1. Measure using a uniform unit
Measures
Measure using a uniform unit
Objectives
Day 1
Measure length using a uniform non-standard unit.
Day 2
Estimate/measure length using a uniform non-standard unit.
Day 3
Measure and estimate by comparing with a metre stick.
Before teaching, be aware that:
On Day 1 children will need cubes, items to measure
On Day 2 You will need 20-bead string, sticky notes, flipchart
On Day 3 You will need hall space, metre sticks
Year 1

2. Measure using a uniform unit
Measures
Measure using a uniform unit
Starters
Day 1
Estimation (pre-requisite skills)
Day 2
Comparing numbers to 20 (simmering skills)
Day 3
Comparing numbers (simmering skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 1

3. Measure using a uniform unit
Measures
Measure using a uniform unit
Starter
Estimation
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Show five jars, each containing between 1 and 20 cubes. Children estimate the number of cubes in each jar, showing their answers on number fans or written on whiteboards. Count out the cubes. Who was close? Did your estimates improve?
Year 1

4. Measure using a uniform unit
Measures
Measure using a uniform unit
Starter
Comparing numbers to 20
Simmering skills – to use this starter, drag this slide to the start of Day 2
Shuffle a pack of number cards 1–20. Show two cards. Which is the bigger number? Children hold up number fans or write the number on a whiteboard to show their answer. Ask a pair of children to check their answer by making two towers of cubes to represent the two numbers on the cards. Which is the bigger tower? Repeat with two more cards, again making towers of cubes to check the answer. Encourage childrenn to keep a tower of 10 cubes ready-made so they can just add ones to make numbers >10…   
Year 1

5. Measure using a uniform unit
Measures
Measure using a uniform unit
Starter
Comparing numbers
Simmering skills – to use this starter, drag this slide to the start of Day 3
Children work in pairs to show you a number of fingers between 1 and 20. Show me a number that is more than 10. Now less than 10. Show me a number between 5 and 10. Between 10 and 15…
Year 1

6. Measure using a uniform unit
Measures
Measure using a uniform unit
Objectives
Day 1
Measure length using a uniform non-standard unit.
Year 1

7. How many cubes high do you think the chair will be?
Day 1: Measure length using a uniform non-standard unit.
Talk to your partner.
How many cubes high do you think the chair will be?
Year 1

8. Was it more or less than you imagined?
Day 1: Measure length using a uniform non-standard unit.
Make a tower of cubes to measure the height of the chair: use towers of 10 and then single cubes.
Were you close?
Was it more or less than you imagined?
Let’s count in tens then ones to measure the height of the chair.
Make a tower of cubes to measure the height of the chair: use towers of 10 and then single cubes.
Year 1

9. Can you see anything about the same height as the chair?
Day 1: Measure length using a uniform non-standard unit.
Can you see anything about the same height as the chair?
Look around the room. Can you find something that might be shorter than the chair?
Use towers of cubes to check.
Year 1

10. Look around the room. Find some other things to measure.
Day 1: Measure length using a uniform non-standard unit.
Look around the room. Find some other things to measure.
Try to estimate the length before measuring it...
Remember to use towers or snakes of cubes to check.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Measure classroom objects with cubes.
ARE/GD: Estimate and measure using a (30cm) ruler.
Year 1

11. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Snake lines: Measuring with cubes Sheet 1
Challenge
Year 1

12. Measure using a uniform unit
Measures
Measure using a uniform unit
Objectives
Day 2
Estimate/measure length using a uniform non-standard unit.
Year 1

13. How many beads wide is it?
Day 2: Estimate/measure length using a uniform non-standard unit.
Use a 20-bead string to measure a child’s hand span.
How many beads wide is it?
Year 1

14. Record the hand span measurement on a sticky note.
Day 2: Estimate/measure length using a uniform non-standard unit.
Record the hand span measurement on a sticky note.
Amy
11 beads
Year 1

15. Work in pairs to measure each other’s hand spans.
Day 2: Estimate/measure length using a uniform non-standard unit.
Work in pairs to measure each other’s hand spans.
Write your name and hand span on sticky notes then stick them on the flipchart.
Year 1

16. any identical measurements alongside one another.
Day 2: Estimate/measure length using a uniform non-standard unit.
Work together to put the hand spans in order: smallest at the bottom and largest at the top.
10 beads
11 beads
8 beads
10 beads
9 beads
Put
any identical measurements alongside one another.
9 beads
11 beads
Year 1

17. Now work in pairs to measure each other’s foot length.
Day 2: Estimate/measure length using a uniform non-standard unit.
Now work in pairs to measure each other’s foot length.
(keep your socks on)
Use the 20-bead string.
Whose foot is longer?
Year 1

18. Again, write your name and foot length on sticky notes.
Day 2: Estimate/measure length using a uniform non-standard unit.
Again, write your name and foot length on sticky notes.
Tommy
15 beads
Year 1

19. Day 2: Estimate/measure length using a uniform non-standard unit.
Work together with another pair and order all four foot length measurements, shortest to longest.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE: Make a play dough worm family within a certain length.
GD: Find objects longer/shorter than 20 beads.
Year 1

20. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Measuring with beads Sheet 1
Challenge
Year 1

21. Measure using a uniform unit
Measures
Measure using a uniform unit
Objectives
Day 3
Measure and estimate by comparing with a metre stick.
Year 1

22. Day 3: Measure and estimate by comparing with a metre stick.
Take children to the hall and pass metre sticks around, encouraging children to feel the length of them.
Explain that these are
1 metre long and are a ‘standard’ length, used all over the world for measuring.
Challenge children to suggest how many metres long they think the hall might be.
Year 1

23. More than 100m More than 2m More than 10m Less than 10m
Day 3: Measure and estimate by comparing with a metre stick.
More than 100m
More than 2m
More than 10m
Less than 10m
Year 1

24. Day 3: Measure and estimate by comparing with a metre stick.
Get children to work together to lay metre sticks along the hall.
Problem solve if you run out of metre sticks…
… put a marker to show, for example, where 5 metres come to then reuse the sticks to continue measuring.
Year 1

25. Ask children to work together to lay metre sticks across the hall.
Day 3: Measure and estimate by comparing with a metre stick.
Now challenge children to suggest how wide they think the hall might be.
Less than 15m?
More than 15m?
Today would be a great day to use a problem-solving investigation – Make a Stick – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE/GD: Find objects longer/shorter than a metre stick.
Ask children to work together to lay metre sticks across the hall.
Year 1

26. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE: Longer or shorter than a metre? Sheet 1
GD: Longer or shorter than a metre? Sheet 2
Challenge
Year 1

27. Measure using a uniform unit
Measures
Measure using a uniform unit
Well Done! You’ve completed this unit.
Objectives
Day 1
Measure length using a uniform non-standard unit.
Day 2
Estimate/measure length using a uniform non-standard unit.
Day 3
Measure and estimate by comparing with a metre stick.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 1

28. Problem solving and reasoning questions
Find a book which is…
(a) cubes long
(b) more than 16 cubes long
(c) between 10 and 12 cubes long
Draw the number of cubes which will fit along your shoe length.
Draw or write the name of a creature in each place on the table.
Taller (or longer) than 1 metre
Shorter than
1 metre
Has 4 legs
No legs 
Year 1