YEAR 5 MATHS FOCUS
MEASUREMENT AND GEOMETRY
Length
Learning Experiences
Length
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’. |
Expectations of Attainment
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