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More than one way...
More than one way...
There are so many ways to measure things, and so many reasons to do so! During this unit you will learn how to...
measure the passage of time in more than one way
use a calendar
measure length, width, and height in centimetres and metres
measure perimeter in centimetres and metres
measure the mass of an object in grams and kilograms
unit/ hour (h)/ minute (min)/ second (s)/ calendar/ length/ width/ height/ centimetre (cm)/ metre (m)/ referent/ perimeter/ mass/ kilogram (kg)/ gram (g)
unit/ hour (h)/ minute (min)/ second (s)/ calendar/ length/ width/ height/ centimetre (cm)/ metre (m)/ referent/ perimeter/ mass/ kilogram (kg)/ gram (g)
IXL Measurement Extensions Activities...
IXL Measurement Extensions Activities...
Students will:
Students will:
Use direct and indirect measurement to solve problems.
Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years).
Select and use a nonstandard unit of measure, such as television shows or pendulum swings, to measure the passage of time, and explain the choice.
Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years.
Provide personal referents for minutes and hours.
Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.
Determine the number of days in any given month, using a calendar.
Solve a given problem involving the number of seconds in a minute, minutes in an hour or days in a given month.
Create a calendar that includes days of the week, dates and personal events.
Demonstrate an understanding of measuring length (cm, m) by:
1. selecting and justifying referents for the units cm and m.
2. modelling and describing the relationship between the units cm and m.
3. estimating length, using referents.
4. measuring and recording length, width and height.
Provide a personal referent for one centimetre, and explain the choice.
Provide a personal referent for one metre, and explain the choice.
Match a given standard unit to a given referent.
Show that 100 cm is equivalent to 1 m by using concrete materials.
Estimate the length of an object, using personal referents.
Determine and record the length and width of a given 2-D shape.
Determine and record the length, width or height of a given 3-D object.
Draw a line segment of a given length, using a ruler.
Sketch a line segment of a given length without using a ruler.
Demonstrate an understanding of measuring mass (g, kg) by:
1. selecting and justifying referents for the units g and kg.
2. modelling and describing the relationship between the units g and kg.
3. estimating mass, using referents.
4. measuring and recording mass.
Provide a personal referent for one gram, and explain the choice.
Provide a personal referent for one kilogram, and explain the choice.
Match a given standard unit to a given referent.
Explain the relationship between 1000 g and 1 kg, using a model.
Estimate the mass of a given object, using personal referents.
Determine and record the mass of a given 3-D object.
Measure, using a scale, and record, using the units g and kg, the mass of given everyday objects.
Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg.
Determine the mass of two given similar objects with different masses, and explain the results.
Determine the mass of an object, change its shape, re-measure its mass, and explain the results.
Demonstrate an understanding of perimeter of regular and irregular shapes by:
1. estimating perimeter, using referents for cm or m.
2. measuring and recording perimeter (cm, m).
3. constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.
Measure and record the perimeter of a given regular shape, and explain the strategy used.
Measure and record the perimeter of a given irregular shape, and explain the strategy used.
Construct a shape for a given perimeter (cm, m).
Construct or draw more than one shape for a given perimeter.
Estimate the perimeter of a given shape (cm, m), using personal referents.
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
Describe 3-D objects according to the shape of the faces and the number of edges and vertices.
Identify the faces, edges and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids and prisms.
Identify the shape of the faces of a given 3-D object.
Determine the number of faces, edges and vertices of a given 3-D object.
Construct a skeleton of a given 3-D object, and describe how the skeleton relates to the 3-D object.
Sort a given set of 3-D objects according to the number of faces, edges or vertices.
Sort regular and irregular polygons, including:
1. triangles according to the number of sides.
2. quadrilaterals according to the number of sides.
3. pentagons according to the number of sides.
4. hexagons according to the number of sides.
5. octagons according to the number of sides.
Classify a given set of regular and irregular polygons according to the number of sides.
Identify given regular and irregular polygons that have different dimensions.
Identify given regular and irregular polygons that have different orientations.
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