AO1: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.

This unit comprises 5 stations, which involve the students developing an awareness of the attributes of length and areas. The focus is on the development of measuring language for length and area. The stations may be taken as whole class activities or they may be set up as "centres" for the students to use. We expect that many students will already be aware of the attributes of length and area. For them these may be useful maintenance activities.

In this unit we look at the beginning of the concept of angle.Here we are interested in students understanding quarter and half turns and to begin to see that ‘angle’ is something involving ‘an amount of turn’. These ideas are explored by using students’ bodies, toys, games and art.

In this unit we make measurements about ourselves which we store in a time capsule to open and use later in the year.

This unit encourages students to use measurement language and counting to compare objects in a variety of game situations. The transition from counting all to advanced counting is also supported.

This unit comprises 5 stations, which involve the students developing an awareness of the attributes of volume and mass. The focus is on the development of measuring language.

The stations may be taken as whole class activities or they may be set up as "centres" for the students to use. We expect that many 5 year-olds will already be aware of the attributes of volume and mass. For them these may be useful maintenance activities.

This week we compare the volumes of containers using the context of Goldilocks and the Three Bears.

In this unit we explore the use of non-standard units for measuring volume. We use bottles, cups, spoons and cubes to measure the volumes of objects. The unit is set out as a "stations" week, with five related but not linked activities.

This unit is based around a series of activities which students can complete in pairs over 4 to 5 sessions.

In this unit students help plan a party for Q-Bear and think about some of the different ways people celebrate their birthdays.

In this unit students estimate the sizes of common farm animals and draw life-size diagrams of these animals. They also use non-standard measurement units to check their estimations and design appropriate shelter for some of these animals.

This is a problem from the Geometry and Measurement strand.

This is a problem from the Geometry and Measurement strand.

This is a problem from the Geometry and Measurement strand.

In this unit students use the traditional tale of the gingerbread man as a context for ordering and comparing lengths. A “Sessions” approach is used, with five related but not linked activities.

In this unit we compare the lengths of the students’ favourite soft toys directly and then indirectly using multi-link cubes.

This week we order and compare objects according to their area.

We begin this unit by using our bodies to measure the area of different shapes drawn on the floor. We further develop our understanding of area when we use beans, counters and blocks to measure the area of objects in the classroom.

This unit comprises 5 stations, which involve the students comparing the weight of two or more objects.

Two of the stations require the students to construct and use a "seesaw" made with shoebox lids and soft drink cans. In the other 3 stations the students will use balance scales and a home-made spring balance. One of the stations is designed to develop the student’s understanding of the conservation of mass.

In this unit we compare the weight of the students’ favourite soft toys directly and then indirectly using beads. Although the technically correct term to use is mass rather than weight we believe that at Level One it is confusing to be "particular" about the difference. As the students will be most familiar with the term weight we believe it is reasonable to use it to describe this week's activities.

In these five activities the students explore sequences of time and the concept of faster and slower. These are teacher-led, whole class activities.

In these five activities the students compare the duration of events, learn the order of months and read the time to the hour and half-hour

This unit comprises 5 stations, which involve the students developing an awareness of the attributes of temperature The focus is on the development of language for describing temperature.

The stations may be taken as whole class activities or they may be set up as centres or stations for the students to use. We expect that most students will already be aware of the attribute of temperature. For them these may be useful maintenance activities.