NUMERACY: MEASUREMENT UNIT PLAN

OVERVIEW OF UNIT PLAN AND BASIC STUCTURE

TITLE OF UNIT Measurement YEAR LEVEL Reception TIME FRAME 6 Weeks [Term 3]
CURRICULUM AREA Mathematics CONTENT Measurement CONTENT Using units of
STRAND DESCRIPTORS measurement
ACMMG006
CONTEXT This unit plan is designed to promote reception students’ numeracy abilities in measurement [length, capacity &
mass], through developing in all four mathematical proficiencies. Measurement involves comparing an attribute
of an item with a unit which has the same attribute (Van de Walle et al., 2019). Understanding measurement is a
vital aspect of mathematics and everyday life because it allows us to quantify the world we live in (Van de Walle
et al., 2019; ACARA, 2018). During this unit plan the students will focus on the attributes of measurement and
progress to using nonstandard units to measure different attributes. The units of measurements will be familiar to
the students to help consolidate the knowledge being taught and relate the concept of maths to home life.
Therefore, this unit plan aims to ensuing students develop and confidently understand the concept of
measurement. Confidence within this area underpins future development in the ability to measure distance, time,
weights, capacities and many other mathematical areas (ACARA, 2018; Van de Walle et al., 2019; Perry, 2012).
Furthermore, through using direct and indirect comparisons this allows students to order and build measurement
associated language.

UNIT PLAN CONTINUES ONTO NEXT PAGES

PROFICIENCY Understanding
STRANDS
- Throughout this unit plan the students will be making connections between measurement related concepts
and progressively apply the familiar to develop new ideas (ACARA, 2018: Mathematics Proficiencies). They will
(how students will achieve this through counting, connecting names, numerals, quantities, questioning along with transferring
develop in each mathematical concepts from other areas to make sense of measurement.
area)
Fluency
(ACARA, 2018)
- The students will develop their fluency proficiency through explaining their reasoning, choosing appropriate
procedures, using facts, flexibility, efficiency recall and further developing and applying their robust
measurement knowledge. Additionally, students will also be counting numbers in sequences, finding patterns
and comparing objects lengths (ACARA, 2018).

Problem solving

- The problem-solving proficiency will be developed and supported through this unit plan as students will be
interpreting, investigating formulating and analysing measurement concepts while communicating and
making mathematical decisions regarding measurement. This will be assisted with the use of manipulable
resources which help model authentic problems, sorting and using familiar counting sequences (ACARA,
2018).

Reasoning

- Through evaluating, justifying, inferring and proving measurement concepts the students will apply logical
thinking to explain and compare differing attributes. The students will use indirect comparisons of length,
capacity and mass to explain and understand why measurement is important (ACARA, 2018).

(ACARA, 2016; Van de Walle, et al., 2019; Woodward, Beswick & Oates, 2017).
AUSTRALIAN By the end of the Foundation year, students make connections between number names, numerals and quantities
CURRICULUM: up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the
ACHIEVEMENT week. They explain the order and duration of events. They use appropriate language to describe location.
STANDARD
Students count to and from 20 and order small collections. They group objects based on common characteristics
(ACARA, 2018) and sort shapes and objects. Students answer simple questions to collect information and make simple
inferences
CROSS CURRICULUM Aboriginal and Torres Strait Islander Asia and Australia’s engagement Sustainability
PRIORITIES histories and cultures with Asia - Use of sustainable resources
- Acknowledge country every throughout the unit plan and
(ACARA, 2018) lesson and use Indigenous having small discussions
resources where possible and relating to the intention of
relevant. sustainable resources.
GENERAL Ethical Understanding Intercultural Understanding Personal and Social Capability
CAPABILITES
Literacy Numeracy ICT Capability Critical and Creative Thinking
(ACARA, 2018)

FACTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE CONCEPTUAL KNOWLEDGE

STUDENTS WILL KNOW:
By the end of this unit plan students will
know:
- How to compare basic concepts of
measurement to describe objects
- Why each measurement type is
important and where they are used
STUDENTS WILL BE ABLE TO:
By the end of this unit plan students will be
able to:
- To estimate, compare and explore
measurements (mass, capacity and
length) of everyday objects
- To use everyday language to talk about
mass, capacity and length
STUDENTS WILL UNDERSTAND:
By the end of this unit plan students will
understand:
- How to correctly compare and
identify what objects are longer,
heavier or holds more along with
using reasoning in everyday
language [related to the
mathematical concepts taught]
LEARNING -Word wall WEEKLY FOCUS WEEK 1: Measurement Focus: Length
ACTIVITIES WITHIN -Anchor chart WEEK 2: Measurement Focus: Length
UNIT PLAN -Tuning in activities WEEK 3: Measurement Focus: Capacity
-Reflections WEEK 4: Measurement Focus: Mass
-Play based games WEEK 5: Measurement Focus: Mass
-Brain breaks [mathematical WEEK 6: Recap All Measurement Areas
based]
- Scaffolding sheets [play based NOTE: The weekly sessions and learning intentions
where possible] are subject to change depending on students’
- Videos/songs abilities within each week’s focus.
FEEDBACK OPPORTUNITIES AND PRIORITIES Small group work, peer teaching, reflection periods, 1:1 discussions, modelling and ongoing
questioning
ASSESSMENTS FORMATIVE SUMMATIVE
- Pop quiz (general questioning) - Students work samples (in books)
[see appendix one
- Flash cards - Observations, annotated and analysed
for assessment
- Word wall
checklists]
- Anchor Charts
- Thumbs up/down/middle knowledge check
- Traffic light knowledge check
- Fingers up knowledge check
- Target goals
*Knowledge checking activities may change, or new
ones added as the unit progresses to keep the children
interested*
KEY CONTENT/NOUN & VERBS IMPLICATIONS
GENERIC MATHEMATICAL TERMS LENGTH CAPACITY MASS
- Measure - Length - Capacity - Mass
- Compare - Long [er/est] - Volume - Weight
- Observe - Short [er/est] - Weighs more/less - Scales
- Understand - Medium - Holds more/less - Balance
- Explore - High [er/est] - Same as - Equal
- Describe - Low [er/est] - Empty - Same
- Read - Tall [er/est] - Half - Weighs same as/more than
- Sequence - Short [er/est] - Quarter full/empty - About the same
- Identify - Same - Full - Light
- Determine - Tiny - Most - Heavy
- Balance - Small - Least - Hefting
- Recognise - Large
- Find/ locate - Little
- Sort - Wide
- Follow - Narrow
- Name - Thick [er/est]
- Use - Skinny [er/est]
- Investigate - How long/short
- Interpret - As short/long as
- Order - Shorter/longer than
- Shapes [square, circle etc.] - Same size as
DIFFERENTIATION GENERIC
CONSIDERATIONS PLEASE NOTE: most differentiations considerations will occur as unit plan progresses, as the student ability levels will
be recognised and catered for. However, these are the generic ones which should be considered at all times
throughout the teaching of this unit plan to best ensure all students are receiving a fair education.
(ACARA, 2018) - Clear and concise instructions
- Consider students background and knowledge levels.
- Ensure lesson outline/routine is displayed and visible to all students.
- Lesson must be organised.
- Educator must be ready to adapt lesson when needed.
- Ensure all students are actively engaged (use their interests to motivate learning & use teaching styles which
promote engagement with the class)
- Ensure all teaching practices are developmentally, culturally and linguistically appropriate for students
 - Avoid sensory overload triggers (provide a safe space for students to remove themselves if the need)
- Repeat and explain instructions in different manners if students are still unsure.
- For students who may have an intellectual disability ensure the activities flow on from one another fluently.
- Use of the whiteboard and iPads to promote engagement.
- Reflect on students work against Bloom’s Taxonomy and identify their zone of proximal development
- Use guided writing times, group experiences, individual time and teacher/student time.
- Ensure all students are being included.
- Allow for sufficient time for activities to be completed.
- Provide a nurturing, safe and welcoming environment.
- Provide clear and constructive feedback.
DISABILITY GIFTED/TALENTED EAL/D
- Differentiated assessment - Differentiated assessment - Group discussions
practices practices - Using common familiar
- Connections with abilities and - Collaborative team planning language
interests - Connections with abilities and - Supporting peer relationships
- Adjusted learning focus using interests - Promoting and encouraging the
cross-curriculum priority - Personalised learning use of their home language
- Assessing students’ progress in - Recognising students’ abilities, - Using culturally suitable
relation to achievement current levels of learning, examples
standards strengths, goals and interest - Alternative communication
- Recognising students’ abilities, - Different levels of adjustment over - Strategies
current levels of learning, time to reach their potential
strengths, goals and interest

RESOURCES - Learning intentions and success criteria

- White board or butchers’ paper and appropriate writing utensils to create word wall/anchor chart
- Scaffolding sheets [see each lesson plan for specific sheet]
- Loose parts
 - Mathematics counters
- Scales
- Rice/pasta/sand/water
- Online Flash cards
- Height Story
- Measuring tape/rulers
- Writing utensils
- Masking tape
- Paper
- Scissors
- Capacity bingo
- Playdough
- Sorting trays
See further resource list under each lesson plan
TEACHING AND LEARNING EXPERIENCES

How will I find out You cannot teach students or children anything new without already knowing what their level of knowledge is
what the students Therefore, to find out what needs to be taught this unit plan will involve:
already know? - Pre assessments [formal documentation of what is known vs need to be taught]
- Letting the students use and play with the resources before explicitly teaching [where possible] to gain an
understanding of what the students already know.
- Conversations
- Observations
Warmups Warmups/tuning in activities prepare students to learn and for the lesson ahead. Therefore, each lesson will be
utilising a relevant learning experience to ‘hook’ and capture the student’s attention. They will include some
physical aspect as research also indicates moving the body helps the brain retain information and create a positive
association with learning.
Investigations The main section of the lesson will be strategically planned in conjunction with the Australian curriculum and
students’ interests. This will ensure remain focused and motivated throughout the unit plan and develop a deep
 understanding of the content being taught. The learning experiences will also be meaningful, age appropriate and
adaptable to meet all students learning needs.
Reflection Reflections are a key part of all learning no matter the age. Reflections allow the students to consolidate any
learning which has occurred, ask questions and debunk any misconceptions. Therefore, at the end of each lesson
the students will come together and engage is a meaningful discussion/reflection about the lesson.