• use non-standard units to measure distance,e.g, paces, tiles, blocks.
• demonstate an understanding of scale, that is, give the reasons for using small objects to represent larger ones on a map.

Activity

• Working in groups of two, have the children estimate the length of the classroom in non-standard units, e.g., paces, tiles, blocks. Collect the estimates and method of non-standard measurement from each group. Each group can then measure the length of the classroom using the non-standard units.

• The same process can be utilized to find the width of the classroom.

• Discuss with the class the purpose of scale on a map, that is, using smaller things to represent larger things so that they can fit on a map.They can't put the length of a pace on piece of paper but they can use something to represent the pace, e.g., a centimetre on a ruler can be used to represent a pace or the width of a fingernail can be used to represent a tile.

• Ask each group to come up with a way of using something small to represent the non-standard unit of measurement that they used in measuring the length and width of the classroom. Offer suggestions to those having difficulty.

• Have each group draw a map of the classroom on a piece of paper.

Assessment Tips from Old Tom the Turtle

• Circulate around the classroom as the children complete their measurement tasks. Note and record the individual students understanding of scale.