Updated: 20 Nov 2023
A measurement activity to help students understand how to measure area in squares.
Non-Editable: PDF
Pages: 2 Pages
Years: 2 - 3
Measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary <ul> <li>choosing suitable informal units to measure the length of a range of objects, and justifying their choice of a longer unit to measure things that are long (such as the width of a room) and a shorter unit to measure shorter things or when more accuracy is needed</li> <li>comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results; writing an explanation of their measurement process, including using smaller units to be more accurate; and justifying the result</li> <li>using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; and explaining why the informal units chosen need to be the same mass</li> <li>recognising that the same informal unit needs to be used when measuring (for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different) and discussing why a smaller-sized informal unit may result in a larger number of units compared to a larger-sized informal unit</li> <li>investigating Aboriginal and/or Torres Strait Islander Peoples’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects, for example, in the manufacturing of nets for a particular purpose</li> <li>investigating and comparing measurable attributes that are interpreted by Aboriginal and/or Torres Strait Islander Peoples to understand animal behaviour, such as the length, width and depth of animal tracks</li> </ul>
Identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates <ul> <li>examining the packaging on supermarket items to determine the metric unit used to describe the mass or volume of the contents</li> <li>identifying items that have a mass of one kilogram or 500 grams, or a capacity of one litre or 500 millilitres, and using these benchmarks to estimate the mass or capacity of other things, explaining their reasoning</li> <li>estimating the height of a tree by comparing it to the height of their friend and quoting the result as ‘The tree is about 3 times as tall’; and estimating the capacity of a fish tank by using a litre milk carton as a benchmark</li> <li>choosing and using metres to estimate the dimensions of the classroom</li> </ul>
Measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings <ul> <li>making a measuring tape using metric units of length and using it to measure and compare things, for example, the girth of a tree; and explaining that the lines on a ruler show the beginning and end of each unit</li> <li>using a strip of one-centimetre grid paper to measure and compare the length of objects, connecting this with centimetre units on a ruler and using fractions of a graduation to give a more accurate measure</li> <li>discussing how the capacity of a container or object usually refers to the amount of liquid it can hold, measured in millilitres and litres, and comparing the capacity of different sizes of familiar drinks (for example, 600-millilitre, one-litre, 2-litre and 3-litre milk containers)</li> <li>measuring and comparing the mass of objects and capacity of containers, using measuring jugs and kitchen or other scales and standard metric units of millilitres, litres, grams and kilograms; and interpreting and explaining what the lines on the measuring jug or scales mean</li> <li>comparing the capacity of different beakers used in science lessons and using the numbered graduations to measure out different capacities of liquid</li> </ul>
Measures, records, compares and estimates the masses of objects using uniform informal units
Measures and estimates lengths in metres, centimetres and millimetres
Estimates, measures and compares capacities (internal volumes) using litres, millilitres and volumes using cubic centimetres
Estimates, measures and compares the masses of objects using kilograms and grams
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units
Measure, order and compare objects using familiar metric units of length, mass and capacity
Measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary
Identify which metric units are used to measure everyday items
Measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings
A measurement activity to help students understand how to measure area in squares.
This teaching resource is a worksheet designed to help students practise measuring areas using squares.
This activity asks students to measure areas based on the fairy tale, Three Little Pigs.
Measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary <ul> <li>choosing suitable informal units to measure the length of a range of objects, and justifying their choice of a longer unit to measure things that are long (such as the width of a room) and a shorter unit to measure shorter things or when more accuracy is needed</li> <li>comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results; writing an explanation of their measurement process, including using smaller units to be more accurate; and justifying the result</li> <li>using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; and explaining why the informal units chosen need to be the same mass</li> <li>recognising that the same informal unit needs to be used when measuring (for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different) and discussing why a smaller-sized informal unit may result in a larger number of units compared to a larger-sized informal unit</li> <li>investigating Aboriginal and/or Torres Strait Islander Peoples’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects, for example, in the manufacturing of nets for a particular purpose</li> <li>investigating and comparing measurable attributes that are interpreted by Aboriginal and/or Torres Strait Islander Peoples to understand animal behaviour, such as the length, width and depth of animal tracks</li> </ul>
Identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates <ul> <li>examining the packaging on supermarket items to determine the metric unit used to describe the mass or volume of the contents</li> <li>identifying items that have a mass of one kilogram or 500 grams, or a capacity of one litre or 500 millilitres, and using these benchmarks to estimate the mass or capacity of other things, explaining their reasoning</li> <li>estimating the height of a tree by comparing it to the height of their friend and quoting the result as ‘The tree is about 3 times as tall’; and estimating the capacity of a fish tank by using a litre milk carton as a benchmark</li> <li>choosing and using metres to estimate the dimensions of the classroom</li> </ul>
Measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings <ul> <li>making a measuring tape using metric units of length and using it to measure and compare things, for example, the girth of a tree; and explaining that the lines on a ruler show the beginning and end of each unit</li> <li>using a strip of one-centimetre grid paper to measure and compare the length of objects, connecting this with centimetre units on a ruler and using fractions of a graduation to give a more accurate measure</li> <li>discussing how the capacity of a container or object usually refers to the amount of liquid it can hold, measured in millilitres and litres, and comparing the capacity of different sizes of familiar drinks (for example, 600-millilitre, one-litre, 2-litre and 3-litre milk containers)</li> <li>measuring and comparing the mass of objects and capacity of containers, using measuring jugs and kitchen or other scales and standard metric units of millilitres, litres, grams and kilograms; and interpreting and explaining what the lines on the measuring jug or scales mean</li> <li>comparing the capacity of different beakers used in science lessons and using the numbered graduations to measure out different capacities of liquid</li> </ul>
Measures, records, compares and estimates the masses of objects using uniform informal units
Measures and estimates lengths in metres, centimetres and millimetres
Estimates, measures and compares capacities (internal volumes) using litres, millilitres and volumes using cubic centimetres
Estimates, measures and compares the masses of objects using kilograms and grams
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units
Measure, order and compare objects using familiar metric units of length, mass and capacity
Measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary
Identify which metric units are used to measure everyday items
Measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings
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You're most welcome, Zuriette! Great to hear from you again.