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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Lesson 2

Learning Outcome

  • Select the appropriate unit for measuring length/distance.
  • Estimate the length of common classroom items.

Language Outcome

  • Talk about the common units for length.
  • Discuss estimation techniques and benchmarks.
  • Use the language of estimation (for example, I think-is roughly -) and comparison (for example, It is longer than -).
lesson 2
Teaching and learning activities:  
Write the Lesson and Language Outcomes on the board. Principles 2, 3

Estimation activity

Pair students (native speakers with non-native speakers). Give pair a list of the items (RTF 40KB) . Do one of the examples with the whole class.

Students work together on an estimate for the items on the list. (Allow approximately 10 minutes).

Each pair swaps their estimates with another pair. Teacher reads out the correct measurement. Discuss equivalent units (for example, 254cm =2.54m). Calculate the difference column. And add up the total 'error' column.

Which pair is best at estimation? Worst?

Class discussion

What 'benchmarks' do you use to help you estimate? For example, one big step=1 metre, own height, hand span (you may need to explain hand span to your ESOL students).

Do some measurements of items in the room to get a picture in students' minds of various lengths.

Discuss larger distances, 100metre track, 1km (how far down the road is this?), length of NZ, distance to the beach?

Principles 3, 4

Follow up estimation activity

Have another list of diffrent items (RTF 41KB) . Pairs of students have another go at estimating. Swap lists and give prepared correct measurements.

Calculate differences and total again. Compare with previous score. Who is now the most accurate measurer? Who improved the most?

Principles 3, 4

Published on: 19 Feb 2018