MEASUREMENT – SECOND LEVEL
Significant Aspect of Learning
• Use knowledge and understanding of measurement and its application.
Learning Statements
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Conservation of measurement
Calculate measurements
Convert standard units
Area, perimeter, (volume)
Choose the appropriate level of accuracy in a given context
Determine the reasonableness of a solution
Experiences and Outcomes
I can use my knowledge of the sizes of familiar objects or places to assist me when
making an estimate of measure.
MNU 2-11a
I can use the common units of measure, convert between related units of the metric
system and carry out calculations when solving problems.
MNU 2-11b
I can explain how different methods can be used to find the perimeter and area of a
simple 2D shape.
MNU 2-11c
Having determined which calculations are needed, I can solve problems involving
whole numbers using a range of methods, sharing my approaches and solutions with
others.
MNU 2-03a
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Learning Intention
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To apply knowledge of measurement to solve real-life situations, through
carrying out investigations.
Success Criteria
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I can make a reasonable estimate
I can measure accurately using standard units.
I can convert between units of measure.
I can interpret the problem and solve appropriate calculations accurately.
I can record my findings in a table and explain the strategy I used to calculate
these.
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ASSESSMENT
Mrs Cochrane looked around the class at the end of the day and noticed that
some children had objects falling off their tables. She thought about all the
things that should be on each child’s table and wondered whether the tables
were indeed the correct size or was the problem simply children not being tidy
enough. She decided to challenge the children to carry out investigations to
see how much room would be left on the table if each child had everything
they needed laid out on their own table. Do we just need to keep tables more
tidy or do we need to order bigger tables for future P7 classes?
Mrs Martin, the art teacher was interested in hearing about this problem and
asked the children to also carry out the investigation in her art classroom as
she had different sized tables and needed different objects on her table.
The next challenge was to estimate how many class tables and art tables would
fit into the classroom. The child needed to estimate then measure the
classroom to see how close their estimate was.
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EVIDENCE
The pupils worked in groups and individually to estimate,
measure and record their findings.
Teacher Voice: Using the objects on her table, the pupil estimated and then
measured the length and breadth of each table top item. She had to make decisions
about the most appropriate unit of measure to use. This pupil has successfully used
cm. The child then had to use these results to calculate the area of each object.
Pupil Voice : I thought it
would be a great idea to
create a table and draw
pictures of the objects I
was measuring. It would
have been even better if
I had worked out the
area and added another
column for this. I had to
multiply the length by
the breadth to get the
area. I also had to
remember to record this
area as squared
centimetres.
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Pupil Voice : I discovered that when I was calculating area, I
needed to ensure that all of the measurements were in the
same units e.g. m or cm. To begin with I recorded some of the
measurements in m and cms, this did not give the correct
answer when I multiplied them to get the area so I had to
change all the measurements to cms so that it would work.
Teacher Voice: The
pupil applied her
knowledge of formulae
which had been taught
in previous learning to
solve the problem.
Pupil Voice : I was surprised to find that there was a still lot of area
left on the table! Mrs Cochrane set me a new challenge to work
out how many other useful objects could fit comfortably in this
space. I had to measure accurately using the same units to do this.
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Teacher Voice: The child estimated, and then measured the length and breadth of
the classroom. She had to select a suitable unit of measure for this. She then had
to convert the measurements of the class tables (measured in cm) into metres in
order to complete the calculation and solve the problem. She used her previous
knowledge and understanding from the last task to ensure she converted the units
this time. This shows that she learned from her previous mistake.’
Pupil Voice: I knew that the length of the table was approximately 55cm
which is just over half a metre. I used this measure as a guide to work
out how many tables long the classroom would be. This helped me
estimate quite accurately.
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Teacher Voice: The child reflected on her learning and completed an evaluation of
what ‘went well’ and what needed to improve. The reflections below show some of
her thinking.
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Pupil Voice 2: I had to
carry out a similar task
with Mrs Martin’s art
room. When I looked at
the size of the tables, I
decided to use a metre
stick and record in metres
and centimetres. I
created a table similar to
the one used in our own
classroom with the things
Mrs Martin would have
on her art tables.
Pupil Voice 2: I measured
a variety of classroom
objects which would be
found in the art room. I
recorded these in both
metres and centimetres.
All of this information was
put onto our table of
measurements. When I
was reviewing my work
realised I had made a
mistake as I had not
converted the centimetres
into metres. I had tried to
work out the area with
two different units of
measurement.
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Pupil 2 made the same error as the first child and did not convert the units into
metres. Pupil 2 had not recognised their error so the first child became ‘Teacher’s
Apprentice’ to teach the class what had gone wrong and how to correct it. It was
much more meaningful for the child to have his peer explain the error and through
verbalising her own learning, this provided further evidence of the first child’s level
of understanding as she was able to help others.
Pupil Voice 1: As I had already
made the same mistakes as the
other person, I knew right away
what was wrong with the
calculation for area. They needed
to change it so that it was all
measured in centimetres or
metres not both. I suggested he
used centimetres as most of the
table top objects were measured
in centimetres. So now 1.11m
became 111cm X 56cm. The area
in centimetres now is = 6216
centimetres squared.
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Teacher voice: The child carried out these calculations independently. The child
came to the conclusion that the art tables were indeed the correct size for all the
objects that needed to go on them.
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Teacher voice: The child used her tables of measurements and calculations to create
questions for her peers to answer. This provided opportunity for other children to
practice the skill of extracting data from a table and converting units of measure.
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Some example questions posed by the child
Here is the answer ‘7cm’ – what is the question?
What was the breadth of the sellotape stand?
What was the estimated length of the glue spreader?
What was the area of the paint pallet?
Here is the answer ‘1026 cm2 - what is the question?
What is the breadth of the rubber?
What would the length of the rubber be in mm?
Teacher voice: The child was asked to reflect on her learning using the success
criteria and create a game about measurement which would demonstrate her
knowledge. She used her skills to accurately measure and determine the size of
paper required to make her game and work out how big each square needed to be.
She created questions based on her knowledge and understanding of the
relationships between measurements.
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Pupil Voice : I will need to
measure the length and breadth
of the paper and then multiply
them to get the area. I will need
to work out how many boxes we
need and how big they will be.
Pupil Voice : I need to make sure the
questions are about things I have
measured in the classroom. I can
get pictures on the computer and
print them. (Another child) can
make the ladders but she will need
to measure them accurately so they
fit.
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Teacher voice: The
child decided to make
a snap game using
mm, cm, and m in
order to show their
understanding of the
relationships between
these units of
measure.
Pupil Voice : I had to
think hard about each
card to make sure that
there were 3 that
matched. I needed to
ensure that this game
tested understanding
of conversion of units.
Pupil Voice : Here is an
example of my cards
showing the conversion
between mm, cm and
m.
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