M&G1.1a Students access/interact with the representation of objects with different lengths.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.1 Describes length and distance using everyday language and compares lengths using direct comparison.

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning)

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)


Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

Mae-9MG Describes and compares lengths and distances using everyday language.




Life Skills 7-10 Outcome 2015

MALS-11NSA Selects and uses strategies for multiplication and division


HSC Life Skills 11-12 Outcomes 2007

2.1 demonstrate knowledge and understanding of addition, subtraction, multiplication and division processes.

Framework Indicators


  • Makes eye contact with objects of different lengths
  • Reaches for objects of different lengths
  • Makes physical contact with objects of different lengths.
  • Explores objects of different lengths with senses
  • WM Interacts with objects within the environment of differing lengths.

Teacher Language


Give an instruction

‘Look at the/touch the /feel the …’.

‘Listen to the sound’.


Make a Statement

‘That is a long ….’.

‘That is a short …’.

‘You are touching the long …’.

‘You are touching the short …’.

‘This is a short sound’.

‘This is a long sound’.


Ask a question

‘Which is the long……..?’

‘Which is the short……..?’


When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.


There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.


Makes eye contact with different lengths

At this stage there is no explicit teaching of the concepts of short and long. 

Place two objects of obviously different lengths directly in the student’s eyesight and state ‘SN, look at the ….’. The student may make eye contact with the objects for a brief period of time. Immediately reinforce the student for looking at the objects even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the objects so that they are in front of the student’s eyes.


Reaches for and makes physical contact with representations of objects with different lengths

In this activity, students may need to be introduced to the concept of short and long. Modelling would be done by the teacher to teach and reinforce this concept. Using representations of differing lengths made from a variety of tactile materials such as felt, rope, sandpaper, satin and fur, encourage the student to reach for and make physical contact with them by feeling along the lengths.


Repeat the activity as in M1.1a with a focus on encouraging the student to reach for and interact with the objects of different lengths. For this activity it is necessary to use tactile objects of differing lengths, for example two strips of thick rope, one short and one long. Teacher states ‘SN, feel the rope. This one is short. This one is long’. Once the student reaches and makes physical contact with the ropes, reinforce them immediately by saying ‘SN, you are touching the short rope. You are touching the long rope’. If the student does not reach for the object, use the lowest level of support required to assist to make physical contact.


Explores representations of objects with different lengths with senses

Provide the student with opportunities to listen and respond to a variety of sounds of differing lengths. Teacher states ‘Listen to the sound. That was a short sound. Listen to the sound. That was a long sound’. Examples of sounds that could be used include, teacher generated and environmental sounds such as a buzzer going for 5 seconds compared to a buzzer going for 10 seconds.



Websites that contain resources, games or activities that could be used to support this goal include:


Suggested Apps


Measurement HD
Kids Math - Measurement Worksheets
Preschoolers learn measurement