# YEAR 6 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, perimeter, dimensions, width. |

## Expectations of Attainment

Connect decimal representations to the metric system (ACMMG135) | recognise the equivalence of whole-number and decimal representations of measurements of length, e.g. 165 cm is the same as 1.65 m |

interpret decimal notation for lengths and distances, e.g. 13.5 cm is 13 centimetres and 5 millimetres | |

record lengths and distances using decimal notation to three decimal places, e.g. 2.753 km |

Convert between common metric units of length (ACMMG136) | convert between metres and kilometres |

convert between millimetres, centimetres and metres to compare lengths and distances | |

– explain and use the relationship between the size of a unit and the number of units needed to assist in determining whether multiplication or division is required when converting between units, eg ‘More metres than kilometres will be needed to measure the same distance, and so to convert from kilometres to metres, I need to multiply’ {Communicating, Reasoning, Critical and creative thinking} |

Solve problems involving the comparison of lengths using appropriate units (ACMMG137) | investigate and compare perimeters of rectangles with the same area {Critical and creative thinking} |

– determine the number of different rectangles that can be formed using whole-number dimensions for a given area {Problem Solving, Reasoning, Critical and creative thinking} | |

solve a variety of problems involving length and perimeter, including problems involving different units of length, e.g. ‘Find the total length of three items measuring 5 mm, 20 cm and 1.2 m’ {Critical and creative thinking} |

Learning Experiences

To be added