Bound for Success Scope and Sequence Statements

MATHEMATICSMeasurementConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:demonstrate that one measure 10 ml of medicine Calculates the volume of explores its relationship appropriate formulaecontainer holds more)• Measures how much a boxholds and compares andorders up to three boxesaccording to their volume(amount they hold whenfull)and graduated measuringjug to measure 150 ml)cubes, rectangular andtriangular prisms (usingbase x perpendicularheight) and makes ajudgment about thereasonableness of theresultwith the volume of thecube that would exactlyencompass it• Hefts two objects (lifts andholds them) and correctlysays which is heavier orlighter• Arranges 3 objects interms of mass and is notconfused by which looksheavier or lighter• Uses words such as ‘light’and ‘heavy’ to describeand compare mass by firsthefting (e.g. says “thisbook is really light andthis one is heavy so thelight one has more mass”)• Measures masses ofdifferent objects usingsimple measuringinstruments provided (suchas bathroom scales, withkg gradations) beingcareful to ensure theirreadings are ‘exact’• Measures and comparesmasses of different objectsby first choosingappropriate instrumentsand reading scales asneeded (e.g. chooseskitchen scales to measure500 grams of flour andbathroom scales to weighthemselves and a friend tothe nearest kg)• Adds length and massmeasurements in order tocalculate total size (e.g. tomake up 1 kg of bananaswith a scale that only goesto 500g, weighs a fewbananas at a time and addstheir weights)• Knows the relationshipbetween the length, widthheight, and volume of aright (angled) prism (e.g.says “the length and widthtell us what the area of thebase or first layer is andthen the height tells us howmany layers there are sowe can work out thevolume: the greater theheight the greater thevolume”)• By measuring accuratelydetermines when anestimate or a measurementhas been made (e.g.determines whether theweight of a personindicated is really 150 kgor 154 kg by weighingusing an accurate scalewith gradations marked at150, 151, 152 …160rather than just 150 and160)• Reads scales and makesreasonable estimates wheremeasures fall betweenmarked graduations (i.e.intermediate graduationsnot marked); Identifies theinterval within which ameasurement occurs (e.g.the speedometer of a cartypically provides a valuewhich is accurate to plus orminus 3 km per hour)• Knows comparablemeasurement languageincluding bigger, smaller,taller, tallest, heavy,heaviest, longest, shorter,same length, near, far• Makes direct comparisonsof two objects (compareswith each other) for length,width, height, width andmass• Makes direct comparisonsbetween objects for agiven attribute (e.g.arranges people in order ofheight or hefts 3 or moreobjects and puts them inorder of mass)• Compares the length oftwo objects not in the sameroom using a ‘go-between’(i.e. a third object) (e.g.uses a piece of string tocompare the width of a bedin one room with a bed inanother room)• Arranges recordedmeasurements inincreasing or decreasingorder of magnitude by firstidentifying different formsof recording these (e.g. 1½kg, 1700 g, 175 kg, 200g)• Knows equivalent forms ofstandard units (e.g. 1.5 kg= 1 500 g, and 600 ml =0.6 L)• Knows how many of onesize unit there are in thenext size unit (bigger andsmaller) (e.g. knows thereare 1000 mg in a g and1000 g in a kg)• Reads and recordsmeasurements fromcalibrated scales in whichintermediate gradations arenot numbered (e.g. amedicine glass, aspeedometer)• Converts from one sizeunit to the next size unit(e.g. m to cm, cm to mmetc) and can roundupwards or downwards tothe next unit depending onthe degree of accuracyrequired in context (e.g.converts 3 200 ml to 3.2 Land says “that 3 litre jugwon’t hold this liquidbecause there’s too muchof it”)• Converts between differentunits of measure for thesame attribute (e.g.expresses 4.5 ha in squaremetres, converts 35.67tonnes to kilograms,calculates the number ofseconds in 3 hours and 25minutes, finds the metricequivalent in mm of a 1/8inch drill bit)• Chooses things that have‘length’ as an obviousattribute (e.g. pencil, stick)• Chooses and uses thingsthat relate well to length touse as units for measuring(e.g. chooses and uses apiece of string for‘measuring’ length)• Chooses and uses theappropriate metric unit tomeasure different lengthsand different masses (e.g.cm and m for length and gand kg for mass)• Chooses and uses theappropriate metric unit tomeasure different lengthsand different masses (e.g.chooses and used cm formeasuring length of a deskand m for measuring thelength of the room)• Understands the concept of‘accuracy’ and knows thatsome measurements needto be more precise thanothers because of thecontext and purpose formeasuring (e.g. knows thataccuracy is needed whenmeasuring quantities tomake a cake but whencooking potatoes ‘one foreach person’ is accurateenough)• Chooses an appropriateunit and instrument orother technology tomeasure a requiredattribute or characteristic(e.g. chooses a tapemeasure or blackboardruler to measure height ofstudents in the class andknows that this willprovide measurements thatare ‘accurate enough’ forfilling in a personal form)• Can identify relationshipsbetween metric units (e.g.2.75 KL = 2750 L) and canconvert from one size unitto the next size unit (e.g. mto cm; converts 3.4 m to340 cm and vice versa, cmto mm; 4.1 cm to 41 mmand vice versa)• Chooses and effectivelyuses an appropriate unitand instrument ortechnology to measure arequired attribute orcharacteristic and justifiestheir choice in the context(e.g. says “I need somekitchen scales becausebathroom scales are notaccurate enough tomeasure recipe ingredientswith”)• Uses everyday measuringinstruments correctly andaccurately in order tominimise error for a givencontext (e.g. places ameasuring jug on a flatsurface and readsgradations at eye-level tomeasure as accurately aspossible)• Makes non-numericalestimates of size usingmovements and actions(e.g. uses hands/armswhen describing ‘howbig’)• Estimates length usingbody parts such as fingers,spans, feet and otherpersonal referents (e.g.says “the pencil is about 3fingers long” and “thedoor is about the sameheight as I am”)• Estimates whethercontainers hold more, lessor the same as a litre (e.g.says “the jug holds a bitmore than a litre”);expresses theirmeasurements using‘between’ using everydayobjects as their reference(e.g. says “the doorway isbetween 5 and 6 bookswide”)• Estimates lengths andmasses by makingcomparisons (e.g. says “Ithink it weights about 4 kgbecause it’s about twice asheavy as this bottle whichweighs 2 kg” and “it’sabout 2 metres highbecause I’m one metretall”)• Uses known measures offamiliar objects to makereasonable estimates oflength, area, mass andvolume (e.g. volume of adrink can, mass of amargarine container, ownheight, area of piece of A4paper; uses language suchas ‘between’ to describemetric estimates (e.g. says“the book weighs between1 kg and 2 kg” using aone-kg bag of sugar astheir reference)• Recognises when anestimate is sufficient andwhen they need to measure(e.g. to order a newbookcase over the phonethey need to measurerather than describe bysaying ‘it’s about 1 metrewide”)• Identifies unreasonableestimates of measurementsbased on their ability to‘see’ the unit in theirmind’s eye (e.g. says“there is no way ourbackyard is 2 hectares”)• Identifies unreasonableestimates of measurementsby comparing with aknown measurement (e.g.says “that room can’t be 8metres long since my strideis less that a metre and theroom is only 7 strideslong”)• Estimates length, area,volume, mass, time of dayand duration of time, angleand temperature bycomparison withexperience and withrespect to knownreferences (e.g. estimatesthe time of day byreferring to the position ofthe sun); Makes judgmentsabout acceptable variationin estimation of quantitiesbased on experience (e.g.wants 250 g of olives froma deli, but will accept aquantity within the rangeBound for Success Scope and Sequence Statements V2 Page 36 Working Document Semester One 2007