What Are Non‑Standard Measurement Units?
When we talk about measuring length, volume, or weight, most people think of the familiar metric or imperial systems – meters, liters, pounds, and so on. Non‑standard measurement units are the everyday, informal ways we describe size and quantity without relying on official standards. Examples include a “hand” to measure a horse’s height, a “foot” or “yard” in construction, a “pinch” of salt in cooking, or even a “step” when estimating distance.
Why Teach Non‑Standard Units in Primary Maths?
This primary math lesson is all about helping young learners connect abstract numbers to the world around them. By using objects they can see and touch, students develop a concrete sense of measurement before moving on to standard units. Today I will be teaching how to use non‑standard units to measure length, compare sizes, and solve simple word problems.
Benefits for Early Learners
- Relatability: Children can relate a “hand‑span” to the size of a book or a “foot” to the length of a classroom rug.
- Hands‑on learning: Measuring with blocks, paper clips, or their own bodies encourages active participation.
- Foundation for conversion: Understanding that 1 foot = 12 inches or that 3 hand‑spans roughly equal a foot sets the stage for later unit‑conversion work.
Using Non‑Standard Units to Measure Length
Length is the most common context for non‑standard units. A typical activity might involve a Reception Teacher reading a Maths Story about a rabbit that hops “five hops” across the garden. Students then measure the garden using their own hops, a ruler marked in “hand‑spans,” or a piece of string cut into “foot‑lengths.”
Step‑by‑Step Classroom Activity
- Gather a set of non‑standard tools – paper clips, blocks, or a piece of string.
- Choose an object to measure, such as the length of a desk.
- Ask students to place the chosen tool end‑to‑end along the desk and count how many units fit.
- Record the results and discuss why different tools give different numbers.
- Introduce the standard unit (centimetres or inches) and compare the two measurements.
Matholia Educational Maths Video on Non‑Standard Units
In this video, we explain the important rules students need to follow to use non‑standard units accurately:
- Always start measuring from the same point.
- Make sure the measuring tool is placed end‑to‑end without gaps.
- Use the same tool for the entire measurement.
- Record the number of units clearly.
The animation shows a child measuring a bookshelf with paper clips, then converting that count into centimetres. The visual link helps students see how informal measurements relate to formal ones.
Integrating Non‑Standard Units Across the Curriculum
Non‑standard units are not limited to maths. They can appear in science (estimating the length of a plant stem with “leaf‑lengths”), art (using “pencil‑widths” to space drawings), and even physical education (counting “steps” in a relay race). This cross‑subject approach reinforces the idea that measurement is a useful skill in everyday life.
Sample Cross‑Curricular Project
Students create a “Classroom Map” where they measure the distance between desks using “hand‑spans.” They then label each distance in both hand‑spans and centimetres, adding a legend that explains the conversion. The project combines maths, literacy (writing directions), and geography (mapping).
Lesson Materials and Resources
Our mission? Make math fun, engaging, and oh‑so‑easy for both you & your students. Our library of lesson materials includes printable worksheets, interactive games, and the Matholia video mentioned above. Teachers can download a “Non‑Standard Measurement Toolkit” that contains:
- Measurement strips marked in hand‑spans, foot‑lengths, and paper‑clip units.
- Story cards featuring characters who use non‑standard units in everyday tasks.
- Assessment sheets for tracking student progress.
Assessing Understanding
Effective assessment blends observation with simple tasks. Examples include:
- Ask a student to measure the length of a pencil using paper clips and then write the number of clips used.
- Provide a worksheet where children convert 3 hand‑spans to feet (using the class‑agreed conversion rate).
- Observe group work during the “Classroom Map” project and note how accurately students apply the measurement rules.
These activities give teachers clear evidence of whether students grasp the concept of non‑standard units and can relate them to standard measurements.
Conclusion
Non‑standard measurement units are a powerful bridge between a child’s intuitive sense of size and the formal language of mathematics. By incorporating hands‑on activities, engaging stories, and clear video explanations, teachers can make the abstract idea of measurement concrete and memorable. With the right resources and a focus on real‑world connections, students will not only master non‑standard units but also develop confidence for future work with standard units.
