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OUTCOME
A student:
MA1-9MG: measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
Teaching Points | Students should be given opportunities to apply their understanding of measurement, gained through experiences with the use of uniform informal units, to experiences with the use of the centimetre and metre. They could make a measuring device using uniform informal units before using a ruler, eg using a length of 10 connecting cubes. This would assist students in understanding that the distances between marks on a ruler represent unit lengths and that the marks indicate the endpoints of each unit. |
| When recording measurements, a space should be left between the number and the abbreviated unit, eg 3 cm, not 3cm. |
| Language | Students should be able to communicate using the following language: length, distance, straight line, curved line, metre, centimetre, measure, estimate. |
Compare and order several shapes and objects based on length, using appropriate uniform informal units (ACMMG037) | relate the term ‘length’ to the longest dimension when referring to an object |
| make and use a tape measure calibrated in uniform informal units, eg calibrate a paper strip using footprints as a repeated unit | |
| – use computer software to draw a line and use a simple graphic as a uniform informal unit to measure its length (Communicating) | |
| compare and order two or more shapes or objects according to their lengths using an appropriate uniform informal unit | |
| – compare the lengths of two or more objects that cannot be moved or aligned (Reasoning) | |
| record length comparisons informally using drawings, numerals and words, and by referring to the uniform informal unit used |
Recognise and use formal units to measure the lengths of objects | recognise the need for formal units to measure lengths and distances |
| use the metre as a unit to measure lengths and distances to the nearest metre or half-metre | |
| – explain and model, using concrete materials, that a metre-length can be a straight line or a curved line (Communicating, Reasoning) | |
| record lengths and distances using the abbreviation for metres (m) | |
| estimate lengths and distances to the nearest metre and check by measuring | |
| recognise the need for a formal unit smaller than the metre | |
| recognise that there are 100 centimetres in one metre, ie 100 centimetres = 1 metre | |
| use the centimetre as a unit to measure lengths to the nearest centimetre, using a device with 1 cm markings, eg use a paper strip of length 10 cm | |
| record lengths and distances using the abbreviation for centimetres (cm) | |
| estimate lengths and distances to the nearest centimetre and check by measuring |
Learning experiences we develop will be added here