe object or distance, such as a table, garden path or doorway, and record it in metres and centimetres.
• Next session, compare home measurements with a partner and discuss which measuring choices made the results reliable.