Measurement- Length, Capacity… · B2 Mathematics

Lesson notes

Learning Objectives

Indicator: B2.3.3.1.1 - Demonstrate an understanding of how to measure lengths, capacities or mass - directly or indirectly - using non-standard units

By the end of the lesson, learners can:

Choose an appropriate non-standard unit (such as hand widths, pencil lengths, bottle caps, or paper clips) for measuring the length, capacity, or mass of a given object, giving a reason for their choice.
Estimate the length, capacity, or mass of objects using non-standard units before measuring.
Measure the length, capacity, or mass of objects directly using non-standard units, following correct procedures (no gaps, no overlaps, consistent starting points).
Explain why the number of units needed changes when a different non-standard unit is used for the same object (for example, why more paper clips than pencils are needed to measure the same desk).
Record estimates and actual measurements in a table with accuracy and neatness.

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: Measurement- Length, Capacity, Mass and Time (3.3)
Content standard: B2.3.3.1 - Use non-standard units for measuring lengths, heights, mass and distance around objects
Indicator: B2.3.3.1.1 - Demonstrate an understanding of how to measure lengths, capacities or mass - directly or indirectly - using non-standard units
Suggested placement: Term 3, Week 4 (Week 28 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 36
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Identifying which of two non-standard units would be a better choice for measuring the length, capacity or mass of an object. (E.g. Put a table (see example) of lengths to be measured and object to be used to measure (thumb width, paper clips, pencil lengths, etc.), estimates, and actual measures. Have learners copy table in their exercise book, record their personal estimates and then work with a partner to measure and record the actual measurements. As learners work, go around the classroom to ensure they are using appropriate procedures for
Item | Non-standard unit | Estimated length | Actual length
Math textbook | thumb widths or bottle caps
Math textbook | pencil lengths or match sticks
Desk | hand widths
Desk | pencil lengths or match sticks
measuring)
E.g. 2. Explain why the number of non-standard units an object measures varies depending upon the size of the non-standard unit used (example: why the measuring lengths using paperclips results in a higher number than measuring lengths with pencils).
E.g. 3. Selecting an appropriate non-standard unit for measuring the length, height, distance around, capacity or mass (weight) of a given object, estimating the length, capacity or mass (weight) in non-standard units, and then comparing the estimate with the actual measure
E.g. 4. Comparing and ordering objects by length, height, distance around, capacity or mass (weight), using non-standard units, and describing the relative size of the objects (Give learners a series of 3 objects. Have them measure the objects using a non-standard unit and then arrange them from shortest to longest, based on the results)