Lesson video

Hello, everybody.

My name is Mrs. Johnson.

I am so excited to be here today to help you with some of your maths learning.

I hope you are ready to work hard and have lots of fun.

Let's have a look at what we are going to be learning about today.

This lesson is called measure length using objects and record results in a table, and it comes from the unit "Numbers 0-20 in different contexts." By the end of this lesson, you will be able to measure length using objects and record the results in a table.

Don't worry if you haven't done anything like that before because I'm going to help you and we'll learn about it together.

There are three key words that I would like you to practise to get you ready for this lesson.

I'm going to say them first and then it's your turn.

Ready? My turn accurately.

Your turn.

My turn results.

Your turn.

My turn table.

Your turn.

Well done.

Listen out for those words throughout this lesson, they are really going to help you today.

There are going to be two parts to this lesson.

To begin with, you are going to learn how to use objects to measure length accurately and then in a little while, you are going to learn to record measurements in a table.

Let's start by learning about how to use objects to measure length accurately.

There are two friends who are going to help us in this lesson.

Their names are Alex and Aisha.

Watch them really carefully and listen to the things that they tell you because they have some really helpful information today.

Alex and Aisha want to measure the length of these leaves that they found.

Aisha says, "I think we could use these stones to measure the length." Alex has a different idea.

Alex says, "I think we could use these coins to measure the length." Wonder what you think about that.

Let's see what happens.

Alex used coins to measure the length of the leaves.

He laid the leaves out as straight as he could and then he placed the coins on top like this.

One, two, three, four, five.

Five coins.

One, two, three.

Three coins.

Alex can see, the longer leaf is five coins long.

The shorter leaf is three coins long.

Let's see what happened when Aisha used stones to measure the leaves.

She did the same as Alex.

She's laid them out straight.

She's going to place her stones on top.

One, two, three.

Three stones.

And the shorter leaf.

One, two, three.

Three stones.

Aisha says, "The longer leaf is three stones long.

The shorter leaf is three stones long." Hmm.

Alex says, "That doesn't sound right.

Why are they both three stones long?" Did you spot that too? If one leaf is longer and one leaf is shorter, they shouldn't both be three stones long.

Something has gone wrong here, hasn't it? Let's have a think about what that could be.

When you want to measure length accurately, you have to choose objects that are the same size.

Look at Aisha stones carefully.

The stones are all different sizes, so they are not useful for measuring accurately.

If you look at Alex's coins, his coins are all the same size.

They are useful for measuring accurately.

Let's check if you are good at choosing, which objects you could use to measure accurately.

Who do you think has chosen the best objects here to measure length accurately? Alex wants to use these blocks and Aisha wants to use these pencils.

Pause the video and have a think.

Who has chosen the best objects to measure length accurately? Let's see what you thought.

The person who has chosen the best objects to measure accurately this time is Aisha.

Aisha chose the pencils because they are all the same size.

If you look at Alex's blocks, they are different sizes.

If Alex wants to use blocks, he needs to make sure the blocks are all the same size.

If he changed his blocks like this, then that would be a good choice of object, but he shouldn't be choosing blocks that are different sizes.

If you want to measure accurately, you need to choose an object that is the same size.

Alex used his coins to measure the length of some more objects.

He's got a pen and a pencil here.

He's going to use his coins to measure them.

Let's see what he does.

He's going to place his coins along the pen and Alex says there are 10 coins.

Now, let's see what Alex does with the pencil.

He places the coins along his pencil and Alex says there are six coins there.

Alex says, "I started and finished at each end when measuring the length of the pen and the pencil." He's right, isn't he? He'd been very careful to put his coins at each end of the object that he wants to measure.

Do you think that he's measured those accurately? Hmm.

Aisha says, "I am not sure that you have measured these accurately." I wonder what else Alex needed to do that he's forgotten about.

Let's have a look.

Aisha's reminding Alex, you need to make sure that the coins are in a straight line and there are no gaps.

Okay, Alex is going to try again.

Let's watch what he does with the coins this time.

Is he going to be accurate? He's placing them along his pen.

They're in a nice straight line this time and Alex says there are nine coins.

Let's watch what happens with the pencil.

Ooh, a nice straight line again and no gaps this time.

Alex says there are seven coins.

"Now, I have measured these lengths accurately." They are in a straight line.

They start and finish at the end of the object and there are no gaps.

Are you good at measuring accurately? Let's check.

Have a look at how Alex and Aisha have measured these sunglasses.

Can you help them to be a bit more accurate in their measuring? This is what Alex has done.

He's placed his coins along the sunglasses and then he has counted the coins and he says, "This pair of sunglasses is 11 coins long." Let's see what Aisha's done.

She's placing her coins along the sunglasses.

These are in a lovely straight line.

Aisha says, "This pair of sunglasses is seven coins long." They have both made a mistake.

Have a look at what they've done and see if you can help them to measure more accurately.

Pause the video and have a think about what they might need to do.

Well done for thinking really carefully about that.

Alex needs to place the coins in one straight line.

Let's watch if he can do it this time and we will count the coins as he places them.

Let's help him measure these sunglasses accurately.

Ready? One, two, three, four, five, six, seven, eight, nine, 10.

This pair of sunglasses is 10 coins long.

Now, they are in a straight line with no gaps.

Alex has measured accurately.

Aisha needs to start and finish right at the ends of the sunglasses.

She didn't quite place her coins all the way to the end.

Let's see if she can do it this time and we will count the coins with her.

Ready? One, two, three, four, five, six, seven, eight, nine.

This pair of sunglasses is nine coins long.

Now, Aisha has measured accurately because she's got a straight line of coins that starts and finishes right at the end of the object.

Well done for thinking carefully about how to measure accurately.

Now, it's time for you to go and do a bit of work.

You are going to show that you can measure things accurately using objects.

I want you to have a look at how these objects have been measured.

If you think that it has been measured accurately, I would like you to tick it.

If you think that it hasn't been measured accurately, I want you to tell a partner how could it be better? How could it be measured more accurately? What has gone wrong with the measurement? I think you are all ready to go and do some accurate measuring.

Off you go.

Well done.

Let's have a look and see what we thought about each measurement and whether it was accurate or not.

The first measurement says that the pencil is seven coins long and that one is accurate.

The coins are in a straight line.

They start and finish at each end of the object and there are no gaps.

There is only one other measurement, which is accurate.

I wonder if you spotted it.

It is the sharpener down here.

The sharpener is two coins long.

All the other measurements are not accurate.

Let's have a look at each one and see if we can find the mistake and how these objects could have been measured more accurately.

Let's start with the pen.

If you look really carefully at the coins that have been used, you might notice that these coins are not all the same.

Do you remember earlier on when Aisha wanted to use stones to measure and she couldn't use stones because they were all different sizes? This is the same idea.

If you want to use coins, you need to choose coins that are all the same.

You can't use different size coins if you want to measure length accurately.

We change some of these coins and we choose coins that are all the same size like this, then it is an accurate measurement.

This pen is nine coins long.

With this eraser, something has gone wrong.

They forgot to measure all the way to the end of the object.

They've only measured the blue parts, they forgot to measure the white part, so you need to place another coin and say that the eraser is three coins long.

You need to measure all the way to the end of the object.

On this pencil, the mistake that has been made here is that there are gaps in between some of the coins and you know that you shouldn't leave gaps if you want to measure accurately.

If we line up the coins, so that there are no gaps, you can see that this pencil is 11 coins long.

And the last one, this highlighter, the coins aren't in a straight line and they need to be placed in a straight line.

If we move the coins and we line them up in a nice straight line, you can see that this highlighter is eight coins long.

Well done if you notice those mistakes and you are able to talk about how to measure more accurately, good job.

Now, you are going to start learning about recording measurements in a table.

It doesn't mean a table like your kitchen table or a table where you sit to eat your dinner.

This is a different type of table.

Let's learn more about it now.

Now that Alex and Aisha have measured the length of different objects, the measurements that they have found are called their results.

Alex says, "I wonder how we could share our results clearly?" He wants to be able to share them, so that other people can find out how long the different objects were that they have measured.

Aisha's got an idea.

"I think we could use a table." Tables are a way of showing information.

They are laid out clearly with headings to show what each part of the table is about.

If you look at this table, you can see there are two headings.

One heading says object and one heading says length.

Let's find out how Aisha and Alex are going to use those headings to help them place their results in a table.

Aisha and Alex are going to add their results to the table now.

This was their first result.

The object in the first result is a pencil, so under the object heading, Aisha is going to write pencil.

The length of this pencil was seven coins, so under the length heading, Aisha is going to write seven coins.

Now, you can see that the object is a pencil and the length is seven coins.

Aisha has recorded their first result in the table.

This is the second result.

Alex is going to add it to the table this time.

Under the object heading, the object is a pen, so Alex will write the word pen and the length I can see one, two, three, four, five, six, seven, eight, nine coins.

So the length is nine coins.

Alex has added the second result to the table.

Let's check if you can add a result to the table.

Look carefully at this picture.

What would you add to the table under the object and the length heading? Pause the video and have a go.

Well done.

The object this time is an eraser or you might call it a rubber that is correct as well.

And the length is three coins.

Well done if you said that.

Alex and Aisha added all their results to the table.

They added the sharpener, which was two coins long and the highlighter, which was eight coins long.

Alex says, "Now our table is complete.

You can see the length of each object clearly." The table is complete because there are no spaces left.

All the information has been added and all the results can be seen.

Let's check if you can notice this time what is missing.

This table is not complete.

Can you see what information is missing from this table? Pause the video if you need a little bit longer.

Well done if you spotted that the first bit of missing information is the object here.

We know that something was five coins long, but we don't know what it was.

And the second piece of missing information is here.

We know that they have measured the length of a pair of scissors, but we don't know the result, we don't know the length.

Now, it is time for you to go and do a little bit more work.

This time, you are going to see if you can complete a table.

You are going to look really carefully at the pictures.

Each object has been measured accurately using coins.

You are going to use those measurements to add the results into the table.

You will notice that some parts have already been added for you.

You need to add the rest of the results into that table.

Are you ready? Off you go.

Well done for thinking so carefully about how you could add those results to a table.

Good job.

Let's have a look and you can see how you've got on.

The first object in the table is scissors.

If you look at all the pictures and find the pair of scissors, you can see that there are one, two, three, four, five, six, seven coins.

So the scissors are seven coins long.

On the next line in the table, the object is missing, but we can see that it is 11 coins long.

So you need to look at all of those pictures and see if you can see one that has 11 coins.

I know I'm looking for more than 10 coins, so I'm thinking that the only object that looks like it might have more than 10 coins is the water bottle because all the others don't look like, they have enough coins to be 11, but I'm going to count them and check.

You can count them with me.

Let's count the coins to see how long the water bottle is.

Ready? One, two, three, four, five, six, seven, eight, nine, 10, 11.

It is the water bottle.

The water bottle is 11 coins long.

The next line in the table says leaf, and if I look at the picture of the leaf, I can see the leaf is four coins long, so I will add that to my table.

Next, I've got the object missing something is eight coins long.

Let me think about what I've got left.

It can't be the scissors because I've already written that result.

It can't be the water bottle and it can't be the leaf.

So what do we have left? We have the pencil and we have the glue.

If I look at the glue, I don't think that's enough coins there to be eight, so I'm going to start with the pencil.

I will count the coins to check that the pencil is eight coins long.

Ready? One, two, three, four, five, six, seven, eight.

It is eight coins long, so I'm going to write pencil in my table.

The last row in the table has no information in there at all, but we know we only have one object left because we've already written down all the others.

The last result will be the glue.

I can count my coins to check the length.

It is one, two, three, four, five.

The glue is five coins long.

That is the last result to add to the table.

Well done if you were able to find those results and add them to your table.

Excellent job.

Now that you are at the end of the lesson, you have learned that when you measure accurately, you need to use objects that are all the same size.

You need to place them in a straight line from end to end with no gaps.

That is the best way to measure accurately.

You have also learn that the measurements that you get are called your results.

You can place your results into a table.

It helps other people to be able to see your results more clearly.

Well done, everybody for thinking so carefully today about how to measure things accurately and to start thinking about how you can share your results in a table.

You have done some really great thinking today.

Well done, everybody.

I hope I'll see you again for some more math soon.

Bye, everyone!.