GM2-1: Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time.
This means students will recognise that the attributes length, area, volume and capacity, and weight can be measured. At Level Two students are expected to recognise that measurement units are countable and therefore able to be partitioned and recombined in the same way as other units of one. For example, if an 8 unit length is cut from a 14 unit long strip the remainder will measure 6 units. Units of measure have other characteristics including being a part of the attribute they measure and uniformity (same size). When measuring, the units need to fill a length, space, time etc, with no gaps or overlaps (this is known as tiling). Students should create measurement devices, for example rulers, rod towers, scales, to quantify the attributes of objects in numbers of units. In doing so they should develop an understanding that the marks on a linear scale show the endpoint of units and that scales always have a baseline (zero). Less tangible attributes such as turn (angle), temperature and time should also be measured. While the focus at Level Two is on students’ understanding the role of units in measurement it is also expected that students will encounter simple standard measures such as metres, centimetres, kilometres, minutes, seconds, kilograms, litres, etc, through using everyday measurement instruments.
- Estimate the time taken for daily activities in hours and minutes.
- Use advanced counting or partitioning strategies to solve problems involving minutes and hours.
- Check the reasonableness of answers obtained using a calculator.
- Measure using centimetres and metres.
- Use additive strategies.
- Devise and use problem solving strategies to explore situations mathematically (use equipment).
- Students will be able to accurately estimate the duration of time using the units of minute and second.
- Students will be able to measure the duration of events using stopwatches and other timers.
Students will:
- work with constants and variables (mass is constant regardless of gravity; weight is variable)
- investigate proportional relationships – when one quantity varies directly according to another (for example, the force of gravity and mass).
Students should discover that:
- force is proportional300
Students will:
- gather, sort, and display category, whole-number,and simple time-series data and communicate their findings through graphs
- estimate whole-school data.
Students should discover that:
- different representations suit different types of data
- sample data can be used to make predictions about the300
- Recognise the length of a minute.
- Recognise the length of a second.
- Tell time after the hour by counting minutes.
Students will:
- use a protractor to measure angles
- interpret data displays and draw conclusions from graphs and tables
- investigate the relationship between season, latitude, and the angle of the Sun.
Students should discover that:
- daylight hours are a function of latitude – the lower the latitude, the300
- Use standard measures of length to investigate the sizes of items of letter mail.
- Use standard measures of length to design and make a letterbox.
- Record the design process, including using appropriate symbols and abbreviations to record length measurements.
- Pose an investigative question, plan a300
- Carry out practical measuring tasks using appropriate metric units.
- Make measurement estimates using appropriate metric units.
- Pose measurement questions.
- Demonstrate a personal benchmark for 1 metre, 1/2 metre, and 1 centimetre.
- Identify and use external benchmarks to carry out practical measuring tasks.
- Demonstrate the need for having and using standard measures of length.
- Make sensible estimates about the lengths of given objects.
- Use objects of 1kg mass to estimate the mass of other objects.
- Discuss the need for having and using standard measures of mass.
- Make sensible estimates about the mass of given objects.
- Explain the meaning of metric prefix terminology (e.g kilo).
The purpose of this activity is to support students in using an informal unit to measure volumes when comparing two or more cuboids. An informal unit is self-chosen by a student and may or may not be recognized by others. It is important that students come to understand the key characteristics of a...
find the area of a shape
know units of time
estimate and measure lengths in metres
The purpose of this activity is to support students in ordering a set of up to five shapes by volume. Since it is difficult to directly compare more than two shapes at a time, students need to control the order relationships and find ways to record the two-shape comparisons.
The purpose of this activity is to support students in ordering a set of up to five containers by capacity. Since it is difficult to directly compare more than two containers at a time, students need to control the order relationships and find ways to record the two-container comparisons.
- Recognise the need for a standard unit of area
- Measure objects using square centimetres
- Estimate the measure of objects using square centimetres.
- Estimate using metres and centimetres.
- Measure to the nearest metre and centimetre.
Students will be able to track and record the time involved in different two side-by-side narratives using the units of year and season.
Students will be able to represent time on a linear scale.