Embedded Files
⭐ Connecting Measurement to Essential Key Concepts ⭐️
Exploring Measurement offers authentic opportunities to revisit the Essential Key Concepts of Decimal and Fractional Reasoning and Proportional Reasoning:
B1.4 → Read, represent, compare, and order decimal numbers up to thousandths
When students convert between centimetres and metres (e.g., 125 cm = 1.25 m), they flexibly represent and compare decimals in a real-world context
B1.6 → Show equivalences among fractions and decimal numbers up to thousandths
Decompsoing the area of a trapezoid into smaller shapes and expressing each area as fractional or decimal parts helps students reinforce equivalence understanding
B2.12 → Solve problems involving ratios, including percents and rates
When determining the scale of nets for prisms and pyramids, students implicitly use ratios - such as scaling dimensions - to create accurate nets
Expectation Cluster
Expectation Cluster
E2 compare, estimate, and determine measurements in various contexts
E2.1 measure length, area, mass, and capacity using the appropriate metric units, and solve problems that require converting smaller units to larger ones and vice versa
E2.4 determine the areas of trapezoids, rhombuses, kites, and composite polygons by decomposing them into shapes with known areas
E2.5 create and use nets to demonstrate the relationship between the faces of prisms and pyramids and their surface areas
E2.6 determine the surface areas of prisms and pyramids by calculating the areas of their two-dimensional faces and adding them together
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:
ruler
colour tiles
grid paper
Polydron shapes and/or frames
3D solids (prisms, pyramids)
Virtual Learning Resources and Tools:
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