RIC-20128 ACM Measurement and Geometry Foundation Using units of measurement 1

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Australian Curriculum Mathematics 

resource book: Measurement and Geometry 

(Foundation) 

Published by R.I.C. Publications ® 2013 

Copyright © Linda Marshall 2013 

RIC–20128 

Titles in this series: 

Australian Curriculum Mathematics resource book: 

Measurement and Geometry (Foundation) 


Measurement and Geometry (Year 1) 











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elaborations: This is an extract from the Australian 

Curriculum. 

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AUSTRALIAN CURRICULUM MATHEMATICS 

RESOURCE BOOK: 

MEASUREMENT AND GEOMETRY 

(FOUNDATION) 

Foreword 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) is one in a series of seven teacher resource books that 

support teaching and learning activities in Australian Curriculum Mathematics. The books focus on the measurement and geometry content strands of 

the national maths curriculum. The resource books include theoretical background information, resource sheets, hands-on activities and assessment 

activities, along with links to other curriculum areas. 

Format of this book ....................................................................... iv – v 

Using units of measurement ...........................................................2–29 

• UUM – 1 

Use direct and indirect comparisons to decide which is longer, heavier or 

holds more, and explain reasoning in everyday language (ACMMG006) 

– Teacher information ..................................................................................2–3 

– Hands-on activities ....................................................................................... 4 

– Links to other curriculum areas ..................................................................... 5 

– Resource sheets .......................................................................................6–13 

– Assessment ...........................................................................................14–16 

– Checklist ...................................................................................................... 17 

• UUM – 2 

Compare and order the duration of events using the everyday language 

of time (ACMMG007) 

– Teacher information .................................................................................... 18 

– Hands-on activities ..................................................................................... 19 

– Links to other curriculum areas ................................................................... 20 

– Resource sheets .....................................................................................21–23 

– Assessment ................................................................................................. 24 

– Checklist ...................................................................................................... 25 

• UUM – 3 

Connect days of the week to familiar events and actions (ACMMG008) 

– Teacher information .................................................................................... 26 

– Hands-on activities ..................................................................................... 27 

– Links to other curriculum areas ................................................................... 28 

– Checklist ...................................................................................................... 29 

Contents 

Shape ........................................................................................ 30–43 

• Shape – 1 

Sort, describe and name familiar two-dimensional shapes and 

three-dimensional objects in the environment (ACMMG009) 

– Teacher information ....................................................................................30 

– Hands-on activities .....................................................................................31 

– Links to other curriculum areas ...................................................................32 

– Resource sheets .................................................................................... 33–41 

– Assessment .................................................................................................42 

– Checklist ......................................................................................................43 

Location and transformation ....................................................... 44–53 

• L&T – 1 

Describe position and movement (ACMMG010) 

– Teacher information ....................................................................................44 

– Hands-on activities .............................................................................. 45–46 

– Links to other curriculum areas ...................................................................47 

– Resource sheets .................................................................................... 48–50 

– Assessment .......................................................................................... 51–52 

– Checklist ......................................................................................................53 



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Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) R.I.C. Publications ® www.ricpublications.com.au iii

FORMAT OF THIS BOOK 

This teacher resource book includes supporting materials for teaching and learning in all sections of the Measurement and Geometry content 

strand of Australian Curriculum Mathematics. It includes activities relating to all sub-strands: Using units of measurement, Shape, and Location and 

transformation. All content descriptions have been included, as well as teaching points based on the curriculum’s elaborations. Links to the proficiency 

strands have also been included. 

Each section supports a specific content description and follows a consistent format, containing the following information over several pages: 

• teacher information with related terms, student vocabulary, what the content description means, teaching points and problems to watch for 

• hands-on activities 

• links to other curriculum areas 

• resource sheets 

• assessment sheets. 

• a checklist 

The length of each content description section varies. 

Related terms includes vocabulary associated 

with the content description. Many of these 

relate to the glossary in the back of the official 

Australian Curriculum Mathematics document; 

additional related terms may also have been 

added. 

Student vocabulary includes words which 

the teacher would use—and expect the 

students to learn, understand and use—during 

mathematics lessons. 

The proficiency strand(s) (Understanding, 

Fluency, Problem solving or Reasoning) relevant 

to each content description are shown in bold. 

Hands-on activities includes descriptions or 

instructions for games or activities relating to the 

content descriptions or elaborations. Some of the 

hands-on activities are supported by resource 

sheets. Where applicable, these will be stated for 

easy reference. 

Teacher information includes background information relating to the content description, as well as 

related terms, and desirable student vocabulary and other useful details which may assist the teacher. 

What this means provides 

a general explanation of the 

content description. 

Teaching points provides 

a list of the main teaching 

points relating to the content 

description. 

What to look for suggests any 

difficulties and misconceptions 

the students might encounter or 

develop. 



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iv Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) R.I.C. Publications ® www.ricpublications.com.au

FORMAT OF THIS BOOK 

Links to other curriculum areas includes activities in other curriculum areas which 

support the content description. These are English, Information and Communication 

Technology, Health and Physical Education, Science, The Arts, Languages, and Civics and 

Citizenship. This section may list many links or only a few. It may also provide links to 

relevant interactive websites appropriate for the age group. 

Cross-curricular links reinforce the knowledge that mathematics can be found within, and 

relate to, many other aspects of student learning and everyday life. 

Resource sheets are provided 

to support teaching and learning 

activities for each content description. 

The resource sheets could be cards for 

games, charts, additional worksheets 

for class use or other materials which 

the teacher might find useful to use 

or display in the classroom. For each 

resource sheet, the content description 

to which it relates is given. 

Assessment pages are included. These 

support activities in the Hands-on 

activities or resource sheets. 



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Each section has a checklist which 

teachers may find useful as a place 

to keep a record of the results of 

assessment activities, or their 

observations of hands-on activities. 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) R.I.C. Publications ® www.ricpublications.com.au v

Sub-strand: Using units of measurement—UUM – 1 

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain 

reasoning in everyday language (ACMMG006) 

RELATED TERMS 

TEACHER INFORMATION 

Length 

• the measure of a path or object in one 

dimension from end to end. 

Mass 

• the amount of matter, commonly measured 

in grams, kilograms, and for heavier objects, 

tonnes. These units are not expected to be 

used at this year level. 

Note: The term ‘weight’ is commonly used 

when, mathematically, the correct term is 

‘mass’. Weight is a measure of the force of 

gravity acting on an object and is used to 

measure mass. In the classroom setting, the 

distinction is slight, and the terms can be 

used interchangeably. 

Capacity 

• the amount a container can hold, usually 

related to liquids or pouring. 

Note: This is different to volume, which is 

how much space the object itself takes up. 

Direct comparison 

• Using only two items; in length, holding 

one against the other to see which is longer 

or shorter; in mass, hefting the objects 

to decide which is heavier or lighter; in 

capacity, pouring liquid from one container 

to another to decide which holds more or 

less. 

Indirect comparison 

• Still only making decisions about two items, 

but using a third component. For example, 

in length, using counters to determine 

the lengths of two pencils, and using the 

number of counters to decide which pencil 

is longer or shorter; in mass, using a pan 

balance and balancing one object against 

a group of counters, then balancing the 

second object against counters, and using 

the number of counters to determine which 

is heavier or lighter; in capacity, using 

one measure (e.g. a scoop) and counting 

how many it takes to fill each of the two 

containers, then comparing the number of 

scoops to decide which holds more or less. 

What this means 

• Students compare the length of two objects directly by placing 

one against another and seeing which is longer. 

• They compare them indirectly when they measure the length of 

each object with other objects such as counters or pebbles and 

count to see which one has more. 

• Students may heft (hold a different object in each hand) to decide 

which is the heavier of two objects. 

• Students pour from one container to another to determine which 

container holds more. 

Teaching points 

• With students of this age, the objects to be compared according 

to their lengths, masses or capacities need to be quite different so 

that the students can decide without too much difficulty which is 

longer, heavier or holds more. 

• If students are using multiples of a unit to compare the lengths of 

two other objects, e.g. counters, they need to line them up without 

gaps or overlaps and start from the same place. 

• Estimation should be encouraged before students undertake 

any measurement. Estimations can then be revised after some 

measuring has taken place. 

What to look for 

• When comparing lengths directly, the students need to have the 

end of one object level with the end of the other. 

• When using another object to compare length, students need to 

lay them out in a straight line (not zigzagged), with no gaps or 

overlaps. 



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• The objects need to be large enough so that the students can 

count the number needed. 

✓ 

✘ 

2 Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) R.I.C. Publications ® www.ricpublications.com.au




RELATED TERMS 

TEACHER INFORMATION (CONTINUED) 

Hefting 

• Holding an object in each hand and 

trying to decide which is heavier. It often 

helps students decide if they then swap 

hands and re-do the comparison. 

Note: When we compare two objects, we 

use the terms long, longer, heavy, heavier, 

holds more, holds less. When there are 

more than two objects, this is called 

seriation or ordering, and we then use the 

terms shortest, longest, lightest, heaviest 

and holds the least, holds the most. 

Ordering is not expected at Foundation 

level, only the comparison of two objects. 

• Hefting is quite a difficult skill. Children may need practice at this. It 

helps to suggest that they swap the items in each hand and see if 

they still agree which of the two objects is heavier. 

• You cannot usually determine which is the heavier of two objects 

just by looking at them; e.g. a golf ball is heavier than a balloon, 

but visually not as large. 

• When pouring water or sand from one container to another, once 

one is full, some students have difficulty then deciding what this 

means, or which one holds more. Seeing a full container and one 

with some left in it, can lead some students to believe that the full 

one must hold more, even though it has been filled from the first 

container with some left over. 



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Student vocabulary 

tall 

taller than 

long 

longer than 

the same length as 

short 

shorter than 

holds more than 

hold less than 

holds the same as 

Proficiency strand(s): 

Understanding 

Fluency 

Problem solving 

Reasoning 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) R.I.C. Publications ® www.ricpublications.com.au 3


Length 

HANDS-ON ACTIVITIES 

Estimate before measuring in all these activities. 

• Have pairs of real objects where one of the pair is large and the other small. This may be two books, two dolls, two 

pencils, two blocks etc. Ask the students which is the larger or smaller of each pair. Then discuss how they could find 

out which is the larger. 

• Direct measure: Use the pictures on page 6. Discuss which of the two crocodiles is long and which is longer; or which of 

the snakes is small and which is smaller. Children may make their decision based on the visual image. However, when 

the objects are not lined up from the same starting point, they may need to cut them out and overlay them, making 

sure that they are starting at the same point. 

• Have the student select six different objects to measure. For each one, students choose a unit such as counters or paper 

clips to measure it directly. They estimate first and then check by measuring. Use the table on page 8 to record findings. 

• Indirect measure: Use the pictures of butterflies and ladybugs on page 7, but ask the students to line up counters, 

blocks, beans, or some other non-standard unit along each of the pairs. Based on the number of units used, they then 

decide which of the pair is longer or shorter. They will need to use units that, when lined up on the pictures, give a 

number that is within the their counting range. Discuss the lining up of their units, with no gaps or overlaps, and not 

zigzagged. 

• Ask students to use playdough and roll out a ‘snake’ that is as long as their foot. Can they now make it longer than their 

foot? 

Mass 

• Have pairs of real objects where one of the pair is heavy and 

the other light. This may be two books, two dolls, two pencils, 

two blocks etc. Ask the students which is the heavier or lighter 

of each pair. Note: The student needs to handle the objects to 

determine which is the heavier; they cannot usually determine 

which is heavier just by looking at them. 

• The use of pan balances will help students to determine the 

heavier of a pair of objects. Discussion will need to take place 

to help students decide whether the pan that goes down 

contains the heavier or lighter object. Students can record 

their results by drawing pictures of the objects in the pan 

balance on paper or by using page 9. 

• The use of hefting is another way to compare the masses of 

two objects. Teachers can help the children to decide which 

is lighter or heavier by having them place the two articles in 

their cupped hands and then simulating pan balances. A good 

suggestion is to change the hand and see if they still agree on 

which object is heavier. Again, recording their results can be by 

drawing them or using page 10. 

• Try to include examples where the heavier object is smaller than the larger one, e.g. a golf ball and a balloon; a large 

hollow plastic cube and a small wooden one; or a large, light paper book and a small, heavier cardboard one. 

• Have pairs of objects for students to compare using balance pans. The students record their results by drawing or by 

using the table on page 11. 

Capacity 



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• Have free play with the water trolley or sand tray and different sized containers so that students can pour from one to 

another. Also have funnels available to make pouring from one container to another easier and more enjoyable. Ask 

questions such as: Which of these two containers holds more? Which one holds less? Some students may be confused by 

the visual image of the smaller container being full once some of the contents of the larger one have been poured in, 

with the larger one still having some left in it. 

• Discuss the ideas of ‘full’, ‘half full’ and ‘empty’. 

• Students use rice or small pasta and pour into one container to fill it. Students then pour the contents into a second 

container and see whether it fills it completely, if there is any left over in the first container, or if there is still room in the 

second container even after all the contents have been transferred. Discuss what it means when the second container 

overflows, or when it is not full after pouring from the first to the second container. What does it mean? Which container 

holds more? 



HANDS-ON ACTIVITIES (CONTINUED) 

Capacity (continued) 

• Alternatively, ask the student to fill the smaller container and then pour it into the larger one. This is visually less 

confusing, as the smaller container is now empty and the larger one has some water or sand in it, but some room left. 

• If both containers are quite large, e.g. a bucket and an ice-cream carton, students may use a smaller container and 

count how many of them are needed to fill each of the pair. Make sure the results are within the students’ counting 

range. 

• The students record the results of their comparisons by drawing the two containers and writing the words ‘holds more’ 

under the container with the largest capacity and ‘holds less’ under the one with the smaller capacity; or by using 

page 12. This page contains pictures of ‘containers’ that cannot be measured by students, such as a bath and a 

swimming pool. In these instances, students decide on which of the two ‘containers’ would hold more from their own 

knowledge. This could be used as a stimulus for discussion about holding more or less. 

English 

LINKS TO OTHER CURRICULUM AREAS 

• Students draw pictures of their comparisons and write the appropriate words about their findings. They use words such 

as long, longer; heavy, heavier; holds more, holds less. 

• Read Watch out! Big Bro’s coming by J Alborough. Discuss how Big Bro is so much bigger than his brother. Ask questions 

such as: Who is bigger? Who is smaller? What about the other animals? 

• Read Shrinking mouse by Pat Hutchins. 

• Read Big and small by J Pipe. 

Health and Physical Education 

• Students can take small steps and long steps; or small jumps and long jumps. Make the smallest step or jump you can; 

now make the longest step or jump you can. 

• In pairs, who can make the longer jump? Is your jump longer or shorter than your partner’s jump? How do you know? 

Discuss the need to start from the same point to be able to make a suitable comparison. 

The Arts 

• Students draw two snakes; one long and one longer. 

• Use playdough or plasticine to create long and longer snakes, or other long and longer articles. 

• Students each roll a snake shape from playdough or plasticine and try to find objects in the room that are longer than, 

shorter than, or about the same length as their snake. 

Science 

• Students compare items collected from the outside environment, e.g. two leaves or flowers for length, two gumnuts or 

rocks for mass. 

Languages 



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• Students learn the words for long, longer, short, shorter, heavy, heavier, holds more and holds less in another language. 



RESOURCE SHEET 

Length 

Write long or longer under each crocodile. 

Write small or smaller under each snake. 



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CONTENT DESCRIPTION : Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language 


Sub-strand: Using units of measurement— UUM – 1 


Length 


Write long or longer under each butterfly. 



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Write short or shorter under each ladybug. 




Length 

• Choose 6 objects • Draw them • Estimate how long they are 

• Check by measuring with chosen units such as counters, 

blocks etc. 

Object Estimate Actual measure 



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Which one is heavier? 


Draw one object on each side. 

Write heavy or heavier under each side. 



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Draw one object on each side. 

Write heavy or heavier under each side. 





Draw two objects. Circle the heavier one. 



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Draw yourself holding two objects. Circle the heavier one. 






Put each pair of objects onto balance pans. Circle the one 

that is heavier. 


Crayons 

0 1 2 3 4 5 6 



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Write holds more or holds less. 


Holds more or holds less 

The 

The 

The 

The 

The 

than the 

than the 

than the 



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than the 

than the 





Choose the right words 

Draw arrows to match words to the pictures. 

holds more 


holds less 

weighs more 

weighs less 

taller 

shorter 

weighs more 

weighs less 

longer 

shorter 

holds more 

holds less 



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Assessment 1 Sub-strand: Using units of measurement—UUM – 1 

NAME: 

DATE: 

Length 

Use blocks to find out which ant is shorter. 

Write short or shorter under each ant. 

blocks 

Use blocks to find out which road is longer. 

Write long or longer under each road. 



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blocks 

blocks 

blocks 



Sub-strand: Using units of measurement—UUM – 1 Assessment 2 

NAME: 

DATE: 

Heavy/heavier? 

Tick the one that is heavier. Use a pan balance to help. 


0 1 2 3 4 5 6 



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Assessment 3 Sub-strand: Using units of measurement—UUM – 1 

NAME: 

DATE: 

Hold more/Holds less 

Pour water or sand into two containers. 

Draw pictures to show which holds more and which 

holds less. 

holds more 

holds less 

Choose two different containers. 

Draw pictures to show which holds more and which 

holds less. 

holds more 

holds less 



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Checklist 



STUDENT NAME 

Compares the 

lengths of two 

objects using the 

language of long/ 

longer; short/ 

shorter 

Compares the 

masses of two 


language of heavy/ 

heavier 



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Compares the 

capacities of two 


language of holds 

more/holds less

RIC-20128 ACM Measurement and Geometry Foundation Using units of measurement 1

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