Length

Learning Experiences

Length

OUTCOME

A student:

MA3-9MG:

selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length

TEACHING POINTS | When students are able to measure efficiently and effectively using formal units, they should be encouraged to apply their knowledge and skills in a variety of contexts. Following this, they should be encouraged to generalise their method for calculating the perimeters of squares, rectangles and triangles. |

When recording measurements, a space should be left between the number and the abbreviated unit, e.g. 3 cm, not 3cm. |

LANGUAGE | Students should be able to communicate using the following language: length, distance, kilometre, metre, centimetre, millimetre, measure, measuring device, ruler, tape measure, trundle wheel, estimate, perimeter, dimensions, width. |

Perimeter’ is derived from the Greek words that mean to measure around the outside: peri, meaning ‘around’, and metron, meaning ‘measure’. |

Choose appropriate units of measurement for length (ACMMG108) | recognise the need for a formal unit longer than the metre for measuring distance |

recognise that there are 1000 metres in one kilometre, ie 1000 metres = 1 kilometre {Literacy} | |

– describe one metre as one thousandth of a kilometre {Communicating, Literacy} | |

measure a kilometre and a half-kilometre | |

record distances using the abbreviation for kilometres (km) {Literacy} | |

select and use the appropriate unit and measuring device to measure lengths and distances | |

– describe how a length or distance was estimated and measured {Communicating, Problem Solving} | |

– question and explain why two students may obtain different measures for the same length, distance or perimeter {Communicating, Reasoning, Critical and creative thinking} | |

estimate lengths and distances using an appropriate unit and check by measuring | |

record lengths and distances using combinations of millimetres, centimetres, metres and kilometres, e.g. 1 km 200 m |

Calculate the perimeters of rectangles using familiar metric units (ACMMG109) | use the term ‘dimensions’ to describe the ‘lengths’ and ‘widths’ of rectangles {Literacy} |

measure and calculate the perimeter of a large rectangular section of the school, e.g. a playground, netball courts | |

calculate perimeters of common two-dimensional shapes, including squares, rectangles, triangles and regular polygons with more than four sides (i.e. regular polygons other than equilateral triangles and squares) | |

– recognise that rectangles with the same perimeter may have different dimensions {Reasoning, Critical and creative thinking} | |

– explain that the perimeters of two-dimensional shapes can be found by finding the sum of the side lengths {Communicating} | |

– explain the relationship between the lengths of the sides and the perimeters for regular polygons (including equilateral triangles and squares) {Communicating, Reasoning, Critical and creative thinking} | |

record calculations used to find the perimeters of two-dimensional shapes |

Learning Experiences

To be added

WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021

NORMAL TIMES OF OPERATION

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08:30AM – 4:00PM

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09:00AM – 3:15PM

(02) 5632 1218

office@living.school

ADDRESS

63-67 Conway Street,

Lismore, NSW 2480

Australia