Une

Rebecca O’Connor
220123008
New South Wales
Stage 2, Year 3.
Rural NSW
Student cohort: 26 students in the classroom. This class is of mixed ability and has one student diagnosed with
ADHA (Attention Deficit/Hyperactivity Disorder), and two students who identify as Aboriginal and Torres
Strait Islander.
 EDME358 Assignment One Trimester One 2023

TOPIC STAGE/YEAR
Measurement and Geometry: Length Stage 2, Year 3
Formal Units of Measurement.

LESSON OBJECTIVES SYLLABUS OUTCOMES

Students will: • Uses appropriate terminology to describe, and symbols to represent,
- Calculate the length of different sized dinosaur footprints. mathematical ideas (MA2-1WM)
- Students will record the lengths of dinosaur footprints in both • Selects and uses appropriate mental or written strategies, or technology, to
centimetres and millimetres. solve problems (MA2-2WM)
- Organise objects according to length – shortest to longest. • Represents, models and compares commonly used fractions and decimals
(DELTD, 2017). (MA2-7NA)
• Measures, records, compares and estimates lengths, distances and
perimeters in metres, centimetres and millimetres, and measures, compares
and records temperatures (MA2-9MG)
CITE

PREREQUISITE KNOWLEDGE FOR THE LESSON POSSIBLE FUTURE DEVELOPMENTS

Student have already completed previous lessons which involved: Students may progress from this lesson plan to the next level of the
- (3.2) Explain the relationship between unit size and the number of Measurement Framework and build on their foundational skills of measuring
units used to measure length. and calculating length by using smaller units. Students may begin to use
- (2.1) Choose and use appropriate units of measuring length. larger measurement units such as kilometres when calculating larger objects
(5.2).
(DELTD, 2017).
(DELTD, 2017).

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EDME358 Assignment One Trimester One 2023

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 EDME358 Assignment One Trimester One 2023

ASSESSMENTS
Lesson Launch
- Teacher will play introduction video to allow students to make links to any prior knowledge. After the video the teacher will pose several questions to
their students to gage for any misconceptions.
- The teacher will also provide students with the opportunity to ask questions and listen to answers from the teacher and peers.
- Teacher to take notes on students understanding and misconceptions during the lesson.

Lesson Activity
- Teacher will conduct evidence of student learning throughout the activity by questioning and observing each group’s ability to perform the task. The
teacher will provide further assistance to students who need it during this time.
- Assessment of learning will also be gathered by the teacher when the student’s hand in their worksheets with their measurements recorded. The
teacher will be able to assess the student’s accuracy of measurement.

Lesson Conclusion
- Informal assessment will take place when the teacher conducts class discussion to understand if any student’s misconceptions have been replaced with
understanding.
- Students are provided with the opportunity to reflect on their lesson and understanding with their peers.

MATERIALS
- Lyden, M. (2023) Introduction Video for Year 3 Measurement. Appendix 2.
- 12 x Tape Measures
- 12 x 30cm rulers

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 EDME358 Assignment One Trimester One 2023
- Dinosaur Footprint Kit – Appendix 3
- Whiteboard
- Pens/Pencils
- Workbooks.

LANGUAGE
Length: distance from one point to another
Estimate: guessing the approximate value
Centimetre: unit of measurement (cm)
Millimetre: unit of measurement (mm)
Measurement: size of something/object
Shorter: small in length
Shorter: less in length
Longer: more in length
Longest: having the most in length

LESSON LAUNCH (10 MINUTES)

The following is the Year 3 measurement lesson layout:

- Students will be sitting on the floor facing the Teacher and Whiteboard at the front of the classroom.
- Teacher will tell students ‘This morning on my way to school I was walking, and I found some dinosaur footprints!’
- Teacher to show students to footprints. ‘I was wondering which footprints belonged to what dinosaur, so I did some research. This is a Velociraptor,

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 EDME358 Assignment One Trimester One 2023
Allosaurus, Triceratops and Brachiosaurus footprint’
- Teacher to students ‘I wonder why there is such a big difference in the length of their footprints? Can anyone tell me why they might be so different?’
- ‘Yes!’ The dinosaurs are different sizes and so are their footprints. We can see that some are longer than others.
- Teacher to introduce the task for today’s lesson, ‘We are going to work in teams of two to find and record the lengths of these dinosaurs’ footprints.’
- Teacher will show students the 30cm ruler and the tape measure that will be used to measure. Teacher to provide an example on how we use both
these measuring tools.
- Teacher to address any misconceptions.
- Teacher to remind students of classroom expectations: no yelling, to use our quiet voices and to ask if we need any help.

LESSON BODY (40 MINIUTES)

Activity details Key questions/assessment

- Students will be placed into mixed ability groups when they are sitting on the
floor.
- Each group is to collect one set of footprints, a tape measure, 30cm ruler and a
record writing sheet.
- Each group will then find a spot in the room to complete their research.

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 EDME358 Assignment One Trimester One 2023
LESSON CONCLUSION (5 MINUTES)

- The teacher will give the students 1 minute to pack away materials – e.g., put tape measures back in the box, put away rulers.
- The teacher will then invite the students to come and sit on the floor with their Mathematics books which has their recordings.
- The teacher will then discuss with the students their findings, e.g., ‘Claire and Georgia, what measurement in CM did you find for the Velociraptor?
Who else had the same answer? Did anyone have anything different?
- The teacher to use the whiteboard to write the students answers to the different dinosaur footprints in both CM and MM.
- Once the teacher has discussed the measurements for each dinosaur footprint, they will then ask for a volunteer to write the shortest- longest dinosaur
footprint on the whiteboard.

EXTENSIONS/VARIATIONS

Gearing up:
Gearing down:

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SUMMARY LINKING THEORY TO PRACTICE.

Serow (2019) states that length is often the first measurement introduced to children and therefore teachers need to ensure students are developing the concept

of measuring as well as understanding estimation. He places emphasis on students when first learning measurement to be taught appropriate vocabulary and

have activities which develop an understanding of ordering and comparing.

In my lesson design I incorporated two different activities from the ‘Teaching Measurement Stage 2 – Stage3.’ This lesson plan utilised the ’Any Three

Items’[ lesson plan as a modified warm-up activity, and the ‘Towering Meters’ as the main activity for the lesson plan. These lesson plans addressed the

outcomes in the NESA (2019) k-10 mathematics syllabus for Stage 2 measurement. I chose these two lesson plans to be integrated into my lesson plan as they

both actively involve the students in their own learning, Reys et al (2017) states that effective teaching of mathematics requires students to engagement with

learning to be interactive, this intern allows students to create real-life meaning and understanding of a mathematical concept. In the lesson plan students are

asked to estimate when their spaceship has reached 1 meter, Serow (2019) argues that estimates can be integrated into the classroom as a tool to create

meaningful experiences. By creating space for students to assess and review their estimations it allows students to maintain interest as it is personal, and

understand that estimation is purposeful, useful and can be use in real life applications.

Furthermore, the Measurement Framework (DELTD, 2017) has developed a six-level framework for teachers to utilise when teaching measurement of length,

area, volume and capacity and mass. The six levels can be used for organising a framework of learning for the development of each form of measurement, they

all follow the same conceptual levels; identification of the attribute to be measured, informal measurement, structure of the iterated unit, measure using

conventional units, relationships between formal measurement units and knowing and representing large units.

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References

Australian Curriculum, Assessment and Reporting Authority. [ACARA]. (2021). Australian Curriculum: Mathematics.
https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/

London, S., Angove, J. and Neely, R. (2021). Cambridge HOTmaths. https://www.hotmaths.com.au/

NSW Department of Education Learning and Teaching Directorate. [DELTD]. (2017a). Teaching Measurement: Early Stage 1 and Stage 1.
https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/mathematics/media/documents/
mathematics-es1-s1-teaching-measurement.pdf

NSW Department of Education Learning and Teaching Directorate. [DELTD]. (2017b). Teaching Measurement: Stage 2 and Stage 3.
https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/mathematics/media/documents/
mathematics-s2-s3-teaching-measurement.pdf

NSW Education Standards Authority. [NESA]. (2019). Mathematics K-10 Syllabus for the Australian Curriculum.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Cooke, A., Ewing, B., Robson, K., and Bennett, S. (2017). Helping children learn mathematics.
(2nd Australian Ed.). John Wiley & Sons Australia, Ltd.

Serow, P., Callingham, R. and Muir, T., (2019). Primary Mathematics: Integrating Theory with Practice. (3rd ed.). Cambridge University Press.

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University of New England. [UNE]. (2023). EDME358 Primary Mathematics 2A: Space Measurement and Number. [Topic Notes].
https://moodle.une.edu.au/course/view.php?id=25805

Appendix One

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Body Parts Lesson (DELTD, 2017).

Appendix Two

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Appendix Three

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Appendix Four

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