Length
Measures
Length
Estimate, compare, measure and record length using non-standard units.
Select and use appropriate non-standard measuring units/instruments.
Estimate, measure and record length using metre and centimetre.
Solve and complete practical tasks and problems involving length.
1.
2.
3.
4.
Estimating, comparing, measuring and recording length using non-standard units.
Selecting and using appropriate non-standard measuring units and instruments.
Estimating, measuring and recording length using standard unit (the metre).
Solving and completing practical tasks and problems involving length.
1. Reasoning: Classify objects into categories, e.g. long/short, centimetre/metre. Guess and
carry out experiments to compare the lengths of objects. Justify the processes used and draw
conclusions based on the results of the experiments.
Abacus ropes, string, rulers, straws, cubes, lollipop sticks, unmarked measuring sticks, metre stick,
tape measure, trundle-wheel, half-metre sticks, quarter-metre sticks, height chart, ribbon, pencil,
crayons, bricks
Length, width, height, long, longer, longest, short, shorter, shortest, thick, thin,
compare, estimate, measure, the same as, metre stick, about, longer than, shorter
than, tall, taller than, high, low, wide, narrow, far, near, close, metre, centimetre, half,
quarter, difference
General lesson suggestions
1. Measures
(a) Have the children line up and take 10 steps. Will all the children end at the same spot? Discuss
with the group why or why not.
(b) How many hand spans measure 1 metre? How many hand spans measure the width of the
door?
(c) In the hall, the children may find how many strides it takes to get from one end of the hall to
the other. How many baby steps? How many skips?
2. One hundred cent
The children estimate how tall a stack of 100 1c coins would be and then check. Repeat the
activity using different value coins. This activity can be repeated by putting the coins in a line and
comparing the difference in length.
3. Long jump
At PE, the class can practice the long jump and measure the distances they have jumped. They
can also throw bean bags, javelins, discus and shots and then measure how far the equipment was
thrown.
4. Arrows
The results of the Long Jump activity could be displayed colourfully as part of an art lesson. Arrows
saying, ‘It takes 35 steps from here to the principal’s office’, can be placed in appropriate places
around the school.
The children will answer true or false to the following statements.
The pink arrow is the shortest.
The yellow arrow is the longest.
The green arrow is shorter than the blue arrow.
The yellow arrow is shorter than the green arrow.
The blue arrow is longer than the pink arrow.
The green arrow is longer than the pink arrow.
Lesson suggestions
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1. The children should estimate, record and measure the length of different objects using a variety
of measuring tools.
2. Working in groups the children should measure each other using string. The children can
compare their findings and then order each child in height starting with the tallest/shortest. How
many children are the same height? What is the difference between the tallest and shortest
child? The information gathered can be displayed on a block chart.
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At home, the children can collect and record various objects that can be used to measure length.
Maths trail
In groups, the children measure the various distances within the school in non-standard units.
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They choose their distance all beginning from the classroom door, e.g. the classroom door to the
secretary’s office. Next, they select an appropriate instrument to measure with, e.g. a metre stick.
Then, they estimate how many of those instruments it will take. Finally, they measure and compare
their estimations and actual results.
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Working in groups the children should measure each other using metre sticks. The children can
compare their findings and then order each child in height starting with the tallest/shortest. How
many children are the same height? What is the difference between the tallest and shortest child?
The information gathered can be displayed on a block chart.
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1. Draw pictures to specification.
(a) Ask the children to draw a road that is 30cm long and 5cm wide.
(b) The children should then draw 3 houses on the road.
(c) Each house should be 10cm wide and 15cm high.
(d) The class should draw a stretch limo that is 8cm long and 5cm high.
(e) The children can offer their own suggestions for objects to be included in the picture and
the measurements these objects should be.
Differentiation
object
estimate
Lower attainers:
Ask the children to choose an appropriate unit
and use it to measure an item in their home.
The next day they can tell the class which
was the longest and shortest thing that was
measured.
Measuring length
A. Use your metre stick to measure the length of each object.
A. Thread beads on a piece of string to measure.
measurement
my estimate
measurement
difference
measurement
difference
around the wrist
B. Work with your partner.
my estimate
width of my foot
distance from
my thumb to my
little finger
length of my
foot
B. Use your metre stick to measure the width of each object.
object
estimate
length of my
hand
length of my
arm
Name: _______________________________________
Page 199 Length
Date: ___________________
Folens Photocopiables © Michelle Hande, Veronica Ward
Date: ___________________
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Folens Photocopiables © Michelle Hande, Veronica Ward
Name: _______________________________________
Page 198 Length
measurement
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Linkage
Number: Counting and numeration, addition, subtraction, estimation
Measures: Area
Integration
PE: Long jump and throwing discus, etc.
Art: Designing, drawing and colouring posters, arrows, etc.
Parents can encourage children by pointing out objects of various lengths around the house
or while in your local environment and to identify independently whether objects should
be measured using centimetres or metres. Children can also compare the length of different
objects identifying which object is longer and shorter.
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