RIC-20175 ACM Measurement and Geometry (Yr 6) Using units of measurement 5

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Australian Curriculum Mathematics 

resource book: Measurement and Geometry 

(Year 6) 

Published by R.I.C. Publications ® 2013 

Copyright © Linda Marshall 2013 

RIC– 20175 

Titles in this series: 

Australian Curriculum Mathematics resource book: 

Measurement and Geometry (Foundation) 


Measurement and Geometry (Year 1) 











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Curriculum. 

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Foreword 

AUSTRALIAN CURRICULUM MATHEMATICS 

RESOURCE BOOK: 

MEASUREMENT AND GEOMETRY 

(YEAR 6) 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) 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 .................................................... 2–61 

• UUM – 1 

Connect decimal representations to the metric system (ACMMG135) 

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

– Hands-on activities ................................................................................... 3 

– Links to other curriculum areas ................................................................. 3 

– Resource sheets .................................................................................... 4–6 

– Assessment .......................................................................................... 7–8 

– Checklist ................................................................................................... 9 

• UUM – 2 

Convert between common metric units of length, mass and 

capacity. (ACMMG136) 

– Teacher information ......................................................................... 10–13 

– Hands-on activities ........................................................................... 14–16 

– Links to other curriculum areas ................................................................ 16 

– Resource sheets ................................................................................ 17–25 

– Assessment ...................................................................................... 26–28 

– Checklist .................................................................................................. 29 

• UUM – 3 

Solve problems involving the comparison of lengths and areas 

using appropriate units (ACMMG137) 

– Teacher information ................................................................................ 30 

– Hands-on activities .................................................................................. 31 



– Assessment ...................................................................................... 37–38 

– Checklist .................................................................................................. 39 

• UUM – 4 

Connect volume and capacity and their units of 

measurement (ACMMG138) 





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

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

• UUM – 5 

Interpret and use timetables (ACMMG139) 





– Assessment ............................................................................................. 56 

– Checklist .................................................................................................. 57 

Contents 

Answers ............................................................................................ 58–61 

Shape .................................................................................................. 62–79 

• Shape – 1 

Construct simple prisms and pyramids (ACMMG140) 


– Hands-on activities ........................................................................... 64–65 



– Assessment ...................................................................................... 76–77 

– Checklist .................................................................................................. 78 

Answers .................................................................................................... 79 

Location and transformation .............................................. 80–113 

• L&T – 1 

Investigate combinations of translations, refl ections and rotations, 

with and without the use of digital technologies (ACMMG142) 





– Assessment ...................................................................................... 95–96 

– Checklist .................................................................................................. 97 

• L&T – 2 

Introduce the Cartesian coordinate system using all four 

quadrants (ACMMG143) 



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– 

– 

– 

– 

– 

– 

Teacher information ......................................................................... 98–99 

Hands-on activities ................................................................................ 100 

Links to other curriculum areas .............................................................. 101 

Resource sheets ............................................................................ 102–108 

Assessment .................................................................................. 109–110 

Checklist ................................................................................................ 111 

Answers ...................................................................... 112–113 

Geometric reasoning ............................................................ 114–131 

• GR – 1 

Investigate, with and without digital technologies, angles on a 

straight line, angles at a point and vertically opposite angles. Use 

results to fi nd unknown angles (ACMMG141) 

– Teacher information ..................................................................... 114–115 

– Hands-on activities ................................................................................ 116 

– Links to other curriculum areas .............................................................. 117 

– Resource sheets ............................................................................ 118–127 

– Assessment ...................................................................................128–129 

– Checklist ................................................................................................ 130 

Answers ................................................................................................. 131 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) 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, Location and transformation, 

and Geometric reasoning. 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, 

Location and transformation, and Geometric reasoning). 

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 resource 

sheets. Where applicable, these will be stated for 

easy reference. 

iv Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) R.I.C. Publications ® www.ricpublications.com.au

FORMAT OF THIS BOOK 

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

the content description. These include Information and Communication Technology, English, 

Science, Languages other than English, History, Geography and the Arts. 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. Support 

activities are in the hands-on activities or 

resource sheets. 



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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. 

Answers for resource sheets (where 

appropriate) and assessment pages are 

provided on the final page of each sub-strand 

section. 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) R.I.C. Publications ® www.ricpublications.com.au v

Sub-strand: Using units of measurement—UUM – 5 


RELATED TERMS 

TEACHER INFORMATION 

am (ante meridiem) 

• From the Latin words meaning 

before noon. 

pm (post meridiem) 

• From the Latin words meaning 

after noon. 

Conversions of time 

60 seconds = 1 minute 

60 minutes = 1 hour 

24 hours = I day 

Expressing two units 

• For example, 1 day and 4 hours as 

28 hours or 2 hours and 40 minutes 

as 160 minutes. 

Student vocabulary 

o’clock 

half past 

quarter past 

quarter to 

xx:25 (eg 3:25) 

xx:52 (eg 3:52) 

clockwise 

What this means 

• It is important for students to become familiar with a variety of 

timetable formats. The 12-hour and 24-hour formats are most 

commonly used. 

• It is expected that students can tell the time to the nearest minute 

using both 12- and 24-hour clocks. 

• Converting between 12- and 24-hour times can be difficult because of 

the non-metric nature of time. So 1630 is not 6:30 pm, but 4:30 pm. 

• Calculations of time difference can be quite difficult, again because of 

the non-decimal nature of time. For example, if using a timetable and 

calculating how long before the next bus, a calculator may actually 

hamper the process. If the bus arrives at 1625 and it is currently 1547, 

you cannot simply key 1625 into a calculator and subtract 1527; the 

result would be 78, which a child could incorrectly interpret as 78 

minutes. In this case, the number of minutes until 1600 would be 

calculated first (13 minutes), and the extra 25 minutes until the desired 

time (1625) added to give a total waiting time of 38 minutes. 

Teaching points 

• Standard abbreviations for units for time are seconds (s), minutes (min) 

and hours (h); the other units do not have standard abbreviations. 

Note: ‘sec’ and ‘hr’ are commonly used abbreviations for second and 

hour, but they are not the correct ones. 

• When writing 12-hour time, we use a colon between the hours and 

minutes; for example, two o’clock should be 2:00 not 2.00. When 

writing 24-hour time we generally do not use a colon, but use 4 digits; 

for example, 4:33 pm would be written as 1633. For times before 

10 am, there is a zero at the start in 24-hour time; e.g. 0730 for 7:30 

in the morning. Whether we say ‘oh’ or ‘zero’ depends on community 

practice, but it should always be in the written form. (Note: some 

sources do use a colon in 24-hour time.) 



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• Telling the time in both 12- and 24-hour formats should be practised 

daily, and treated incidentally whenever the opportunity arises. 

• 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. 

am (ante meridiem) 

pm (post meridiem) 

13:00 

ON 

OFF 

GIGA-BLASTER 

second 

minute 

hour 

day 

48 Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) R.I.C. Publications ® www.ricpublications.com.au



TEACHER INFORMATION (CONTINUED) 

• The spoken time reflects the written digital time; e.g. in 12-hour time 

format, 11:28 would be said as eleven twenty-eight, not twenty-eight 

minutes after/past eleven. The time 7:31 would be said as seven thirtyone, 

not twenty-nine minutes to 8 or thirty-one minutes after/past seven. 

With times such as 11:05, whether we say oh instead of zero or whether 

we verbalise the zero at all, depends on community practice. However, 

the zero must be used in the written form. When ‘am’ and ‘pm’ are used, 

the individual letters are spoken. 

• When using the 24-hour time format, times on the hour generally are 

said as ‘hundred’; e.g. 1100 would be eleven hundred and 0500 would 

be zero five hundred. Other times with a zero at the end would be 

spoken in tens; e.g. 1120 would be eleven twenty and 0530 would be 

zero five thirty. 

• National tests usually have several questions on time, including 

calculating time differences. 

What to look for 

• Students unable to convert from 12- to 24-hour time. 

• Students not using four digits when writing 24-hour time; e.g. writing 

815 instead of 0815 for 8:15 am. 

• Students using the wrong base (e.g. Base 10) for time calculations. 

• Students using a calculator inappropriately when subtracting one time 

from another to find the duration of an event. 

• Students unable to decide which operation is appropriate when 

calculating time problems. 



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Proficiency strand(s): 

Understanding 

Fluency 

Problem solving 

Reasoning 

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) R.I.C. Publications ® www.ricpublications.com.au 49


HAND-ON ACTIVITIES 

• When converting from the 12-hour to the 24-hour clock, for any time after 12:59 pm (that is in the afternoon), we add 

12; so 5:00 pm becomes (5 + 12) which is 1700, and 11:13 pm becomes (11 + 12, and the 13 minutes) which is 2313. 

• Where possible, base the use of timetables on real life situations such as class timetables, television guides, excursion 

plans, public transport timetables, students’ holiday plans etc. 

• Use a clock face format to display part of a timetable. This works well for a one-hour time frame, as the five-minute 

timeslots make it easy to calculate. Providing the information in this format is a way for students to be introduced to 

circle (pie) graphs. Students could then make their own circle graph for a different one-hour period, either during the 

school day or after school. (See page 54.) Ensure students understand that the timetable starts at 12 and continues 

clockwise but the 12 does not mean 12 o’clock. 

Between 9:00 and 10:00 

Discussion 

Math 

activities 

Morning 

routine 

Mental 

maths 

• Students plan a trip for a day out that involves using public transport. If possible, more than one form of public 

transport could be planned for, thus necessitating calculations about transit times and the viability of getting from one 

place to another in plenty of time. 

• Offer students the opportunity to construct simple personal timetables. This may be for a period of one day, a weekend, 

a long weekend or the duration of a two-week school holiday. 

0900 

1030 

1200 

1330 

1500 

Mon Tues Wed Thur Fri 



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• Remove the class timetable from view on a Monday and ask students to fill it in as the days progress. At the end of the 

week, students could compare their timetables with the regular one, and discuss any differences and why they might 

have occurred; e.g. it was raining when we were due to have fitness on Wednesday morning, so we did it after lunch. 

• Look at timetables for public transport in the local area and discuss features of it. For example, What is the earliest train 

we could catch to the city? Is it earlier or later than the first train from the city? What time is the last train for the day? Why 

don’t they have any later trains? How far apart are the services? Does it vary at different times of the day? What is the longest 

time you would have to wait for a train? What is the shortest time between services? 



LINKS TO OTHER CURRICULUM AREAS 

English 

• Use the book Tick tock by James Dunbar as a stimulus book for discussion about different time periods. 

• Read Just a minute! by T Slater. 

• Read Clocks and more clocks by Pat Hutchins. Discuss what the times in the book would be if they were shown in 

24-hour format. Discuss also the time differences between each of the rooms. 

Information and Communication Technology 

• A stop-the-clock format for recording 24-hour time can be found at 

• Stop the Clock, with a 24-hour option, can be found at Students have to match an analogue clock with its digital time display. 

Languages 

• Students tell the time in another language, and in both 12- and 24-hour formats. 



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RESOURCE SHEET 

12- and 24-hour comparisons 

12-hour clock 

12 midnight 

24-hour clock 

0000 

1 am 0100 

2 am 0200 

3 am 0300 

4 am 0400 

5 am 0500 

am 

6 am 0600 

7 am 0700 

8 am 0800 

9 am 0900 

10 am 1000 

11 am 1100 

12 noon 

1200 

1 pm 1300 

2 pm 1400 



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3 pm 1500 

4 pm 1600 

5 pm 1700 

pm 

6 pm 1800 

7 pm 1900 

8 pm 2000 

9 pm 2100 

10 pm 2200 

11 pm 2300 

CONTENT DESCRIPTION: Interpret and use timetables 



12:01 am 0001 


The 24-hour clock 

1:00 pm 1300 

1:00 am 0100 

24 

2:00 pm 1400 

2:00 am 0200 23 13 

3:00 pm 1500 

3:00 am 0300 12 

11 1 

4:00 pm 1600 

22 

4:00 am 0400 

14 

5:00 pm 1700 

10 2 

5:00 am 0500 6:00 pm 1800 

6:00 am 0600 21 9 3 15 7:00 pm 1900 

7:00 am 0700 8:00 pm 2000 

8 4 

8:00 am 0800 9:00 pm 2100 

20 16 

9:00 am 0900 

7 5 

6 

10:00 pm 2200 

10:00 am 1000 19 17 

11:00 pm 2300 

18 

11:00 am 1100 12:00 midnight 2400 

12:00 noon 1200 

What is 9:25 am in 24-hour time? Look at the 24-hour clock. 9:00 am is shown as 0900, so 9:25 am 

would be shown as 0925. 

What is 9:25 pm in 24-hour time? 9:00 pm is shown as 2100, so 9:25 pm would be shown as 2125. 

1. Write the following 12-hour times as 24-hour times. 

(a) 6:00 am 

(c) 12 noon 

(b) 4:40 pm 

(d) 12:00 midnight 

(e) 12:53 pm (f) 3:15 am 



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2. Write these 24-hour times as 12-hour times, using am or pm. 

(g) 2245 (h) 1007 

(i) 0455 (j) 1836 


(k) 0005 (l) 2359 

3. What is the time period between these times of the same day? 

(a) 10:05 am and 1325 

(b) 1535 and 4:15 pm 

(c) 11:50 am and 2350 

(d) 1455 and 9:20 pm 

(e) 7:25 pm and 1955 

(f) 0430 and 4:10 pm 




Clock face timetables 

A clock face timetable can be used to show how much time is spent on different activities. 

A one-hour timetable shows minutes spent. 

A 12-hour timetable shows hours spent. 

The starting point is always 12, but this does not mean 12 o’clock. 

1. This is a one-hour timetable for a doctor. It shows the time spent with each patient between 

1:00 pm and 2:00 pm. 

2. This is a 12-hour timetable for an electrician. 

(a) How many jobs did he do in a day? 

(b) How long was his shortest visit? 

(c) He went to the Smith house at 

3:00 pm. It was his 6th appointment. 

What time did he leave there? 

(d) What time did he start work in the 

morning? 

(a) How many patients did she see in 

the hour? 

(b) How long was her longest 

appointment? 

(c) How many 10-minute 

appointments did she have? 

(d) Jim was her 4th appointment for 

the hour. How long was his visit? 

3. Make your own 12-hour timetable for last Saturday. 



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Note: the 12 does not mean 12:00, just the beginning of the timetable. 






Timetable problems 

This is the schedule for the Chip Off the Block bus company, which offers regular services between 

Block City and Block Beach and between Block City and Block Mine. All services take one hour. 

Block City to 

Block Beach 

Block Beach to 

Block City 

Block City to 

Block Mine 

Block Mine to 

Block City 

0400 1500 0510 1240 0415 1515 0525 1305 

0430 1600 0640 1310 0445 1615 0705 1325 

0500 1700 0700 1410 0515 1715 0725 1425 

0530 1730 0840 1510 0545 1745 0905 1523 

0600 1800 0920 1610 0615 1815 0935 1625 

0700 1830 1020 1740 0715 1845 1035 1805 

0800 1900 1110 1810 0815 1915 1125 1825 

1100 1930 1140 1910 1115 1945 1205 1925 

1300 2000 1210 1940 1315 2015 1225 2005 

Example: 

Jess arrived at Block City bus station at 3:47 pm. 

How long did she have to wait to for the next bus to Block Mine? 

Convert the 12-hour time to 24-hour time: 3:47pm to 1547. 

Look at the timetable. 

The next bus to leave Block City for Block Mine after 1547, is the 1615. 

From 1547 to the next hour, 1600, is 13 minutes. 

From 1600, there are another 15 minutes to wait until the bus leaves at 1615. 

13 minutes plus 15 minutes are 28 minutes. Jess had to wait 28 minutes for her bus. 

Explain your answers to the problems below. 

1. Kim wanted a bus from Block Beach to 

Block City. He checked his watch. It read 

10:49 am. How long until the next bus? 

2. Ella arrived at the Block Mine bus station 

at 11:33 am. She wanted to go to Block 

Beach. What is the earliest she could get 

there? 



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3. At the end of his day shift, Tim got to Block 

Mine bus station at 6:15 pm. How long 

before he reaches Block City? What time 

will he arrive there? 

4. Victor wanted to get back to Block City 

from Block Beach by 8 pm. What is the 

latest time he should leave the beach? 


Assessment 1 Sub-strand: Using units of measurement—UUM – 5 

NAME: 

DATE: 

Cra-zee TV guide 

Below is the TV guide for Mondays on the Cra-zee television service (CZTV). 

Cra-zee 1 Cra-zee 2 Cra-zee 3 

6:00 News 6:00 Wake up everyone 6:00 Cook a breakfast 

6:35 Brekky business 7:30 Morning news 7:20 Morning movie 

7:15 Don’t be bored 8:30 Monkeys in trouble 8:20 Cartoons for critters 

8:15 Play me music (rpt) 8:50 Monkeys out of trouble 10:10 Kiddies sing-along 

9:00 Talented dog show 9:25 Monkey movie 11:30 Cra-zee cartoons 

10:00 Talented cat show 12:30 Midday madness 12:00 Lunch with me 

10:50 Talented bird show 1:15 Police car fashions 1:00 Silly soap show 

11:45 Pets and more pets 2:30 Football (rpt) 2:10 Guess my secret 

12:30 Lunch news 4:50 Golf made easy 2:55 Win your weight 

1:00 Snooze news 6:00 News 3:45 My time (rpt) 

1:55 Cooking made silly 6:30 Tomorrow today 4:20 Just me and you 

2:50 Soap opera magic 7:00 Sing my song 5:05 Cra-zee kids show 

3:20 Cartoons for all 8:15 Cowboy sing-along 6:00 News for you 

5:00 Early news 9:35 Great houses of old 6:30 Game of the year! 

5:30 Monster movie 10:50 Late night cooking 7:30 The best animals show 

8:45 Late news 11:30 Car racing (rpt) 8:40 Movie moments 

9:00 Late at night movie 12:50 Best buys 10:00 Sporting highlights 

10:30 Just joking 11:00 Late night comedy 

1. How many news shows are broadcast 

altogether? 

2. If you could record and watch them all, 

how long would it take? 

5. What is the longest sports show? How long 

does it run for? 



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6. Ed arrived home at 1345. What shows 

are on at that time? 

3. Which channel has the longest movie? 

4. How many repeat shows are there, and 

how long do they go for altogether? 

7. What is the earliest cooking show on 

Monday? What is the latest? 

8. Marie tuned in at 1850. How long must 

she wait to watch a news show? What 

channel will be showing it? 




Checklist 


STUDENT NAME 

Converts between 

12-hour and 

24-hour time 

Uses timetables 

presented in 12-hour 

and 24-hour format 

Calculates duration 

of time in 12- and 

24-hour formats 



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Answers 

UUM – 1 

UUM – 2 

Sub-strand: Using units of measurement 

Page 6 Resource sheet – A square metre 

1. (a) 100 (b) 100 (c) 10 000 

2. Teacher check 

3. (a) 100 (b) 10 000 (c) Teacher check 

Page 7 Assessment 1 – Show week for the dairy 

1. Cheese 

(a) 

Mass of block at the 

Day Amount sold 

end of the day 

Sunday 3.25 kg 11.75 kg 

Monday 2.35 kg 9.4 kg 

Tuesday 2.3 kg 7.1 kg 

Wednesday 1 kg 550 g 5.55 kg 

Thursday 3500 g 2.05 kg 

Friday 0.55 kg (or 550 g) 1.5 kg 

Saturday 1.25 kg 0.25 kg (or 250 g) 

(b) 250 grams or 0.25 kg 

(c) Thursday 

(d) Friday 

(e) Tuesday 

2. Flavoured milk 

(a) 

Day Chocolate Strawberry Vanilla 

Total 

sold 

Sunday 3.8 L 4.5 L 2.3 L 10.6 L 

Monday 2200 mL 1850 mL 1250 mL 5.3 L 

Tuesday 3.5 L 2.9 L 1.6 L 8 L 

Wednesday 2600 mL 1500 mL 1300 mL 5.4 L 

Thursday 2½ L 3¼ L 2 L 7.75 L 

Friday 4 L 3100 mL 1.9 L 9000 mL 

Saturday 4300 mL 4.2 L 3½ L 12 L 

Amount of 

each flavour 

sold 

22.9 L 21.3 L 13.85 L 58.05 L 

sold in 

total 

(b) 58.05 L 

(c) chocolate 

(d) Saturday 

(e) Monday 

Page 8 Assessment 2 – Getting ready for the 

school fete 

1. 70 bags 

2. 60 Super Burgers 

3. 15 trips 

4. 12 kilograms 

5. 112 cups 

6. maximum $100, minimum $75 

Page 17 Resource sheet – Units of length 

Teacher check 

Page 18 Resource sheet – The king’s dilemma 

Solution: Cut the bar into three pieces that are 1 metre, 

2 metres and 4 metres long. 

Night 1 Give knight the 1-metre length of gold. (1 m) 

Night 2 

Night 3 

Night 4 

Night 5 

Night 6 

Night 7 

Take back the 1-metre length of gold and give 

the knight the 2-metre length of gold. (2 m) 

Give knight the 1-metre length of gold. He now 

has 3 metres of gold. (2 m + 1 m) 

Take back all the gold and give the knight the 

4-metre length of gold. (4 m) 

Give the knight the 1-metre length of gold. He 

now has 5 metres. (4 m + 1 m) 

Take back the 1-metre length of gold and give 

the knight the 2-metre length of gold. He now 

has 6 metres. (4 m + 2 m) 

Give the knight the final 1-metre length of gold. 

He now has 7 metres. (4 m + 2 m + 1 m) 

Page 19 Resource sheet – The long and the tall 

Teacher check 

Page 20 Resource sheet – Congratulations – You win! 

Teacher check. Answers will vary. 

Page 21 Resource sheet – What do they weigh? 

Teacher check 

Page 22 Resource sheet – Edible fruit 

Teacher check 

Page 23 Resource sheet – Jugs and more jugs 

1. (a) 250 mL 

(b) 1.5 L 

(c) 850 mL 

(d) 100 mL 

2. (a) 1.5 L or 1500 mL 

(b) 1.6 L or 1600 mL 

(c) 1.35 L or 1350 mL 

(d) 0.2 L or 200 mL 

3. (a) 4 L or 4000 mL 

(b) 1 L or 1000 mL 

(c) 1.1 mL or 1100 mL 

(d) 1.75 L or 1750 mL 



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Page 24 

Contents 

Orange 

zinger 

Fruit 

cocktail 

Sharp and 

sweet 

Citrus 

special 

Tuttifruiti 

Resource sheet – Mixing punch 

Quantity 

of punch 

required 

8 L 

5 L 

2 L 

8 L 

15 L 

Ratio of 

ingredients 

50% orange 

juice 

50% soda water 

3 

⁄5 orange juice 

3 

⁄10 apple juice 

1 

⁄10 orange cordial 

1 

⁄4 lime cordial 

3 

⁄4 berry juice 

1 

⁄4 orange juice 

1 

⁄8 orange cordial 

1 

⁄8 lime cordial 

1 

⁄2 soda water 

1500 mL lime 

cordial 

1.5 L orange 

cordial 

1500 mL berry 

juice 

1 L orange juice 

1.5 L apple juice 

8 litres soda 

water 

Quantity 

of each 

ingredient 


4 L soda water 


1.5 L apple 

juice 

0.5 L orange 

cordial 

0.5 L lime 

cordial 

1.5 L berry juice 


1 L orange 

cordial 

1 L lime cordial 


1.5 L lime 

cordial 

1.5 L orange 

cordial 

1.5 L berry juice 


1.5 L apple 

juice 


Page 25 Resource sheet – Measure hunt 

Teacher check 

Page 26 Assessment 1 – Measuring lengths 

1. (a) 100 mm (10 cm) 

(b) 98 mm (9.8 cm) 

(c) 7 mm (0.7 cm) 

2. (a) 6.2 cm 

(b) 0.3 cm 

(c) 9.8 cm 

3. (a) 74 mm 

(b) 120 mm 

(c) 6 mm 

4. (a) 2.9 m 

(b) 5.5 m 

(c) 24 m 

5. (a) 600 cm 

(b) 380 cm 

(c) 1210 cm 

6. 121 cm 124 cm 2.06 m 12.1 m 

7. (a) cm or m (b) km 

(c) mm 

(d) cm or mm 

(e) km (f) mm 

8. (a) Teacher check 

(b) 155 mm 

Bottles 

of each 

ingredient 

4 orange juice 

2 soda water 


2 apple juice 

1 orange 

cordial 

2 lime cordial 

5 berry juice 


2 orange 

cordial 


2 soda water 


3 orange 

cordial 

5 berry juice 


2 apple juice 

4 soda water 

Answers 

Page 27 Assessment 2 – Measuring mass 

1. (a) 1500 g 

(b) 900 g 

(c) 14 250 g 

2. (a) 1 kg 

(b) 0.05 kg 

(c) 3.4 kg 

3. (b) 0.375 kg 

4. 800 g, 0.8 kg 

5. 0.1 kg 206 g 1200 g 2.06 kg 

6. $2.15 

Page 28 Assessment 3 – Measuring capacity 

1. (a) 2300 mL 

(b) 900 mL 

(c) 14 250 mL 

2. (a) 0.047 L 

(b) 7.9 L 

(c) 1.005 L 

3. 0.25 L 804 mL 10 L 0.1 kL 

4. (a) A = 500 mL 

B = 1 L 

C = 350 mL 

D = 50 mL 

E = 150 mL 

(b) B 

(c) D 

5. Fill container B (7000 mL) and pour into container 

A (3L); that leaves 4 L in B. Pour that into container 

C and empty container A. Fill container B, pour into 

container A, empty container A and fill it again from 

container B. This leaves 1 L in container B. Pour this 

into container C, which now has 5 L (4 L + 1 L). 

UUM – 3 

Page 33 

Object 

Parallelogram 

Rectangle 

Trapezium 

Oval 

Hand 

Resource sheet – Perimeter puzzles 

Estimated 

perimeter 

Actual 

perimeter 

16.6 cm 

18 cm 

16.1 cm 

17 cm 

35.5 cm 

Difference 

between actual 

and estimated 

perimeters 



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Page 34 Resource sheet – Which is the biggest? 

Shape A: P = 28 cm; A = 48 cm 2 

Shape B: P = 23.4 cm; A = 24cm 2 

Shape C: P = 20.5 cm; A = 20cm 2 

Shape D: P = 21.7 cm; A = 30 cm 2 


Answers 

Pages 35 Resource sheet – Constant area, changing 

perimeter 

(a) P = 14, A = 9 

(b) P = 16, A = 9 

(c) P = 18, A = 9 

(d) P = 20, A = 9 

The areas are all the same, but the perimeters are different. 

Answers may vary. 

Pages 36 Resource sheet – Constant perimeter, changing 

area 

(a) P = 12, A = 8 

(b) P = 12, A = 7 

(c) P = 12, A = 6 

(d) P = 12, A = 5 

The perimeters are all the same, but the areas are different. 

Answers may vary. 

Page 37 Assessment 1 – What’s the size? 

1. (a) B 

(b) Cut out and overlay 

(c) 44 cm 2 difference 

(d) B 

(e) Use a ruler 

2. (a) 5.5 cm 2 

(b) 5 cm 2 

(c) C 

(d) 11.5 cm 

(e) 12 cm 

(f) D 

3. (a) 4.5 cm 2 

(b) 4 cm 2 

(c) E 

(d) 8.5 cm 

(e) 8 cm 

(e) E 


Page 38 


Assessment 2 – Complete the tables 

Rectangle Area Perimeter Length of sides 

A 12 cm 2 14 cm 4 cm and 3 cm 

B 12 cm 2 16 cm 6 cm and 2 cm 

C 16 cm 2 16 cm 4 cm and 4 cm 

D 24 cm 2 20 cm 4 cm and 6 cm 

E 54 cm 2 30 cm 6 cm and 9 cm 

F 40 cm 2 28 cm 4 cm and 10 cm 

G 40 cm 2 44 cm 2 cm and 20 cm 

H 40 cm 2 26 cm 5 cm and 8 cm 

I 20 cm 2 24 cm 10 cm and 2 cm 

J 20 cm 2 18 cm 4 cm and 5 cm 

K 75 cm 2 56 cm 3 cm and 25 cm 

L 100 cm 2 40 cm 10 cm and 10 cm 

Rectangle Area Length of sides Perimeter 

V 36 cm 2 1 cm and 36 cm 2 (1 + 36) = 74 cm 

W 36 cm 2 2 cm and 18 cm 2 (2 + 18) = 40 cm 

X 36 cm 2 3 cm and 12 cm 2 (3 + 12) = 30 cm 

Y 36 cm 2 4 cm and 9 cm 2 (4 + 9) = 26 cm 

Z 36 cm 2 6 cm and 6 cm 2 (6 + 6) = 24 cm 

UUM – 4 

Page 44 Resource sheet – Dunking 

1. The amount of water is exactly the same at each 

level. None has been added or taken away. 

2. The volume of water between the original and 

new levels is the same as the mass of the plasticine 

shape. 

Page 45 Resource sheet – More dunking 

1. The amount of water in each glass is exactly the 

same at each level. 

2. This amount of water is the volume of each of the 

balls. The volume of both balls is the same; the level 

the water rose is the same. 



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Page 46 Assessment 1 – Volume and capacity 

1. 92 cm 3 

2. 1.625 L (or 1625 mL) 

3. 385 mL 

4. 

Metal 1 Metal 2 

volume of metal 127 cm 3 450 cm 3 

volume of water displaced 127 mL 450 mL 

new level in container 627 mL 950 mL 

5. (c) 600 cm 3 

6. (b) 375 grams 



UUM – 5 

Answers 

Page 53 Resource sheet – The 24-hour clock 

1. (a) 0600 

(b) 1640 

(c) 1200 

(d) 2400 

(e) 1253 

(f) 0315 

2. (g) 10:45 pm 

(h) 10:07 am 

(i) 4:55 am 

(j) 6:36 pm 

(k) 12:05 am 

(l) 11:59 pm 

3. (a) 3 hours and 20 minutes 

(b) 40 minutes 

(c) 12 hours 

(d) 6 hours and 25 minutes 

(e) 30 minutes 

(f) 11 hours and 40 minutes 

Page 54 Resource sheet – Clock face timetables 

1. (a) 9 patients 

(b) 15 minutes 

(c) 1 

(d) 5 minutes 

2. (a) 7 

(b) 1 hour 

(c) 4:30 pm 

(d) 6 am 


Page 55 Resource sheet – Timetable problems 

1. 21 minutes 

2. 1600 (4 pm) 

3. 1 hour and 10 minutes. 

He will arrive at 1925 (7:25 pm). 

4. 1810 (6:10 pm). If he catches the later bus at 1910, 

he will arrive at 2010 (8:10 pm). 

Page 56 Assessment 1 – Cra-zee TV guide 

1. 8 news shows 

2. 4 hours 45 minutes 

3. Cra-zee 1 (3 hours 15 minutes Monster movie) 

4. Four shows are repeats. Total is 5 hours (or 300 

minutes). 

5. Football at 2:30 pm on Cra-zee 2. It runs for 2 hours 

and 20 minutes. 

6. Snooze news; Police car fashions or Silly soap show. 

7. The earliest is Cook a breakfast at 6:00 am on 

Cra-zee 3. The latest is Late night cooking at 

10:50 pm on Cra-zee 2. 

8. It will be 1 hour and 55 minutes before she can 

watch the Late news at 8:45 pm on Cra-zee 1. 



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RIC-20175 ACM Measurement and Geometry (Yr 6) Using units of measurement 5

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