YEAR 4 MATHS FOCUS
MEASUREMENT AND GEOMETRY
Length
Learning Experiences
Length
LENGTH
OUTCOME
A student:
MA2-9MG: measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures
TEACHING POINTS | It is important that students have a clear understanding of the distinction between perimeter and area. |
| The use of a thermometer to measure temperature is included in the Length substrand of the syllabus, but it is not anticipated that this skill will be taught as part of learning experiences focused on length. It may be helpful to draw students’ attention to the link between negative numbers, which are introduced in Stage 3 Whole Numbers, and a temperature scale. |
LANGUAGE | Students should be able to communicate using the following language: length, distance, metre, centimetre, millimetre, ruler, tape measure, trundle wheel, measure, estimate, perimeter, height, width, temperature, cold, warm, hot, degree (Celsius), thermometer. |
| Perimeter’ is derived from the Greek words that mean to measure around the outside: peri, meaning ‘around’, and metron, meaning ‘measure’. | |
| The term ‘height’ usually refers to the distance from the ‘base’ to the ‘top’ of an object or shape. The term ‘width’ usually refers to the shorter side of a rectangle; another word for width is ‘breadth’. |
Expectations of Attainment
Use scaled instruments to measure and compare lengths (ACMMG084) | use a tape measure, ruler and trundle wheel to measure lengths and distances |
| – select and use an appropriate device to measure lengths and distances (Problem Solving) | |
| – explain why two students may obtain different measures for the same length (Communicating, Reasoning, Critical and creative thinking) | |
| select and use an appropriate unit to estimate, measure and compare lengths and distances | |
| recognise the features of a three-dimensional object associated with length that can be measured, eg length, height, width, perimeter (Literacy) | |
| use the term ‘perimeter’ to describe the total distance around a two-dimensional shape (Literacy) | |
| – describe when a perimeter measurement might be used in everyday situations, eg determining the length of fencing required to enclose a playground (Communicating, Literacy, Critical and creative thinking) | |
| convert between metres and centimetres, and between centimetres and millimetres | |
| – describe one centimetre as one-hundredth of a metre and one millimetre as one-tenth of a centimetre (Communicating, Literacy) | |
| – explain the relationship between the size of a unit and the number of units needed, eg more centimetres than metres will be needed to measure the same length (Communicating, Reasoning, Critical and creative thinking) | |
| record lengths and distances using decimal notation to two decimal places, eg 1.25 m |
Use scaled instruments to measure and compare temperatures (ACMMG084) | identify temperature as a measure of how hot or cold something is (Literacy) |
| use everyday language to describe temperature, eg ‘cold’, ‘warm’, ‘hot’ | |
| recognise the need for formal units to measure temperature | |
| use a thermometer to measure and compare temperatures to the nearest degree Celsius | |
| record temperatures to the nearest degree Celsius using the symbol for degrees (°) | |
| – use a thermometer to take and record daily temperature readings (Communicating, Sustainability) |
Learning Experiences
To be added