Topic 2.1.2 Measurement – Comparing Length, Area Strand: Sub-strand: Recommended teaching time: Measurement and Geometry Using Units of Measurement 3 weeks Mapping to F–10 curriculum in Victoria Content descriptions Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units Achievement standard (excerpt in bold) Level 1 Level 2 Level 3 Students use informal units of Students order shapes and Students use metric units for length, measurement to order objects based objects, using informal units for a area, mass and capacity. They tell on length, mass and capacity. They range of measures. They tell time to time to the nearest minute. Students tell time to the half-hour and explain the quarter hour and use a calendar identify symmetry in natural and time durations. Students describe to identify the date, days, weeks and constructed environments. They use two-dimensional shapes and months included in seasons and angle size as a measure of turn in real objects. They use the other events. Students draw situations and make models of language of distance and direction to shapes, specify their objects. Students match move from place to place. features and explain the effects of positions on maps with given one-step transformations. They information and create simple maps. recognise the features of objects. They interpret simple maps of familiar locations. Activities Proficiencies Introduce the language of length, such as longer, shorter, Fluency includes using informal units iteratively longest, shortest and area, such as more or less area, to compare measurements covers more area, covers less area Understanding the similarities and differences Compare length and area both directly and indirectly between length and area using a third object, e.g. two lines or shapes are drawn Problem solving to investigate problem involving on the concrete a distance apart, how can we compare comparing and ordering lengths and areas, e.g. them? Will this doorway be wide enough for the table to Order three or more lengths and areas by eye and by go through? How could we check? measuring with appropriate units Reasoning includes comparing the use of Clarify that length is one dimension but area is two, various units for measurement to assess the most length and width, so different units are needed to appropriate unit for the attribute measure each attribute
Topic 2.1.2 Measurement – Comparing Length, Area Strand: Measurement and Geometry Sub-strand: Using Units of Measurement Recommended teaching time: 3 weeks Mapping to F–10 curriculum in Victoria Content descriptions Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units Achievement standard (excerpt in bold) Level 1 Level 2 Level 3 Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and objects. They use the language of distance and direction to move from place to place. Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw shapes, specify their features and explain the effects of one-step transformations. They recognise the features of objects. They interpret simple maps of familiar locations. Students use metric units for length, area, mass and capacity. They tell time to the nearest minute. Students identify symmetry in natural and constructed environments. They use angle size as a measure of turn in real situations and make models of objects. Students match positions on maps with given information and create simple maps. Activities Proficiencies Introduce the language of length, such as longer, shorter, longest, shortest and area, such as more or less area, covers more area, covers less area Compare length and area both directly and indirectly using a third object, e.g. two lines or shapes are drawn on the concrete a distance apart, how can we compare them? Order three or more lengths and areas by eye and by measuring with appropriate units Clarify that length is one dimension but area is two, length and width, so different units are needed to measure each attribute Fluency includes using informal units iteratively to compare measurements Understanding the similarities and differences between length and area Problem solving to investigate problem involving comparing and ordering lengths and areas, e.g. Will this doorway be wide enough for the table to go through? How could we check? Reasoning includes comparing the use of various units for measurement to assess the most appropriate unit for the attribute