Lesson video

Hello, everybody.

My name is Dr.

Shork.

I am really excited to be learning with you today.

We are gonna have a lot of fun as we move through this lesson.

Today's lesson is from our unit, measuring length and recording in tables.

Today's lesson is called Estimate and measure lengths and heights and record this information in a table.

We are going to be deepening our understanding about how we can measure lengths and heights and how important it is to record the information in a table.

And these are the key words that we will be using throughout our learning today.

Let's explore them together.

My turn, table, your turn.

Fantastic.

My turn, data, your turn.

My turn, column, your turn.

Lovely.

And last one, my turn, row, your turn.

Brilliant.

So look out for those keywords as we move through the learning.

You can see here I have shown you an image of a table.

And a table in maths is data that has been arranged in rows and columns.

And by data I mean it's a collection of numbers, or what could be words, could be measurements and descriptions of things.

You can see in this table I have presented in my columns and my rows some words and also some measurements.

And tables are made up of columns and rows.

Columns are vertical arrangements of the objects or numbers.

So they go up or down.

And rows are horizontal arrangements of objects or numbers, and they go across.

And as we move through the learning today, do look out for the columns and the rows in the tables that we will be looking at.

So our learning today is all about estimating and measuring lengths and heights and recording in a table.

We will start by estimating and measuring lengths and heights.

In our learning today, we have Laura and Jacob to help us.

So before we measure the length or height of an object, it is important to estimate its length or height.

So it's important to give a value that we think is near or as near as possible to the real value.

Hmm, good question, Jacob.

I wonder if any of you were thinking about that.

Why? I've told you it's important, but why? Why should we estimate? Why is it so important? I think Laura knows.

Laura is saying, well, this will help us decide which measuring equipment to use.

So if we estimate, it tells us if we should use a 15 centimetre ruler, a 30 centimetre ruler, or a metre ruler, or maybe something else.

But estimating helps us decide which piece of equipment to use.

And it also helps us know if our measurement, when we make it, is accurate.

So let's measure the height of this pack of pencils.

Ah, Laura is reminding us we need to estimate first.

Then we can decide which measuring equipment to use.

Jacob says, "I think the height will be around 10 centimetres.

So let's use a 30 centimetre ruler and measure in centimetres." And Laura is reminding us to remember to measure efficiently by starting at zero.

So we have lined our pencil box up at zero.

So the height of this pack of pencils is seven centimetres.

We know this because their pencils are lined up with a zero.

So they start at zero, and they finish at seven centimetres.

Ah, Jacob is saying, "I estimated that the height would be around 10 centimetres, and we can feel confident that our measurement of seven centimetres is accurate." Look at this object.

Let's measure the length of this car.

This picture is a representation of a real car.

Laura is reminding us we need to estimate first.

Then we can decide which measuring equipment to use.

Jacob thinks the car will be around five metres in length.

So let's use a metre ruler to measure in metres.

Do you agree with Jacob or do you think he should use a 30 centimetre ruler? Hmm, that's right, I agree with Jacob.

The car is possibly quite long if he's estimating five metres.

So we need to use a metre ruler and measure in metres.

So once the length or height has been estimated, we've estimated five metres, we can measure the length of the car with the appropriate measuring equipment.

And here is an image of the car being measured with metre rulers.

And we've got that car lined up with the first metre ruler because we need to measure from zero so we can be efficient.

The length of the car is four metres.

So Jacob did, he estimated that the length would be around five metres.

So we are confident that the actual length of four metres is accurate.

Oh, shall we check your understanding so far? I wonder, would you use a metre ruler or a 30 centimetre ruler to measure the height of this tree? Remember to estimate.

So what do you think? To measure the height of the tree, I would use? Mm, I want you to pause the video, maybe see if you can find someone else and talk to them.

How would you, or sorry, what would you use to measure the height of this tree, a metre ruler or a 30 centimetre ruler? Press play when you've talked to somebody.

Okay, what did you decide? Did you decide that to measure the height of a tree you would use a metre ruler? Trees are quite tall, so using a metre ruler and measuring in metres would be a good idea.

And here's another question for you to check your understanding.

Would you use a metre ruler or a 30 centimetre ruler to measure the length of this conker? Remember to estimate what you think the length of that conker might be first, and that will help you decide which to use.

To measure the length of a conker I would use? Hmm, I would like you to pause the video, have a think about what you would use to measure the length of a conker, and then go and say this sentence to someone.

And then once you've done that press play.

Okay, what did you say? Did you say this? To measure the length of a conker, I would use a 30 centimetre ruler.

That's right.

Conkers are short, and they're shorter than a metre.

So we need to use a 30 centimetre ruler.

Now it's your turn to practise.

For question one A, I would like you to choose four objects, and I would like to estimate the length or height of the objects.

You might like to record it somewhere.

For part B, I would like you to use your estimation to decide what measuring equipment you will use to measure each object.

Will you use a 30 centimetre ruler or a metre ruler? For part C, I would like you to measure your objects using your chosen piece of equipment.

And then for part D, I would like you to compare your measurement to your estimate.

How accurate were you? And Laura has a top tip for us.

Remember to measure efficiently by starting at zero.

Press pause on the video, and when you have completed the question, press play.

Okay, how did you get on? You might have chosen an object like this leaf and estimated the length of it to be five centimetres.

Then I might have you, you might have used your estimation to decide to use a 30 centimetre ruler to measure its length.

It's too short to use a metre ruler, isn't it? You might have measured the length to be six centimetres, and then when you compared your estimate of five centimetres to the actual measurement of six centimetres, you might have noticed you were fairly accurate.

Well done.

Okay, great learning so far, everybody.

We're gonna move on to the second part of our lesson now where we look at recording in a table.

When we measure objects, we need to be able to present the information in a way that people can interpret easily so that they can read easily.

They can make sense of it easily.

A table can help us to record our measurements.

Hmm, I wonder how that's possible.

Oh, I get it.

"Not that sort of table," Laura is saying to us.

Shall we have a look at the type of table that we do mean? So this is an example of a table.

You might like to pause the video for a moment and think about what do you notice about this table? What did you notice? Did you notice like Laura has noticed the table is made up of three columns? One, two, three.

Three columns.

And each column is a place to record a piece of data.

Hmm, what would we record in the first column, do you think? Maybe pause a video and go and tell someone what do you think we would record in the first column? That's right.

In the first column we record the names of the objects that we are measuring.

How do we know this? Well, we know this because the title at the top of the column is object.

So in the first column we record the name of the objects that we are measuring.

So I might be measuring the length of a conker, the height of a tree, or the length of a toy car.

So that is what I have recorded in the first column.

What would we record in the second column then do you think? Hmm, maybe pause the video, find someone to tell what you think we would record in that second column.

In the second column, we record the estimates that we make before we measure.

We know this because the title at the top of the column is estimate.

I have now estimated the length of the conker, the height of the tree, and the length of the toy car.

Now we've talked about the columns, but we also have three rows.

We have got three rows because we have measured three objects.

One, two, three.

We also have a row at the top, which is our title row.

And we can use the rows to help us.

The rows should be used to help us write the date in the correct place.

The estimate and measurement for each object is written on the same row.

So what does the one centimetre tell us? That's right, the one centimetre represent our estimation of the length of the conker.

We can tell that because the conker length and the one centimetre are on the same row.

What about the height of the tree? What is our estimate for the height of the tree? Can you use the table to help you? That's right, our estimate for the height of the tree is five metres.

We can tell this because the five metres and the height, and the tree height are on the same row.

So your turn to check your understanding of a table so far.

What does the six centimetres represent? Can you see the six centimetres? Okay, so have a think.

What does it represent? Press pause on the video, maybe go and tell someone what you think the six centimetre represents, and then press play.

Okay, what did you find out? What did you think? The six centimetre represents our estimation of the length of the toy car.

The toy car length and the six centimetres are on the same row.

So what would we record in the third column then? What do you think? That's right, in the third column we record the actual measurement that we make.

We know this because the title at the top of the column is measurement.

And so I have now put in the actual measurement of each of our objects into that third column.

So I wonder if you can tell me what the three centimetre represents.

That's right, the three centimetre represents our actual measurement of the length of the conker.

So we can tell that because the three centimetres is on the same row as conker length.

So we can tell for the conker that we estimated it to be one centimetre, but it was actually three centimetres.

They are all on the same row.

What's the length of the toy car? Can you use the table to tell me? That's right, the length of the toy car is five centimetres, three millimetres.

So a little bit longer than five centimetres.

And we can see for the toy car length we estimated six centimetres, but the actual measurement was five centimetres, three millimetres.

They are on the same row.

Okay, let's check your understanding so far.

Which object has the largest measurement? So pause the video while you figure it out, and then press play.

Okay, what did you notice? Did you notice that the tree has the largest measurement? The conker length was three centimetres.

The toy car length was five centimetres, three millimetres, but four metres is much larger than the others.

So the tree has the largest measurement, and we can tell that because the four metres, which is the largest measurement, is on the same row as tree height.

Another check for you.

Which object has the smallest measurement then? Pause the video, and when you figured it out, press play.

Okay, did you notice that the conker has the smallest measurement? We've got the conker is three centimetres, which is smaller than four metres and smaller than five centimetres, three metres.

And the three centimetres is on the same row as conker length.

So the conker has the smallest measurement.

Your turn to have a go now.

I would like you for question one, to use the objects that you measured in task A and write them in the correct place in this table.

You can see you've got a column for object, a column for estimate, and a column for measurement.

So use the objects you measured in task A and write them in the correct places in this table.

For question two, I would like you to answer these questions about the data in the next table.

So A, which object is tallest? Part B, which object is shortest? Part C, what is the difference in height between the tallest and shortest object? Part D, what does the six metres represent? Part E, what is the actual height of the bus? And part F, list the objects in order of height from shortest to tallest.

And this is the table that I would like you to use to answer those questions.

Press pause, and when you have finished questions one and question two, press play.

Okay, how did you get on? So these are some things that you might have recorded.

So I had the leaf length, I estimated it was five centimetres.

It was actually six centimetres.

I found a toy car, and I estimated its length to be six centimetres.

And when I measured it, it was five centimetres, three millimetres.

I estimated the classroom length at five metres, and it was actually when I measured it, seven metres.

I estimated the height of a desk to be one metre, and when I measured it, it was one metre.

I wonder what estimates and measurements you made.

For question two you you'll asked to answer these questions about the data in the table.

And part A, the giraffe is the tallest object at five metres.

The sunflower is the shortest object at two metres.

The difference in height between the tallest and shortest object is five metres.

Subtract the two metres, which is equal to three metres.

Part D, the six metres represents the estimated height of the giraffe.

Part E, the height of the bus is four metres.

Part F, the sunflower, elephant, bus, giraffe in that order.

Fantastic learning today.

I feel we have really deepened our understanding of how we can measure lengths and heights, how we can decide which measuring equipment to use, and then how we can record that in a data to make it easier for people to understand.

So really well done.

So to summarise, we know estimating helps us to be accurate when measuring.

We know that estimating helps us to choose which measuring equipment to use, and we know that we can record our measurements in a table.

Fantastic learning, well done.