Updated: 21 Dec 2020
A worksheet using money and measurement concepts.
Non-Editable: PDF
Pages: 5 Pages
Years: 5 - 6
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure <ul> <li>ordering metric units from the largest unit to the smallest, for example, kilometre, metre, centimetre, millimetre</li> <li>recognising that some units of measurement are better suited to some tasks than others; for example, kilometres are more appropriate than metres to measure the distance between 2 towns</li> <li>deciding on the unit required to estimate the amount of paint or carpet for a room or a whole building, and justifying the choice of unit in relation to the context and the degree of accuracy required</li> <li>measuring and comparing distances (for example, measuring and comparing jumps or throws using a metre length of string and then measuring the part metre with centimetres and/or millimetres) and explaining which unit of measure is most accurate</li> <li>researching how the base units are derived for the International System of Units (SI), commonly known as the metric system of units, recognising that the metric unit names for the attributes of length and mass are international standards for measurement</li> </ul>
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem <ul> <li>recognising the significance of the prefixes in units of measurement</li> <li>identifying and using the correct operations when converting between units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres</li> <li>recognising the equivalence of measurements, such as 1.25 metres is the same as 125 centimetres</li> </ul>
Locates and describes points on a coordinate plane
Selects and uses the appropriate unit and device to measure lengths and distances including perimeters
Selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities
Selects and uses the appropriate unit and device to measure the masses of objects
Choose appropriate units of measurement for length, area, volume, capacity and mass
Convert between common metric units of length, mass and capacity
Connect volume and capacity and their units of measurement
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
A worksheet using money and measurement concepts.
Use this worksheet when working with units of measurement and money.
Students use the information on the first page of the recipe to answer the questions and complete the calculations on the following 2 pages.
An answer sheet has been provided.
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure <ul> <li>ordering metric units from the largest unit to the smallest, for example, kilometre, metre, centimetre, millimetre</li> <li>recognising that some units of measurement are better suited to some tasks than others; for example, kilometres are more appropriate than metres to measure the distance between 2 towns</li> <li>deciding on the unit required to estimate the amount of paint or carpet for a room or a whole building, and justifying the choice of unit in relation to the context and the degree of accuracy required</li> <li>measuring and comparing distances (for example, measuring and comparing jumps or throws using a metre length of string and then measuring the part metre with centimetres and/or millimetres) and explaining which unit of measure is most accurate</li> <li>researching how the base units are derived for the International System of Units (SI), commonly known as the metric system of units, recognising that the metric unit names for the attributes of length and mass are international standards for measurement</li> </ul>
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem <ul> <li>recognising the significance of the prefixes in units of measurement</li> <li>identifying and using the correct operations when converting between units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres</li> <li>recognising the equivalence of measurements, such as 1.25 metres is the same as 125 centimetres</li> </ul>
Locates and describes points on a coordinate plane
Selects and uses the appropriate unit and device to measure lengths and distances including perimeters
Selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities
Selects and uses the appropriate unit and device to measure the masses of objects
Choose appropriate units of measurement for length, area, volume, capacity and mass
Convert between common metric units of length, mass and capacity
Connect volume and capacity and their units of measurement
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
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I like this activity but there is an error in this worksheet. In measurement comparisons it says (d) 20 mL = 0.2 L. Shouldn't this say 20 mL = 0.02 L?
Hi Martin, Thanks for bringing this to our attention. We'll fix the error on the answers page and let you know when it is fixed.
I appreciate all of the different skills needed to complete this activity. This activity will be good for my Math Rotations where students need to work independently on problems. One thing I see over and over in Math is that students think once they have done the first step, the problem is solved, or they have the answer. They need a lot more problems with multiple steps built in.
Hi Janeen, Thank you for your lovely feedback. I'm happy to hear that this activity will come in handy in your classroom. I hope your students enjoy completing it! Kind regards Jill