RIC-20140 ACM Measurement and Geometry (Yr 2) Using units of measurement 3

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Australian Curriculum Mathematics 

resource book: Measurement and Geometry 

(Year 2) 

Published by R.I.C. Publications ® 2013 

Copyright © Linda Marshall 2013 

RIC– 20140 

Titles in this series: 

Australian Curriculum Mathematics resource book: 

Measurement and Geometry (Foundation) 


Measurement and Geometry (Year 1) 











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copyright under the Copyright Act 1968 (Cth) and is owned 

by the Australian Curriculum, Assessment and Reporting 

Authority 2013. 

For all Australian Curriculum material except 

elaborations: This is an extract from the Australian 

Curriculum. 

Elaborations: This may be a modified extract from the 

Australian Curriculum and may include the work of other 

authors. 

Disclaimer: ACARA neither endorses nor verifies the 

accuracy of the information provided and accepts no 

responsibility for incomplete or inaccurate information. In 

particular, ACARA does not endorse or verify that: 

• The content descriptions are solely for a particular year 

and subject; 

• All the content descriptions for that year and subject 

have been used; and 

• The author’s material aligns with the Australian 

Curriculum content descriptions for the relevant year 

and subject. 

You can find the unaltered and most up to date version of 

this material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

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Foreword 

AUSTRALIAN CURRICULUM MATHEMATICS 

RESOURCE BOOK: 

MEASUREMENT AND GEOMETRY 

(YEAR 2) 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) is one in a series of seven teacher resource books that support 

teaching and learning activities in Australian Curriculum Mathematics. The books focus on the measurement and geometry content strands of the 

national maths curriculum. The resource books include theoretical background information, resource sheets, hands-on activities and assessment 

activities, along with links to other curriculum areas. 

Format of this book ..................................................................... iv – v 

Using units of measurement ........................................................ 2–53 

• UUM – 1 

Compare and order several shapes and objects based on length, 

area, volume and capacity using appropriate uniform informal 

units (ACMMG037) 

– Teacher information ............................................................................... 2–3 

– Hands-on activities ................................................................................. 4–6 

– Links to other curriculum areas .................................................................... 7 

– Resource sheets .................................................................................... 8–12 

– Assessment ........................................................................................ 13–14 

– Checklist .................................................................................................... 15 

• UUM – 2 

Compare masses of objects using balance scales (ACMMG038) 

– Teacher information ........................................................................... 16–17 

– Hands-on activities .................................................................................... 18 

– Links to other curriculum areas .................................................................. 19 

– Resource sheets .................................................................................. 20–23 

– Assessment ............................................................................................... 24 

– Checklist .................................................................................................... 25 

• UUM – 3 

Tell time to the quarter hour, using the language of ‘past’ and 

‘to’ (ACMMG039) 





– Assessment ........................................................................................ 37–40 

– Checklist .................................................................................................... 41 

• UUM – 4 

Name and order months and seasons (ACMMG040) 

– Teacher information .................................................................................. 42 



– Resource sheets ......................................................................................... 45 

– Assessment ............................................................................................... 46 

– Checklist .................................................................................................... 47 

• UUM – 5 

Use a calendar to identify the date and determine the number of days 

in each month (ACMMG041) 




– Resource sheets ......................................................................................... 50 

– Assessment .................................................................................................51 

– Checklist .................................................................................................... 52 

Answers .................................................................................. 53 

Contents 

Shape ........................................................................................ 54–75 

• Shape – 1 

Describe and draw two-dimensional shapes, with and without 

digital technology (ACMM042) 


– Hands-on activities ............................................................................. 56–57 



– Assessment ........................................................................................ 63–64 

– Checklist .................................................................................................... 65 

• Shape – 2 

Describe the features of three-dimensional objects (ACMMG043) 





– Assessment ........................................................................................ 72–73 

– Checklist .................................................................................................... 74 

Answers .................................................................................. 75 

Location and transformation .................................................... 76–112 

• L&T – 1 

Interpret simple maps of familiar locations and identify the relative 

position of key features (ACMMG044) 





– Assessment ........................................................................................ 83–84 

– Checklist .................................................................................................... 85 



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• L&T – 2 

Investigate the eff ect of one-step slides and fl ips with and without digital 

technologies (ACMMG045) 





– Assessment ........................................................................................ 96–98 

– Checklist .................................................................................................... 99 

• L&T – 3 

Identify and describe half and quarter turns (ACMMG046) 

– Teacher information ....................................................................... 100–101 

– Hands-on activities .................................................................................. 102 

– Links to other curriculum areas ................................................................ 103 

– Resource sheets .............................................................................. 104–107 

– Assessment .................................................................................... 108–109 

– Checklist .................................................................................................. 110 

Answers ........................................................................ 111–112 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au iii

FORMAT OF THIS BOOK 

This teacher resource book includes supporting materials for teaching and learning in all sections of the Measurement and Geometry content 

strand of Australian Curriculum Mathematics. It includes activities relating to all sub-strands: Using units of measurement, Shape, and Location and 

transformation. All content descriptions have been included, as well as teaching points based on the Curriculum’s elaborations. Links to the proficiency 

strands have also been included. 

Each section supports a specific content description and follows a consistent format, containing the following information over several pages: 

• teacher information with related terms, student vocabulary, what the content description means, teaching points and problems to watch for 

• hands-on activities 

• resource sheets 

• a checklist 

• links to other curriculum areas 

• assessment sheets. 

Answers relating to the assessment pages are included on the final page of the section for each sub-strand (Using units of measurement, Shape, and 

Location and transformation). 

The length of each content description section varies. 

Related terms includes vocabulary associated 

with the content description. Many of these 

relate to the glossary in the back of the official 

Australian Curriculum Mathematics document; 

additional related terms may also have been 

added. 

Student vocabulary includes words which 

the teacher would use—and expect the 

students to learn, understand and use—during 

mathematics lessons. 

The proficiency strand(s) (Understanding, 

Fluency, Problem Solving solving or Reasoning) relevant 

to each content description are listed. shown in bold. 

Teacher information includes background information relating to the content description, as well as 

related terms, desirable student vocabulary and other useful details which may assist the teacher. 

What this means provides 

a general explanation of the 

content description. 

Teaching points provides 

a list of the main teaching 

points relating to the content 

description. 

What to watch look for for suggests any any 

difficulties and misconceptions 

the students might encounter or 

develop. 



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Hands-on activities includes descriptions or 

instructions for games or activities relating to the 

content descriptions or elaborations. Some of the 

hands-on activities are supported by resource 

sheets. Where applicable, these will be stated for 

easy reference. 

iv Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au

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FORMAT OF THIS BOOK 

Links to other curriculum areas includes activities in other curriculum areas which support 

the content description. These are English, Information and Communication Technology (ICT), 

Health and Physical Education, History, Geography, the Arts, Science and Languages. This section 

may list many links or only a few. It may also provide links to relevant interactive websites 

appropriate for the age group. 

Cross-curricular links reinforce the knowledge that mathematics can be found within, and relate 

to, many other aspects of student learning and everyday life. 

Resource sheets are provided to support 

teaching and learning activities for each 

content description. The resource sheets 

could be cards for games, charts, additional 

worksheets for class use or other materials 

which the teacher might find useful to use or 

display in the classroom. For each resource 

sheet, the content description to which it 

relates is given. 

Assessment pages are included. These 

support activities provided in the Hands-on 

activities or resource sheets. 

Each section has a checklist which teachers 

may find useful as a place to keep a record of 

the results of assessment activities, or their 

observations of hands-on activities. 

44 Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au 

Sub-strand: Using units of measurement 

UUM – 1 

Page 9 

Resource sheet – Triangle puzzle 

Answers will vary 

Page 10 Resource sheet – Model building 

1. 3 2. 6 3. 6 

4. 4 5. 4 6. 5 

Page 12 Resource sheet – Shell ruler 

3. fish starfish octopus shark 

Page 13 Assessment 1 – Snakes alive 

Answers will vary according to the unit chosen. 

LINKS TO OTHER CURRICULUM AREAS 

English 

A Year on our farm 

 

Information and Communication Technology 

 

W 

 

 

Y 

 

 

W 

 

History and Geography 

 

 

The Arts 

 

 

 

WaMonths of the year song 

Languages 

V- 

 

 

Science 

 

 

(c) 

(d) 

(g) 

(h) 

Page 40 Assessment 4 – Draw the times – 2 

UUM – 4 

Sub-strand: Using units of measurement—UUM – 4 



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(a) 2:30 (b) 10:45 (c) 7:45 

(d) 6:15 (e) 1:15 (f) 4:45 

(g) 6:30 (h) 3:15 

Answers 

Answers for assessment pages are provided 

on the final page of each sub-strand section. 

Page 14 Assessment 2 – Tropical islands 

1. Teacher check 

2. Answers in table will vary according to chosen unit. 

3. Island 2 is the biggest. 

UUM – 2 

Page 23 Resource sheet – Which is heavier? 

Teacher check 

Page 24 Assessment 1 – Comparing masses 

1.–2. Teacher check 

UUM – 3 

Page 37 Assessment 1 – Quarter past nine 

Teacher check 

Page 38 Assessment 2 – Match the times 

(a) 

(b) 

(c) 

(d) 

9:45 

4:15 

2:15 

11:45 


(a) 

(e) 

(b) 

(f) 

Page 46 Assessment 1 – In the year 

Month 

Season 

January Summer 

February Summer 

March 

Autumn 

April 

Autumn 

May 

Autumn 

June 

Winter 

July 

Winter 

August 

Winter 

September Spring 

October 

Spring 

November Spring 

December Summer 

UUM – 5 

Page 50 Resource sheet – Calendar activities 

1. (a) Teacher check 

(b) five (5) 

2. (a) Thursday (b) five (5) 

3. (a) Mondays (b) Thursdays 

4. Answers should indicate that the calendar would 

need an extra row to have it after the 29th. 


(b) 4th, 6th, 11th, 13th, 18th, 20th, 25th, 27th 

Page 51 Assessment 1 – Calendar questions 

1. (a) Thursday (b) Sunday (c) Friday 

2. (a) 1st, 8th, 15th, 22nd, 29th 

(b) 6th, 13th, 20th, 27th 

3. (a) five (5) (b) four (4) (c) four (4) 

4. (a) Teacher check (b) 31st (c) 25th 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au 53 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au v


Tell time to the quarter hour, using the language of ‘past’ and ‘to’ (ACMMG039) 

RELATED TERMS 

TEACHER INFORMATION 

Analogue clock 

• A clock with some or all of the digits 

from 1 to 12. These clocks have at 

least two hands: an hour hand and a 

minute hand. Many analogue clocks 

also have another hand, a second hand, 

though at this year level it would not 

be needed. 

Digital clock 

• A clock that displays the time using 

only digits, with the digit for the 

hour separated from the digits for the 

minutes by a colon; e.g. 3:24. 

Geared clock 

• A model of a clock where, as one hand 

moves, the other moves a proportional 

distance. Thus the hands move in the 

same way that working analogue 

clocks do. 

O’clock 

• Literally means ‘of the clock’. 

What does it mean 

• Students need to have a basic understanding of the fractions half 

and quarter. 

• The use of the term ‘quarter to’ is the only time that students read 

times as ‘to’ the hour. When they learn to read and say times to 

the nearest 5 minutes and beyond, we use the digital method of 

saying times such as ‘three forty’ or ‘six thirty-eight’, rather than 

‘twenty to four’ or ‘twenty-two minutes to seven’. 

• Using an analogue clock, students recognise that at 12:00, the 

minute (big) hand and the hour (small) hand are both pointing to 

the 12. At any other o’clock time, the hour hand points to the hour, 

and the minute hand points to the 12. Also, students recognise 

that when the time is ‘half past’ the hour, the big hand points to 

the 6 and the small hand points halfway between two numbers on 

the dial; that when the time is ‘quarter past’ the hour, the big hand 

points to the 3 and the small hand points a quarter of the way 

between two numbers on the face; and when the time is ‘quarter 

to’ the hour, the big hand points to the 9, and the small hand 

points three-quarters of the way between the two numbers. 

• Students understand that there are 60 minutes in an hour, that half 

an hour is 30 minutes and a quarter of an hour is 15 minutes. 

• Students should be able to count by 5s to 60. 

Teaching points 

• Students recognise the features of an analogue clock: it is often 

circular; has a small hand for the hour, a large hand for the 

minutes, and many analogue clocks also have a longer, thinner 

hand for the seconds; the 12 is located at the top of the clock, the 

6 at the bottom and the 3 and 9 on either side. For students of this 

age, a clock that shows all twelve digits is preferable. Try to avoid 

clocks that use Roman numerals. 



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• Students recognise that the hour hand on an analogue clock 

travels slowly and its movement cannot be seen; the minute hand 

travels more quickly and can sometimes be seen moving; if the 

clock has a second hand, it moves quite quickly and its movement 

can easily be seen. 

• If using a model of an analogue clock, it is preferable to have a 

geared clock, so that as the minute hand moves, the hour hand 

moves a proportional distance. This means that when the time 

is, for example, 7:15, the hour hand will be a quarter of the way 

between the 7 and the 8. As the minute hand on the clock is 

moved from 7:00 to 7:15, the hour hand slowly moves too. With 

a non-geared clock, the hour and minute hands are moved 

independently, so as the minute hand is moved from the 12 to the 

3 to show quarter past the hour times, the hour hand does not 

move. This may be confusing for some students. 

26 Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au


Tell time to the quarter hour, using the language of ‘past’ and ‘to’ (ACMMG039) 

Student vocabulary 

o’clock 

half past 

quarter past 

quarter to 

xx:15 (e.g. 3:15) 

xx:45 (e.g. 3:45) 

clockwise 

TEACHER INFORMATION (CONTINUED) 

Teaching points (continued) 

• Classrooms should have both an analogue clock and a digital 

clock, preferably side-by-side. Regularly seeing the two different 

displays for the same time of day helps students realise that there 

are two equally valid ways to read the time. There are some large 

clocks available commercially that clearly show the time in both 

formats. 

What to look for 

• If students make their own analogue clock, they put the 12 at the 

top of the clock, the 6 at the bottom and the 3 and 9 on either side. 

• Students can make the connection between times to the hour, half 

hour and quarter hour shown on an analogue clock and the same 

times shown on a digital clock. 

• On an analogue clock, students mixing up where the minute and 

hour hands point, e.g. showing 4:15 with the hour hand pointing 

to the 3 and the minute hand pointing to the 4. 

• Students confusing ‘quarter past’ and ‘quarter to’. 

• Students not making the connection between ‘quarter past’ 

(e.g. quarter past 4) and xx:15 (e.g. 4:15); and not making the 

connection between ‘quarter to’ (e.g. quarter to 7) and xx:45 (6:45). 

• Confusion with the hour when reading or writing ‘quarter to’; e.g. 

that ‘11:45’ and ‘quarter to 12’ is the same time. 



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Proficiency strand(s): 

Understanding 

Fluency 

Problem solving 

Reasoning 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au 27


HANDS-ON ACTIVITIES 

Discuss time incidentally 

• The teacher should take the opportunity to discuss what time it is whenever appropriate. For example, ‘It is playtime, 

half past 10, so the big hand is on the 6 and the small hand is just half way between the 10 and 11’; or ‘It is nearly home 

time, so the big hand is on the 9 and the small hand is nearly on the 3; it is quarter to three’. The teacher also discusses the 

corresponding time display on the digital clock. 

Clock bingo 

• Play Clock bingo (Boards on pages 30–32; with a blank bingo board on page 33). Students have bingo boards showing 

analogue times, digital times, or a mixture of both. The teacher or person in charge has a set of time cards (various times 

on pages 34–35 [to be enlarged]; with a blank time cards sheet on page 36). The teacher turns over and holds up a time 

card for the students to see. If using only analogue times on the bingo boards, the teacher’s cards should show digital 

times, and vice versa. If students have a clock on their bingo board that matches the time shown on the teacher’s card, 

the student covers the time with a counter. The first student to cover all the clocks on their board is the winner. Note: 

Time cards have not been made for all of the appropriate times between 1:00 and 12:45; only the times used in the 

bingo boards. Blank bingo cards are provided on page 33 if other times are required. 

Using clocks 

• Students have their own analogue clocks, either ones they’ve made themselves or commercial ‘toy’ clocks. The teacher 

holds up a digital time card from page 35, or uses the blank time cards on page 36, enlarged. Alternatively, the teacher 

could call out a time. Students show that time on their clocks and hold them up for the teacher to see. 

• Commercial clocks can be bought where both the analogue and digital times can be displayed. These may come with 

a smaller desk-sized version where students can turn the hands, and write the digital time. The teacher could then 

hold up a time card, or call out a time, and the students make that time on both the analogue and digital section of the 

clock. 

• To assess student knowledge of time, ask students to draw their own analogue clock ‘from scratch’. To successfully read 

and write times with ‘quarter to’ and ‘quarter past’, students will need to know: 

– the sequence of numbers from 1 to 12 

– the correct placement of those numbers on a circle 



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– where the minute (big) hand points when showing ‘quarter to’ (pointing to the 9) and ‘quarter past’ (pointing to the 3) 

– where the hour (small) hand points when showing ‘quarter to’ (pointing almost to the next hour) and ‘quarter past’ 

(pointing to just past the hour). 

• Take note of how they deal with the four points above. This initial sample of work may be dated and kept to be used 

as a benchmark. Later in the year, a second clock may be drawn and comparison made between the first and second 

clocks. 



LINKS TO OTHER CURRICULUM AREAS 

English 

• Read The Bad tempered ladybird by Eric Carle. In this book a ladybird works it way through different times of the day. The 

times are shown on analogue clocks. 

• Learn the rhyme Hickory dickory dock. For full verses for times from 1–12, see 

Information and Communication Technology 

• Have analogue clock faces and digital clocks on the interactive whiteboard. Students match each analogue time with 

the digital equivalent. 

Health and Physical Education 

• Play a variation of What’s the time, Mr Wolf? Instead of calling out a time on the hour, allow only times with ‘quarter 

past’ or ‘quarter to’. Students still go forward the number of steps for the hour—e.g. if quarter past three is called out, 

the students may walk forward three steps—but if quarter to three is called, the students need to know that the ‘hour’ 

shown on an analogue clock would only be past the two (although nearer the three, it is not there yet), so they may 

only take two steps forward. 

The Arts 

• Students make their own paper plate clocks; folding to find the correct position for the 12, 6, 3 and 9, then put in the 

other digits. Use split pins or similar for the hour and minute hands. 

Languages 

9 

8 

11 

12 

1 

10 

7 

hour 

6 

minute 

5 

• Learn the names for the time on the hour, half hour and quarter hour in a different language; also the number names 

for the hours from one to twelve. 

3 

4 

2 



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RESOURCE SHEET 

Student bingo boards – 1 

Bingo board 1 Bingo board 2 




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CONTENT DESCRIPTION: Tell time to the quarter hour, using the language of ‘past’ and ‘to’ 




Student bingo boards –2 



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Sub-strand: Using units of measurement—UUM – 3 Assessment 1 

NAME: 

DATE: 

Quarter past nine 

1. Draw the shape of a large clock face. 

2. Write the numbers 1 to 12. 

3. Draw hands to show quarter past nine. 




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Assessment 2 Sub-strand: Using units of measurement—UUM – 3 

NAME: 

DATE: 

Match the times 

Draw a line from each analogue clock to the digital clock that shows the 

same time. 

(a) 

(b) 

(c) 

(d) 

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Sub-strand: Using units of measurement—UUM – 3 Assessment 3 

NAME: 

DATE: 

Draw the times – 1 

Draw the hands on the clocks for each time. 

(a) 

(e) 


quarter past 1 

(b) 

quarter to 10 

(c) 

quarter to 7 

(d) 

5:15 

quarter past 12 

(f) 

(g) 

3:45 

quarter to 4 

(h) 

half past 2 



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Assessment 4 Sub-strand: Using units of measurement—UUM – 3 

NAME: 

DATE: 

Draw the times – 2 

Show the correct times on the clocks. 

(a) 

(e) 

(b) 

(c) 

half past 2 

quarter 

to 11 

quarter to 8 

(d) 

quarter 

past 6 

quarter 

: 

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(h) 

half past 6 

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Checklist 

Tell time to quarter hour, using the language of ‘past’ and ‘to’ (ACMMG039) 

STUDENT NAME 

Can tell time to the 

quarter hour on an 

analogue clock using the 

language of ‘past’ and ‘to’ 

Can tell time to the 

quarter hour on a digital 

clock 

Can convert time to 

the quarter hour from 

analogue to digital and 

vice versa 



Display Copy 


GIGA-BLASTER 

GIGA-BLASTER 

GIGA-BLASTER 

GIGA-BLASTER 

ON 

OFF 

ON 

OFF 

ON 

OFF 

ON 

OFF 

Sub-strand: Using units of measurement 

Answers 

UUM – 1 

(c) 

(g) 

Page 9 Resource sheet – Triangle puzzle 

Answers will vary 

Page 10 Resource sheet – Model building 

1. 3 2. 6 3. 6 

4. 4 5. 4 6. 5 

Page 12 Resource sheet – Shell ruler 

3. fish starfish octopus shark 

Page 13 Assessment 1 – Snakes alive 

Answers will vary according to the unit chosen. 

Page 14 Assessment 2 – Tropical islands 

1. Teacher check 

2. Answers in table will vary according to chosen unit. 

3. Island 2 is the biggest. 

UUM – 2 

Page 23 Resource sheet – Which is heavier? 

Teacher check 

Page 24 Assessment 1 – Comparing masses 

1.–2. Teacher check 

UUM – 3 

Page 37 Assessment 1 – Quarter past nine 

Teacher check 

Page 38 

(a) 

(b) 

(c) 

(d) 

Assessment 2 – Match the times 


(a) 

(b) 

(e) 

(f) 

9:45 

4:15 

2:15 

11:45 

(d) 

(h) 


(a) 2:30 (b) 10:45 (c) 7:45 

(d) 6:15 (e) 1:15 (f) 4:45 

(g) 6:30 (h) 3:15 

UUM – 4 

Page 46 

UUM – 5 

Assessment 1 – In the year 

Month 

January 

February 

March 

April 

May 

June 

July 

August 

September 

October 

November 

December 

Season 

Summer 

Summer 

Autumn 

Autumn 

Autumn 

Winter 

Winter 

Winter 

Spring 

Spring 

Spring 

Summer 



Display Copy 

Page 50 Resource sheet – Calendar activities 


(b) five (5) 

2. (a) Thursday (b) five (5) 

3. (a) Mondays (b) Thursdays 

4. Answers should indicate that the calendar would 

need an extra row to have it after the 29th. 


(b) 4th, 6th, 11th, 13th, 18th, 20th, 25th, 27th 

Page 51 Assessment 1 – Calendar questions 

1. (a) Thursday (b) Sunday (c) Friday 

2. (a) 1st, 8th, 15th, 22nd, 29th 

(b) 6th, 13th, 20th, 27th 

3. (a) five (5) (b) four (4) (c) four (4) 

4. (a) Teacher check (b) 31st (c) 25th 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) R.I.C. Publications ® www.ricpublications.com.au 53 

ISBN 978-1-921750-92-2

RIC-20140 ACM Measurement and Geometry (Yr 2) Using units of measurement 3

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