Mathematics · Grade 1

Active learning ideas

Measuring with Non-Standard Units

Active learning works for this topic because measurement with non-standard units requires physical interaction to build lasting understanding of length, unit size, and the importance of consistency. When students handle objects like paper clips or cubes, they develop spatial reasoning and measurement skills that textbooks alone cannot provide. Moving, counting, and comparing together make abstract ideas concrete and memorable for young learners.

• Ontario Curriculum Expectations
• 1.MD.A.2

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 20 min · Pairs

Partner Line-Up: Measuring Pencils

Pairs choose paper clips as units and measure five pencils end to end. One partner places units while the other checks for gaps and records the number. Switch roles, then compare results and discuss any differences.

Explain why our measuring tools must be the same size and placed end to end without gaps.

Facilitation Tip

During Partner Line-Up, remind students to slide units tightly together so no gaps appear, using the edge of a table as a straight guide.

What to look for

Provide students with two different classroom objects (e.g., a pencil and a book) and a set of identical linking cubes. Ask them to measure the length of each object using the cubes and record their findings. Observe if they are placing the cubes end to end without gaps.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 30 min · Small Groups

Group Challenge: Big Block vs Small Cube

Small groups measure the same whiteboard with large blocks then small cubes. Predict which unit gives the higher number before measuring. Chart predictions and actual results, then explain findings to the class.

Predict what happens to our measurement if we use a larger unit versus a smaller unit.

Facilitation Tip

For Group Challenge, ask groups to line up their blocks and cubes along the same edge so differences in unit size are visually obvious.

What to look for

Present two students' measurements of the same object using different non-standard units (e.g., one used paper clips, another used blocks). Ask: 'Why are the numbers different? Which unit made the number bigger? Why is it important for us to all use the same kind of unit when we measure?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 35 min · Whole Class

Classroom Hunt: Foot Span Relay

Divide class into teams. Each team measures five objects like doors or tables using foot spans. Relay findings to a class chart. Discuss why spans vary and how to make them consistent.

Analyze why using consistent units is important for accurate measurement.

Facilitation Tip

During Classroom Hunt, set a clear path and time limit to keep the relay focused and prevent students from measuring unrelated areas.

What to look for

Give each student a small object (e.g., an eraser) and a choice of two non-standard units (e.g., small buttons or large craft sticks). Ask them to measure the object with one unit and write down the number of units. Then, ask them to predict if the number would be bigger or smaller if they used the other unit and explain why.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 25 min · Small Groups

Iteration Stations: Desk Edges

Set up stations with different units like erasers or hands. Students rotate, measure desk edges, and note unit counts. Share station data to compare across units.

Explain why our measuring tools must be the same size and placed end to end without gaps.

Facilitation Tip

At Iteration Stations, provide green dot stickers so students can mark each unit’s end point before moving to the next, reinforcing unit iteration.

What to look for

Provide students with two different classroom objects (e.g., a pencil and a book) and a set of identical linking cubes. Ask them to measure the length of each object using the cubes and record their findings. Observe if they are placing the cubes end to end without gaps.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Experienced teachers approach this topic by first modeling correct unit placement and using clear language like ‘place, touch, slide’ to describe iteration. They avoid rushing to standard units, instead lingering on discussions about why identical units matter. Research shows that when students measure the same object with different units and compare results, they begin to grasp the inverse relationship between unit size and count naturally. Teachers also use intentional errors—like leaving gaps—to create moments for students to spot and correct mistakes, deepening understanding through peer feedback.

Successful learning looks like students using identical units to measure lengths without gaps or overlaps, comparing their results with partners, and explaining why the same object can have different measurement numbers depending on the unit used. Students will demonstrate readiness by noticing and correcting measurement errors when peers point them out. They will also predict how changing the unit size affects the measurement number, showing emerging understanding of inverse relationships.

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Watch Out for These Misconceptions

• During Partner Line-Up, watch for...

  students leaving spaces between units or overlapping them. Have partners trade strings and immediately see the effect: gaps shorten the measurement, overlaps lengthen it, making the true length unclear.

• During Group Challenge, watch for...

  students assuming that a larger unit always results in a larger measurement number. Ask groups to predict how many cubes versus blocks will cover the same length, then measure to test their guesses and discuss the inverse pattern they observe.

• During Iteration Stations, watch for...

  students using mixed unit sizes without realizing their measurements won’t match. Provide identical units only and have students sort a mixed set before measuring, so they experience how mixed sizes lead to inconsistent, unusable data.

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Methods used in this brief

• Outdoor Investigation Session