Today is our last day of measuring length...it's mastery maths day with our feet!
Today your child will need to think about estimation as well as measuring, embedding all the skills that they have learnt this week as well as the opportunity to use bigger numbers. The idea is for children to complete as much as this as they can independently.
You will need 2 sheets of A4 paper, pencil, one of your child's pairs of shoes, scissors and the recording sheet below (again, please feel free to make your own rather than print if this suits you better).
Support your child to draw around their shoe with the pencil. Then cut out with the scissors. These will become their measuring tool (and protects your flooring from mucky shoes!).
Next, you explain that you are going to choose four rooms in your home to measure to help you find which is the shortest and the longest.
When you go to each room discuss with your child what their prediction is of how many footprints they think the room will be. Can they estimate (they know this vocabulary from activities in class as being 'a good guess') how many footprints long the room is? You can write for them on the recording sheet the title of the room, your child just needs to do the recording of numbers. This is a good opportunity to develop your child's estimation skills if you have time.
Then using your footprint cut-outs measure the length of the room ensuring that, like the hand span measuring, the feet touch end to end. Record this number in the bottom box. Compare the measurement to your child's prediction. Were they close? How close? Where the numbers a long way apart? Why do they think that is?
Once you have repeated this activity for all four rooms now you can compare and order. The focus of this is for your child to be able to order independently and then talk about it by using the vocabulary they have learnt this week - longest, shortest, longer, shorter. If it makes it easier you can cut out the boxes on the sheet and your child could order these physically rather than by ranking. Alternatively you could just right 1st, 2nd, 3rd, 4th with 1st being the longest.
Need a stepping stone?
Use a number line or the hundred square (given below) to help you with identifying and recording larger numbers. Work together to carry out the activity above but encourage your child to be as independent as possible - your child will be able to do elements of the activity above with some independence. If your child is a little unsteady at the beginning of the session then remove the estimation part of the activity.
Need a further challenge?
Ask your child to describe and compare the rooms. You will need to model this. For example, "the bathroom is shorter than the lounge".
If they are confident with this now is the time to venture into width. Do they know what width is? What is the difference between length and width. Look around your home and identify what is the length of the item and what is the width. If they grasp this concept quickly they can have a go at the activity above but this time measure the width too. They can record their findings of width at the bottom of the sheet.