Let’s Measure


Measuring things in the home

Materials Required

  1. Loose parts (multiple pieces) – e.g. Lego pieces, small blocks, sticks, pencils, crayons, straws, forks, spoons, pegs, string, paper rolls etc.
  2. Shoe box or container to collect loose parts
  3. Objects to measure: Toys, shoes, boxes – anything you have to measure
  4. Paper,
  5. crayons,
  6. textas,
  7. pencils
  8. string, (optional)
  9. wool (optional)


Collect a variety of loose parts that are the same size/length (e.g. same length Lego, blocks, sticks, pencils, straws, etc.).

Method (or Ideas)

  1. Using your loose parts box – choose materials that are the same length/size (e.g. pencils, texts, Lego pieces).
  2. Choose an object to measure in the home (e.g. box, toy, doll, shoe, body parts, etc.).
  3. Have your child estimate or guess how many parts it will take to measure the object.
  4. You estimate or guess how many parts it will take to measure the object.
  5. Write your predictions/estimations down.
  6. Use the loose parts that are the same size/length to measure the object – line them up next to the object and count them.
  7. Record your findings – write them down on a chart or graph on paper.
  8. Compare measurements with other objects (e.g. compare different lengths of toys, heights of block towers, etc).

Facilitation Tips – What To Say

  • How many _______ (loose parts: e.g. Lego pieces) do you think it will take to measure this?
  • Let’s count how many ________(loose parts) it takes to measure this.
  • What else can we find to measure?
  • Let’s compare – which one do you think is the longest?
  • Let’s compare – which one do you think is the shortest?
  • Let’s compare – which one do you think is the tallest?
  • How can we find out?
  • What else can we use to measure?

Extend the Experience

  • Go outside to find other things in the environment to measure (e.g. plants, garden beds, pets, tree trunks, sticks, etc.).
  • Find other everyday items in the house to measure (table, toaster, containers).
  • Find other things outside (e.g. sticks, stones, leaves) and line them up in order of size to compare.
  • Measure each other – measure body parts (e.g. arms, feet, legs) and compare.
  • Use lengths of wool or string to measure and compare.

WHO Guidelines for Physical Activity & Sedentary Behaviour

Walking around house to collect loose parts and find other things to measure is being physically active.

Early Years Learning Framework


  1. Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  2. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
  3. Children begin to understand how symbols and pattern systems work


Principle 3: High expectations and equity. Children progress well when they, their parents and educators hold high expectations for their achievement in learning.


Practice: Intentional teaching. Intentional teaching is deliberate, purposeful and thoughtful. They use strategies such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning.

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