Measurement • AC9M1M02

Year 1 Measuring Length with Informal Units Activities and Worksheets

Help Year 1 students measure and compare length using informal units such as pop sticks, pencils, footsteps and blocks. These activities develop accurate end-to-end measurement, understanding of uniform units and clear mathematical reasoning aligned with Australian Curriculum AC9M1M02.

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About This Year 1 Maths Topic

Informal measurement gives students practical experience with measuring before they begin using standard units such as centimetres and metres.

In this unit, students measure the length, height and distance of familiar objects and spaces using repeated informal units such as pop sticks, pencils, blocks and footsteps.

Students learn that measurement units must be uniform, placed end-to-end and used without gaps or overlaps. They also discover that different-sized units can produce different numerical results for the same length.

Students compare measurements, explain why results may differ and communicate which object is longer, shorter, taller or how much longer one object is than another.

These activities support the Australian Curriculum Version 9.0 content descriptor AC9M1M02 and its associated elaborations.

Australian Curriculum Alignment

AC9M1M02

Measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end.

AC9M1M02_E1

Use two different informal units, such as pop sticks and pencils, to measure the same object and explain why the number of units used may be different.

AC9M1M02_E2

Compare the length of two objects by laying multiple copies of a unit end-to-end and explain why gaps or overlaps change the measurement.

AC9M1M02_E3

Measure the distance between two locations using footsteps, compare the results and explain why different footstep lengths produce different measurements.

AC9M1M02_E4

Measure and compare the height of objects using blocks stacked one on top of another, then decide which object is taller.

Learning Intentions

Students will learn to:

  • measure length using informal units;
  • select a suitable informal unit;
  • place units end-to-end;
  • measure without gaps or overlaps;
  • use uniform units for a fair measurement;
  • count the number of units accurately;
  • compare two lengths using the same unit;
  • explain why different units give different counts;
  • measure distance using footsteps;
  • measure and compare height using blocks.

Student Success Criteria

I can measure length with informal units.

I can place units end-to-end.

I can measure without gaps.

I can measure without overlaps.

I can use units that are the same size.

I can count the units correctly.

I can compare two measurements.

I can measure distance with footsteps.

I can measure height with blocks.

I can explain why measurements may differ.

Key Vocabulary

measure length height distance informal unit uniform end-to-end gap overlap longer shorter taller same length compare count unit footstep block

Teacher Guide

Recommended Materials

  • pop sticks;
  • pencils of equal length;
  • paper clips or counters;
  • linking cubes or uniform blocks;
  • classroom objects to measure;
  • toy animals or figures;
  • books, desks and shelves;
  • floor markers or masking tape;
  • measurement recording sheets;
  • mini whiteboards and markers;
  • picture cards showing correct and incorrect measurement;
  • open spaces for footstep measurement.

Suggested Teaching Sequence

  1. Review the meaning of longer, shorter, taller and distance.
  2. Measure one object using a single repeated informal unit.
  3. Model placing units end-to-end from the same starting point.
  4. Identify and correct gaps and overlaps.
  5. Compare two objects using the same unit.
  6. Measure the same object with two different units.
  7. Discuss why the unit counts are different.
  8. Measure distances using footsteps.
  9. Compare results from students with different stride lengths.
  10. Measure object heights using stacked uniform blocks.

Teacher Questions

  • Where should the first unit begin?
  • Are the units touching end-to-end?
  • Can you see any gaps?
  • Are any units overlapping?
  • Are all the units the same size?
  • How many units long is the object?
  • Which object is longer?
  • How much longer is it?
  • Why did the pencil count differ from the pop-stick count?
  • Why did two students count different numbers of footsteps?
  • Which toy is taller?
  • How can you check your measurement?

Common Misconceptions

Leaving gaps between units

Model that every new unit must begin exactly where the previous unit ends. Gaps make the measured length appear longer than it is.

Overlapping units

Show that overlapping counts part of the length more than once and makes the result inaccurate.

Using units of different sizes

Use a mixed set of blocks to demonstrate why measurement units must be uniform for a fair and meaningful result.

Starting from different positions

Mark a clear starting point and align the first unit with one end of the object.

Thinking a larger number always means a longer object

Explain that the unit size matters. A smaller unit produces a larger count for the same length.

Comparing measurements made with different units

Ensure both objects are measured with the same unit before comparing the numerical results.

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Year 1 Measuring Length with Informal Units Activities

Activity 1: Measure the Desk with Pop Sticks

Students place pop sticks end-to-end along the edge of a desk and count how many are needed.

Check that the units are uniform and that there are no gaps or overlaps.

Curriculum connection: AC9M1M02

Activity 2: Two Units, One Object

Measure the same desk using pop sticks and then pencils of equal length.

Students compare the counts and explain why the results are different.

Curriculum connection: AC9M1M02_E1

Activity 3: Which Unit Is Better?

Provide several possible informal units and ask students to choose a suitable unit for measuring a book, desk or room.

Students explain why their selected unit is practical.

Curriculum connection: AC9M1M02_E1

Activity 4: Gap and Overlap Detective

Show picture cards or demonstrations of correct and incorrect measurement arrangements.

Students identify gaps, overlaps and mixed-size units, then correct the measurement.

Curriculum connection: AC9M1M02_E2

Activity 5: Desk and Bookshelf Comparison

Measure a desk and a bookshelf using the same informal unit.

Students state which is longer and calculate how many units longer it is.

Curriculum connection: AC9M1M02_E2

Activity 6: Footstep Distance Challenge

Students measure the distance between two marked locations using their own footsteps.

Compare results and discuss how footstep size affects the number counted.

Curriculum connection: AC9M1M02_E3

Activity 7: Same Distance, Different Steps

Two students measure the same path. Record their results and compare the number of footsteps.

Students explain why different-sized units produce different numerical measurements.

Curriculum connection: AC9M1M02_E3

Activity 8: Measure Toy Heights with Blocks

Stack uniform blocks beside a toy and count how many blocks reach its height.

Repeat with another toy and decide which is taller.

Curriculum connection: AC9M1M02_E4

Activity 9: Height Ordering Line-Up

Measure three or more objects with blocks and order them from shortest to tallest.

Students record each measurement in a simple table.

Curriculum connection: AC9M1M02_E4

Activity 10: Classroom Measurement Hunt

Students choose classroom objects, select a suitable informal unit and record each measurement.

Partners check that the units were uniform and placed correctly.

Curriculum connection: AC9M1M02

Differentiation

Support

  • measure short objects with large units;
  • use units that are easy to align;
  • mark the starting and finishing points;
  • provide a measurement mat or straight guide;
  • use picture prompts for gaps and overlaps;
  • compare only two objects at first;
  • count units aloud together;
  • provide partially completed recording tables;
  • allow oral explanations or adult scribing.

Extension

  • measure longer classroom distances;
  • compare three or more objects;
  • select the most efficient informal unit;
  • estimate before measuring;
  • measure the same object with three different units;
  • explain the relationship between unit size and unit count;
  • calculate how much longer one object is;
  • design an accurate measuring tool;
  • identify and correct deliberately inaccurate measurements.

Mathematical Sentence Starters

The object is _____ units long.

I used _____ as my unit.

I started measuring at _____.

I placed the units _____.

There are no gaps because _____.

There are no overlaps because _____.

_____ is longer than _____.

_____ is _____ units longer.

The measurements are different because _____.

The smaller unit needed _____ copies.

The larger unit needed _____ copies.

My footsteps gave a different result because _____.

I checked my measurement by _____.

Assessment Ideas

Observe whether the student can:

  • choose an informal unit;
  • use uniform units;
  • align the first unit with the object;
  • place units end-to-end;
  • avoid gaps and overlaps;
  • count the number of units accurately;
  • compare two measurements made with the same unit;
  • explain why different units produce different counts;
  • measure distance using footsteps;
  • measure and compare height using blocks.

Quick Exit Ticket

  1. Choose one classroom object.
  2. Measure it with a suitable informal unit.
  3. Record the number of units.
  4. Explain how you made the measurement accurate.

Printable Teacher and Student Resources

Use the buttons below to open the available AC9M1M02 teaching materials and printable activities in a new browser tab.

Main Worksheets Informal Length Measurement Worksheets Measuring Length with Different Informal Units Pop Sticks and Pencils Measurement Activities Comparing Length with Uniform Units Measuring Without Gaps or Overlaps Measuring Distance with Footsteps Footstep Measurement Activities Measuring Height with Blocks Block Measurement Activities

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Home Learning Ideas

Families can measure books, tables, toys, shoes, beds and other safe household objects using uniform informal units such as spoons, blocks, paper clips or pencils.

Encourage children to predict first, measure carefully and then explain whether the result seems reasonable.

Ask questions such as:

  • What unit will you use?
  • Are all the units the same size?
  • Where should you start measuring?
  • Are the units touching end-to-end?
  • Can you see any gaps or overlaps?
  • How many units long is the object?
  • Which object is longer?
  • How much longer is it?
  • Why did a different unit give a different number?
  • How could you check your answer?

Related Year 1 Maths Chapters

Measurement Comparison – AC9M1M01 Skip Counting Patterns – AC9M1A01 Numbers to 120 – AC9M1N01