Teaching pack · Year 3 Measurementseegongsik /au
Measuring with Metric Units: a week of ready-to-teach maths
Five days of lessons for Year 3 Measurement. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.
AC9M3M01
identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once; reuse all week.
- Open the free interactive unit on your board.
- Teach from the plan: timings, talk prompts and answers are on one page.
No maths background needed
Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.
On the board
On-screen pictures for this unit include: “The right tool”, “Big unit or small unit?”, “The benchmark body”, “Estimate then reveal”, “Reasonable or silly?”. Each day plan names which picture to show.
seegongsik.com/au/y3/measurement/AC9M3M01
Aligned to the Australian Curriculum V9 (AC9M3M01). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | The right tool | Practise the idea with talk, board and worksheet | Board: The right tool |
| 2 | Big unit or small unit? | Practise the idea with talk, board and worksheet | Board: Big unit or small unit? |
| 3 | The benchmark body | Practise the idea with talk, board and worksheet | Board: The benchmark body |
| 4 | Estimate then reveal | Practise the idea with talk, board and worksheet | Board: Estimate then reveal |
| 5 | Reasonable or silly? | Practise the idea with talk, board and worksheet | Board: Reasonable or silly? |
Materials (one trip)
- This pack printed (plans, worksheets, cards, mini-check).
- Pencils, scrap paper, and the board or projector for the interactive unit.
- Optional counters, number cards or rulers if your day plan names them.
A note home
This week in maths we work on measuring with metric units. Ask: What did you practise today? Can you show me with a drawing?
seegongsik.com/au/y3/measurement/AC9M3M01/pack
Day 1 · Teacher planDay 1 of 5
The right tool
Children practise the idea behind “The right tool” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the right tool in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The right tool”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “The right tool”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The right tool” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the right tool.
- Drawings or numbers match the board story, not random decoration.
Day 1 · Worksheet
The right tool
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Big unit or small unit?
Children practise the idea behind “Big unit or small unit?” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of big unit or small unit? in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Big unit or small unit?”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Big unit or small unit?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Big unit or small unit?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about big unit or small unit?.
- Drawings or numbers match the board story, not random decoration.
Day 2 · Worksheet
Big unit or small unit?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
The benchmark body
Children practise the idea behind “The benchmark body” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the benchmark body in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The benchmark body”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “The benchmark body”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The benchmark body” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the benchmark body.
- Drawings or numbers match the board story, not random decoration.
Day 3 · Worksheet
The benchmark body
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Estimate then reveal
Children practise the idea behind “Estimate then reveal” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of estimate then reveal in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Estimate then reveal”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Estimate then reveal”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Estimate then reveal” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about estimate then reveal.
- Drawings or numbers match the board story, not random decoration.
Day 4 · Worksheet
Estimate then reveal
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Reasonable or silly?
Children practise the idea behind “Reasonable or silly?” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of reasonable or silly? in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Reasonable or silly?”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Reasonable or silly?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Reasonable or silly?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M01
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about reasonable or silly?.
- Drawings or numbers match the board story, not random decoration.
Day 5 · Worksheet
Reasonable or silly?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Measuring with Metric Units
Cut out. Hold up a card and give an example. Partner checks with the board if needed.
The right tool
Give an example.
Big unit or small unit?
Give an example.
The benchmark body
Give an example.
Estimate then reveal
Give an example.
Reasonable or silly?
Give an example.
Store in an envelope labelled AC9M3M01 for next year.
Mini-check · End of week
Show what you know: Measuring with Metric Units
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1: names the unit idea (measuring with metric units) in child words.
- Items 2-3: two different correct examples linked to the week’s pictures.
- Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
- At standard: clear example + short explanation. Beyond: teaches a partner with a new example.
Use day-plan look-fors across the week; this check is summative, not a surprise trap.
Descriptor: identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates