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⭐ Connecting Measurement to Essential Key Concepts ⭐️
Exploring Measurement offers authentic opportunities to revisit the Essential Key Concepts of Decimal Reasoning and Operations and Proportional Reasoning:
B1.5 → Read, represent, compare, and order decimal numbers up to hundredths
Students can compare decimal values when measuring mass, length, or capacity to determine which value is greatest
B1.6 → Round decimals numbers to the nearest tenth
After weighing objects in grams, students convert to kilograms, then round to the nearest tenth when estimating total mass
B2.3 → Multiply whole numbers by 0.1 and 0.01
Students mentally convert between units of measurement (e.g., 37 mm to 3.7 cm)
B2.9 → Represent and create equivalent ratios and rates
To convert 2 kg into grams, students use the ratio 1 kg : 1000 g = 2 kg : 2000 g, reasoning proportionally across units of measurement
Expectation Cluster
Expectation Cluster
E2 Measurement: compare, estimate, and determine measurements in various contexts
E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity
E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units
E2.5 use the area relationships among rectangles, parallelograms, and triangles to develop the formulas for the area of a parallelogram and the area of a triangle, and solve related problems
E2.6 show that two-dimensional shapes with the same area can have different perimeters, and solve related problems
Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.
Process Expectation Focus: Reflecting, Connecting
Organize your observations of student learning related to the key concepts and skills for this topic:
Explore a menu of possible MathUP lessons, Building Fluency lessons, problems, explorations and games.
During this topic, pay attention to the students' ability to maintain positive motivation and perseverance.
Do students have strategies when they are stuck? (e.g. attempt or test out different approaches, use resources in the room, ask for help from a friend)
Are students open to learning from mistakes?
Do students recognize what is working well for them, and what might need to be changed?
Models and Tools
Models and Tools
Concrete Learning Resources Tools:
snap cubes
base ten blocks
graph paper
graduated cylinder or 1L measuring cup, water
3D solids
Power Polygons
Virtual Learning Resources and Tools:
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