Class: Primary 1
Term: Second Term
Week: 4
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Measurement
Previous Lesson: Money, Shopping, Buying and Selling and the Concept.
Topic: Length
Subject Matter: The concept of length, Comparison of length of two or more objects to develop the idea of “longer than and “shorter than”

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define length in simple terms.
Identify objects that are longer or shorter than others.

Affective Domain:

Appreciate the importance of measuring objects around them.
Show interest in comparing the lengths of different items.

Psychomotor Domain:

Measure the length of the classroom using footsteps.
Measure the width of the classroom using arm length.
Compare the lengths of various sticks or objects to determine which is longer or shorter.
Measure objects in the classroom (e.g., tabletops, window length) using finger span.

Work cooperatively with classmates during measurement activities.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
New General Mathematics for Primary Schools 1

Instructional Materials

The teacher will teach this lesson with the aid of:

Sticks of different lengths
Classroom objects (e.g., pencils, books, desks, windows)
Pupils’ feet, arms, and fingers

Rationale for the Lesson

This lesson helps pupils understand the basic concept of length and how to compare the sizes of different objects. It enables them to use non-standard units to measure and describe things in their environment, which is a foundational skill for later mathematical learning.

Prerequisite/Previous Knowledge

Pupils can identify different objects and understand basic comparative terms like “big” and “small.”

Lesson Content/Board Summary

Length

The Concept of Length

Length tells us how long an object is from one end to the other. It helps us know the size of things.

Measuring Length with Non-Standard Units

We can use parts of our body or other small objects to measure length. These are called non-standard units because they are not always the same size for everyone.

Examples of non-standard units:

Footsteps: Using your feet to count how many steps it takes to cross a distance.
Arm Length: Using your arm from your shoulder to your fingertips to measure.
Finger Span: Using the distance from your thumb to your pinky finger when spread out.

Comparing Lengths: Longer Than and Shorter Than

When we compare two objects, one can be longer than the other, or shorter than the other.

Longer Than: An object is longer than another if it extends further.
Shorter Than: An object is shorter than another if it does not extend as far.

Practical Comparison:

To compare the length of two sticks, place them side-by-side starting from the same point. The stick that goes further is the longer one. The stick that stops first is the shorter one.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to look around the classroom. The teacher then asks, “Who can tell me something about the size of the blackboard compared to your book?”
Pupils’ Activity: Pupils respond by saying the blackboard is bigger or their book is smaller.
Learning Point: Pupils begin to think about the sizes of objects.

Step 2: Explanation of Length

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher introduces the concept of length by explaining that it tells us how long something is. The teacher uses examples like a long pencil and a short pencil.
Pupils’ Activity: Pupils listen and identify long and short objects shown by the teacher.
Learning Point: Pupils understand that length describes how long an object is.

Step 3: Demonstration of Non-Standard Units

Time: 8 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher demonstrates how to measure using footsteps, arm length, and finger span. For example, the teacher measures a part of the floor with footsteps.
Pupils’ Activity: Pupils observe carefully how the teacher measures using different body parts.
Learning Point: Pupils learn how to use non-standard units for measurement.

Step 4: Practical Measurement

Time: 10 minutes
Teaching Skill: Practical Activity
Teacher’s Activity: The teacher guides pupils to measure the length of the classroom using their footsteps and the width using their arm lengths. The teacher also encourages pupils to measure tabletops or windows using finger span.
Pupils’ Activity: Pupils actively participate in measuring different parts of the classroom using their feet, arms, and fingers.
Learning Point: Pupils apply non-standard units to measure real objects.

Step 5: Introduction to Comparison

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher shows two sticks of different lengths and introduces the terms “longer than” and “shorter than.” The teacher asks pupils to identify which stick is longer and which is shorter.
Pupils’ Activity: Pupils observe the sticks and orally identify the longer and shorter one.
Learning Point: Pupils understand the terms “longer than” and “shorter than.”

Step 6: Practical Comparison

Time: 5 minutes
Teaching Skill: Group Activity
Teacher’s Activity: The teacher distributes various objects (e.g., pencils, rulers, small sticks) to small groups of pupils and instructs them to compare their lengths, identifying which is longer or shorter.
Pupils’ Activity: Pupils compare the lengths of the given objects in their groups and discuss their findings.
Learning Point: Pupils practice comparing lengths of objects.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is length?
Mention two ways we can measure length using our body parts.
Show me two objects in the classroom and tell me which one is longer.
If you have a short pencil and a long pencil, which one would you use to write a long story?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by reminding pupils that length tells us how long something is and that we can use our body parts to measure and compare objects.
Pupils’ Activity: Pupils listen and take note of the summary.
Learning Point: Pupils consolidate their understanding of length and its comparison.

Home Task: Solve two new exercises on Length. Show each step and check each answer.

Lesson Keywords

Length – How long something is.
Longer Than – When one object is bigger in length than another.
Shorter Than – When one object is smaller in length than another.
Footsteps – Measuring by counting steps with your feet.
Arm Length – Measuring using the length of your arm.
Finger Span – Measuring using the distance between your thumb and pinky finger.

Differentiation

For struggling learners, the teacher will provide more one-on-one guidance during practical activities and use larger, more distinct objects for comparison. Advanced learners can be challenged by measuring more complex shapes or estimating lengths before actual measurement.

Note for teachers using this lesson plan

Encourage active participation by all pupils, especially during the practical measurement and comparison activities. Ensure safety when pupils are moving around the classroom to measure. Provide clear, simple instructions and use visual aids to reinforce the concepts of “longer than” and “shorter than.”