154997112.A Measurement Teacher

A
Series
Student
Teacher
Measurement
My name
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Series A – Measurement
Contents
Topic 1 1
Section – Length
– Answers
(pp. (pp.
1–15)1–35) Date completed
l llength
anguage of size____________________________1
__________________________________ / /
l ____________________________________
ength__________________________________
lmass 16 / /
l cvolume
omparing
andlengths __________________________
capacity______________________ 24 / /
l comparing and ordering lengths_______________ / /
height____________________________________
l / /
Section 2 – Assessment
l
with answers (pp. 36–45)
distance__________________________________ / /
length _________________________________ 36
l
l mass __________________________________ 42
Topic 2 – Mass (pp. 16–23)
volume
l and capacity______________________ 44
l language_________________________________ / /
l size and mass______________________________ / /

Section 3 – Outcomes (p. 46)
l comparative language_______________________ / /
l hefting___________________________________ / /
l using balance scales________________________ / /
Topic 3 – Volume and capacity (pp. 24–35)

l equipment________________________________ / /
l volume___________________________________ / /
l full and empty_____________________________ / /
l capacity__________________________________ / /
l explore___________________________________ / /
Series Author:
Rachel Flenley
Copyright ©
Length – language of size
1 What are some words we use to describe size? Draw or write

some more.
big thin
Answers will vary and may include:
small little tiny enormous
giant thick fat skinny
gigantic long short
2 Draw pictures to match. Teacher check.

Big dog .............. small dog. Wide ribbon ... narrow ribbon.
Short tree .............. tall tree. Tiny frog .... enormous frog!
Measurement A 1 1
Copyright © 3P Learning SERIES TOPIC
thick thin wide narrow
Sometimes we use the words wide and narrow to talk about how
thick or thin something is.
1 Use your hands or arms to measure and find the thickest

and thinnest tree at your school. Draw them.
Teacher check. Teacher check.
thickest tree thinnest tree
2 How did you work this out?

Teacher check.
2 A 1 Measurement
SERIES TOPIC Copyright © 3P Learning
You will need: some partners scissors a helper

copy
What to do:
Cut out the size words below.
Fold them up and put them in a container.
Take turns pulling out a word and acting it out with your body.
You can ask the helper to read the words to you.
Can your partners guess which word you are acting out?
Play until all the words are gone.

big little tall
short long wide
tiny enormous fat
skinny thick thin

Measurement A 1 3
Length – length
What is length? It is how long or short something is.
We measure from end to end.
1 Loop the long one in each box.

2 Draw a long line of people and a short line of people.

Teacher check.
4 A 1 Measurement
Length – length
1 How many long steps does it take to get from one end of

your classroom to the other? How many short steps?
Teacher check.
2 Find another distance to measure using long steps and short

steps. Record your findings.
I measured …
Teacher check.
3 Now measure the length of your classroom using pencils or

books. Record your findings.
Teacher check.
Measurement A 1 5
Length – comparing lengths
The ruler is longer than the pencil.

The pencil is shorter than the ruler.
You will need: a popstick classroom objects
What to do:
Find some things that are longer than your popstick.
Find some things that are shorter than your popstick.
Find some things that are about the same length as your popstick.
Record them.
Teacher check.
longer than
about the same as
shorter than
6 A 1 Measurement
You will need: scissors pencils

copy
What to do: 
________
caterpillar
Cut out the
caterpillar
expander and
fold it to make fold fold
a caterpillar.
Open it to see a
longer caterpillar.
fold fold
longer
longer
Teacher check.
fold fold
What to do next:
Create your own
fold fold
creature in the
empty frame.
Fold it to make it
a
shorter and longer.
Measurement A 1 7
You will need: scissors pencils wool
small paper plate copy

What to do:
You are going to make a
stretchy creature that you can
make longer and shorter.
Cut out the box.

Fold it in half,
lengthwise.
fold
Make cuts like this,

cuts
but make sure you
stop before you get
to the other side.
Carefully unfold the box. This

is your creature’s body. Use
a paper plate for the head
and wool for the tail. Decorate
your creature.
Stretch your creature in and out,

naming it as shorter and longer
as you go. Watch out! It will rip
if you pull too hard.
8 A 1 Measurement
Length – comparing and ordering lengths
You will need: a partner streamers scissors
What to do:
Cut a piece of streamer. Show it to your partner. Ask them to cut:
l a piece of streamer that is longer than it
l a piece of streamer that is shorter than it
l a piece of streamer that is about the same as it.
Together, put the streamers in order from shortest to longest. You may
need some sticky tape to hold them down on the carpet or table.
Swap jobs.
Teacher check.
What to do next:
Cut a piece of streamer that is longer than your hand but shorter than
your foot. Stick it here and write, draw or tell someone how you worked
it out.
Teacher check.
Measurement A 1 9
Length – comparing and ordering lengths
You will need: leaves glue or sticky tape
What to do:
Find 5 leaves of different lengths. Stick them below in order from
shortest to longest.
Teacher check.
10 A 1 Measurement
Length – height
When something is standing up, we usually call its length ‘height’.

It’s still length, it’s just a different word for it.
We use words like tall and short to describe height.
1 Colour.

the tall man the short flagpole
the taller giraffe the shorter tree
2 Draw and name someone you know who is

tall short
Measurement A 1 11
Length – height
1 Find someone in the room who is taller than you.

Find someone in the room who is shorter than you. copy
Draw and name them. Don’t forget to draw you!
Cut out the frame and fold the sides back to show you on
the front.
Ask people to guess who could be on the other pages.

Teacher check.
________ ________
is shorter Me is taller
than me. than me.
12 A 1 Measurement
Length – height
1 Draw a picture of your family in order of height.

Label each person.
Teacher check.
Who is tallest in your family?

Who is shortest in your family?
Where do you fit?
Measurement A 1 13
Length – distance
When we measure how far away something is, we call it distance.
near
far
We use words like near and far to describe distance.
1 Find a partner to play ‘Simon says’ with.

Take turns telling each other to stand near and far away
from different things. Can you trick each other?
2 Colour the person who is

near the door near the finishing line
far away from the shop far away from

the flagpole
3 Draw a person near the swing.

Teacher check.
14 A 1 Measurement
Length – distance
When we compare distances we use words like nearer, closer and

further away.
You will need: a partner classroom objects
What to do:
Find something to use as a prize
such as a book or a toy. Hide it.
Your partner needs You are
to find the prize. getting closer!
You will give clues such as

‘close’, ‘closer’, ‘further’ to
tell your partner how they
are going.
Swap jobs.
What to do next:
Gather up a small collection of classroom objects such as pencil pots,
books and blocks. Put one object in the middle of your table.
Take turns giving each other instructions such as:

‘Put the ruler closer to the pencils.’
‘Put the reader far away from the pencils.’
‘Put the block nearer to the reader than it is to the ruler.’
Give 5 instructions, then swap jobs.
Measurement A 1 15
Mass – language
Things with a lot of mass Things with a little bit of mass

are heavy. are light.
We weigh things to find out how much mass they have.
1 Draw or write some more things that we weigh.

We Teacher
weigh check.
We can also push things to find out how much mass they have.
Heavy things are harder to push. Light things are easier to push.
2 Draw another thing that is Teacher check.

hard to push easy to push
16 A 2 Measurement
Mass – language
1 Go on a hunt round your classroom and find 5 light

things and 5 heavy things. Record them.
light things heavy things
These have less mass. These have more mass.
2 Share your list with a partner. Do they agree with you

about where you have put things? If you disagree, can you
both be right? Why or why not?
Answers will vary.

Do students see that measurement judgements
are subjective?
Measurement A 2 17
Mass – size and mass
Are big things always heavy? Are small things always light?
1 Brainstorm with a partner to think of something that is

big and heavy big and light

Teacher check.
Do students understand
that size and mass are
not dependent upon
each other?
small and light small and heavy
2 Find a lump of plasticene. Weigh it in your hands. Now

flatten it and weigh it in your hands again. Has the mass
changed? Does it feel heavier or lighter, or does it feel
the same? Tell someone.
Teacher check.
Do students understand conservation of mass?
18 A 2 Measurement
Mass – comparative language
This rock has more mass than the flower.

It is heavier than the flower.
The flower is lighter than the rock.
What to do: Teacher check.

Work with a partner to find some things that are heavier than, lighter
than, or have about the same mass as the pencil pot. Draw them.
heavier than
about the same as
lighter than
What to do next:
How did you work this out? Draw, write or tell someone your strategy.
Teacher check.
Did students heft, use scales, or use size as guide?
Measurement A 2 19
Mass – hefting
We can use our hands to compare masses.

We call this hefting.
Things with more mass feel heavier.
They push down on our hands more.
1 Find these objects in your classroom. Heft each one to

decide which is heavier. Colour the heavier one.
ABC
Answers may vary, depending on actual objects used.
2 Choose 2 classroom objects for each box and draw them.

Heft them and colour the heavier one.
20 A 2 Measurement
Mass – hefting
2 empty boxes about the same size and weight
What to do:
Put an object into each box. Don’t let your partner see you do it!
Ask your partner to heft each box and say which is heavier and which
is lighter. Ask them to predict what might be in each box.
Show them.
Swap jobs and play 3 times each.
This one is heavier.

I think it has something
like a stapler in it.
I think the other box
has a pencil in it.
Measurement A 2 21
Mass – using balance scales
We can use scales to measure the mass of objects.
1 Loop the heavier object.

BOOK
Tell someone how you decided which one was heavier.
2 Draw some things on the other side that would make it look like

Teacher Teacher
check. check.
22 A 2 Measurement
Mass – using balance scales
You will need: a partner classroom objects balance scale
What to do:
Choose 2 classroom objects at a time. Draw them in a box.
Predict which object you think will be heavier. Or do you think they will
have about the same mass? Tell your partner your prediction.
Weigh the objects. Were you right? Loop the heavier object.
Do this 3 more times with different objects. Do your predictions get
better with practice?
Teacher check.
heavier than lighter than about the same mass as
Measurement A 2 23
Volume and capacity – equipment
Useful equipment
A selection of the following equipment will be
useful for the next section.
24 A 3 Measurement
Volume and capacity – volume
Big things take up a lot of space.

Little things take up a little bit of space.
1 Make yourself take up

a lot of space a little bit of space
Ask your partner to draw you in those positions.
2 Tell someone or write words we use to describe things that

take up a lot of space take up a little bit of space

enormous tiny
Answers may include: Answers may include:
giant, big, huge. small, little, minute, eensy.
Measurement A 3 25
1 Look at the objects. Loop the one that takes up more space.

2 Draw something that Teacher check.

takes up more space than this takes up less space than this
takes up about the same

space as this
26 A 3 Measurement
We can fill things to find out how much space they take up.
The more something holds, the more space it takes up.
You will need: a partner blocks, cubes or beads
What to do:
Find objects like the ones below.
Which do you think takes up the most space? This means it will hold the
most. Tick your prediction.
Decide which is the best thing to use to pack them. Fill them up with
the same thing.
Loop the object that takes up the most space. This means it holds
the most.
What to do now:
Find 2 objects that take up about the same amount of space.
Tell someone how you worked this out.
Teacher check. Did students use direct or indirect comparison?
Measurement A 3 27
You will need: a partner blocks or cubes
boxes or containers beads or counters
What to do:
Choose a box. Pack it using beads or counters.
Empty it and then repack it with blocks
or cubes.
Which was best to pack with? Why?
Write or explain to someone.
Choose a different container. Pack it 2 different ways.

Which was best to pack with? Why? Write or explain to someone.
Teacher check.
Do students choose an appropriately sized unit to pack with?
What to do now:
Choose something to build a tower with. Build it.
What did you choose and why? Write or explain to someone.
Teacher check.
Do students see that some objects pack and stack better
than others?
28 A 3 Measurement
Look at these 2 towers.

Which takes up more space? How can you tell?
You will need: a partner blocks or cubes
What to do:
Build a really tall tower. Now build a really short tower.
Which tower takes up more space? Why? Write, draw or tell someone.
Teacher check.
Do students focus on height or recognise that it is the number
of blocks that matters?
What to do next:
Make a tall building using 10 blocks or cubes.
Using another 10 blocks or cubes, make a building that is low and wide.
Look at your buildings. Does one take up more space than the other?
Talk about it with your partner and tell your teacher what you think.
Teacher check.
Do students see that volume is not determined by shape?
What to do now:
Make as many different shaped buildings as you can using 10 blocks
each time.
Teacher check.
Measurement A 3 29
Volume and capacity – full and empty
This cup is full. This cup is empty. This cup is half full.
You will need: a partner scissors

copy
What to do:
Cut out the pictures and headings and put the headings at the top of
your work space.
Sort the pictures so they sit under their matching heading.
You can work with your partner or race against them.

full empty half full
30 A 3 Measurement
Volume and capacity – capacity
When we measure capacity we are measuring how much a

container can hold.
1 Loop the container you think holds the most.

2 Look around your classroom. Find and draw a container that

can hold a lot can hold a little bit
Teacher check
can hold more than a pencil pot but less than your school bag
Measurement A 3 31
You will need: a partner measuring equipment
counters, water or rice
What to do:
Find containers like the ones below.
In each pair, which one do you think holds the most?
Tick your prediction.
Find a way to compare them. Filling and pouring is a good strategy.
Loop the one that holds the most.
What to do now: Teacher check

Choose 2 of your experiments. Draw pictures to finish the statements.
holds more than holds less than
32 A 3 Measurement
containers counters, water, rice or sand
What to do:
Fill different containers to find the answers. Find and draw
one that holds about one that holds

the same as more than
Teacher check Teacher check
one that holds one that will fill a

less than many times
Teacher check Teacher check
What to do next:
Pour a cup of water, sand or rice into your
Draw a picture to show how full it is.
Teacher check
Keep filling your

How many cups fill it?
Measurement A 3 33
a jug counters, water or rice
What to do:
Find a jug. Fill it with counters, water or rice.
Use it to fill 2 smaller containers. You must use all the contents so you
may need to experiment with different containers.
Draw the containers that match your jug.
Teacher check
Fill the jug again. I will need to find

a smaller cup.
This time, fill 3 smaller Maybe I will try
containers with the contents. a medicine cup.
Draw the containers that
match your jug.
Teacher check
34 A 3 Measurement
Volume and capacity – explore
We use capacity and volume when we cook. We measure amounts

using cups and spoons and we decide on the right sized containers
to use.
1 Work in a small group with your teacher or helper to make this

play dough recipe.
You will need:

2 cups of plain flour a mixing bowl
4 tablespoons of cream of tartar a mixing spoon
2 tablespoons of cooking oil a cup
1 cup of salt a tablespoon
2 cups of boiling water a kettle
food colouring resealable bags
glitter (optional)
What to do:
Mix all the ingredients together.
Tip the mixture out onto a table and knead it till it forms a dough.
Share the play dough out between people in your group.
What to do next:
Make different sized play dough creatures. Make one that takes up a lot
of space, then make lots of little ones.
Measurement A 3 35
Length Name____________________
1 Loop the

big dog little cat wide door
narrow ribbon thin sausage thick crayon
long snake short caterpillar tall girl
short man small butterfly enormous egg
36 Series A Topic 1 Assessment Copyright © 3P Learning

Length Name____________________
2 Loop the arrow that measures the length of the pencil.

3 Loop the

longer snake shorter ribbon
4 Here is a boy.
Draw someone Draw someone

taller than him. shorter than him.
Copyright © 3P Learning Series A Topic 1 Assessment 37

Length Name____________________
5 Find and draw something that is longer than this popstick.
near the door closer to the flag pole
7 Draw someone far away from the present.
Skills and understandings Not yet Kind of Got it

l nderstands and uses common everyday language
U
of size, length and distance
l Identifies the attribute of length
l ompares and orders lengths and heights using
C
direct comparison

Length Name____________________
1 Loop the

big dog little cat wide door
narrow ribbon thin sausage thick crayon
long snake short caterpillar tall girl
short man small butterfly enormous egg

Length Name____________________
2 Loop the arrow that measures the length of the pencil.

3 Loop the

longer snake shorter ribbon
4 Here is a boy.
Draw someone Draw someone

taller than him. shorter than him.
Teacher
check.

Length Name____________________
5 Find and draw something that is longer than this popstick.
Teacher check.
near the door closer to the flag pole
7 Draw someone far away from the present.
Teacher check.

l nderstands and uses common everyday language
U
of size, length and distance
l Identifies the attribute of length
l ompares and orders lengths and heights using
C
direct comparison

Mass Name____________________
1 Loop the piece of equipment you would you use to measure

the mass of something.
2 Heft your pencil in your hand to feel how heavy it is.

Find and draw something Find and draw something

heavier than it. lighter than it.
This has more mass. This has less mass.
3 Loop the things you can lift. Cross the things you can’t lift.


l Identifies the attribute of mass and how we measure it
l C
ompares and orders masses using direct comparison
l Sorts objects on the basis of their mass

Mass Name____________________
1 Loop the piece of equipment you would you use to measure

the mass of something.
2 Heft your pencil in your hand to feel how heavy it is.

Find and draw something Find and draw something

heavier than it. lighter than it.
Teacher Teacher
check. check.
This has more mass. This has less mass.
3 Loop the things you can lift. Cross the things you can’t lift.


 

l Identifies the attribute of mass and how we measure it
l C
ompares and orders masses using direct comparison
l Sorts objects on the basis of their mass

Volume and capacity Name____________________

2 Look at the towers. Loop the

one that takes up less space.
3 Loop the container

that would hold
the most.
4 Colour the cup that is full.

Loop the cup that is half full.
Cross the cup that is empty
5 Tell your teacher which word goes with which kind of measuring.

Volume is how much a container holds.
Capacity is how much space something takes up.

l ompares and orders volume and capacity using
C
direct comparison
l Uses everyday language of volume and capacity
l Identifies the attributes of volume and capacity

Volume and capacity Name____________________

2 Look at the towers. Loop the

one that takes up less space.
3 Loop the container

that would hold
the most.
4 Colour the cup that is full.

Loop the cup that is half full. 
Cross the cup that is empty
5 Tell your teacher which word goes with which kind of measuring.

Volume is how much a container holds.
Capacity is how much space something takes up.

l ompares and orders volume and capacity using
C
direct comparison
l Uses everyday language of volume and capacity
l Identifies the attributes of volume and capacity

Series A – Measurement
Curriculum Outcomes
National Use direct and indirect comparisons to decide which is longer,
ACMMG006
Curriculum heavier or holds more, and explain reasoning in everyday language
Describes mathematical situations using everyday language, actions,

MAe-1WM
materials and informal recordings
Uses concrete materials and/or pictorial representations to support

MAe-3WM
conclusions
Describes and compares the capacities of containers and the

NSW MAe-11MG
volumes of objects or substances using everyday language
Describes and compares lengths and distances using everyday

MAe-9MG
language
Describes and compares the masses of objects using everyday

MAe-12MG
language
Use direct and indirect comparisons to decide which is longer,

AusVELS ACMMG006
heavier or holds more, and explain reasoning in everyday language
46 Series A Outcomes Copyright © 3P Learning

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l comparing and ordering lengths_______________ / /

l size and mass______________________________ / /

l using balance scales________________________ / /

Topic 3 – Volume and capacity (pp. 24–35)

l full and empty_____________________________ / /

2 Draw pictures to match. Teacher check.

thick thin wide narrow

1 Use your hands or arms to measure and find the thickest

Teacher check. Teacher check.

thickest tree thinnest tree

2 How did you work this out?

You will need: some partners scissors a helper

big little tall

short long wide

tiny enormous fat

skinny thick thin

What is length? It is how long or short something is.

We measure from end to end.

1 Loop the long one in each box.

2 Draw a long line of people and a short line of people.

2 Find another distance to measure using long steps and short

3 Now measure the length of your classroom using pencils or

The ruler is longer than the pencil.

You will need: a popstick classroom objects

about the same as

You will need: scissors pencils

You will need: scissors pencils wool

small paper plate copy

Cut out the box.

Make cuts like this,

Carefully unfold the box. This

Stretch your creature in and out,

You will need: a partner streamers scissors

You will need: leaves glue or sticky tape

When something is standing up, we usually call its length ‘height’.

the tall man the short flagpole

the taller giraffe the shorter tree

2 Draw and name someone you know who is

Teacher check. Teacher check.

Who is tallest in your family?

Who is shortest in your family?

Where do you fit?

When we measure how far away something is, we call it distance.

We use words like near and far to describe distance.

1 Find a partner to play ‘Simon says’ with.

2 Colour the person who is

near the door near the finishing line

far away from the shop far away from

3 Draw a person near the swing.

When we compare distances we use words like nearer, closer and

You will need: a partner classroom objects

You will give clues such as

Take turns giving each other instructions such as:

Give 5 instructions, then swap jobs.

Things with a lot of mass Things with a little bit of mass

We weigh things to find out how much mass they have.

1 Draw or write some more things that we weigh.

2 Draw another thing that is Teacher check.

hard to push easy to push

light things heavy things

l comparing and ordering lengths_______________ / /

l size and mass______________________________ / /

l using balance scales________________________ / /

l full and empty_____________________________ / /