Kindergarten
Grade 1
 use simple measurement terms correctly
(e.g., tall/short, big/small, empty/full, heavy/light,
tomorrow/yesterday);
 order two or more objects according to size
or mass (e.g., the Three Bears);
 use non-standard measuring device
appropriately (e.g., string, scoops, sugar cubes,
sand timer);
 use some standard measuring device
appropriately (e.g., tape measure, balance scale,
thermometer, clock);
 identify the values of some coins.
UNITS OF MEASURE
 compare two objects and identify similarities and
differences (e.g., compare the length and width of
two pencils);
 represent the results of measurement activities using
concrete materials and drawings;
 demonstrate that a non-standard unit is used
repeatedly to measure (e.g., count the number of floor
tiles to measure the length of the classroom);
 use mathematical language to describe dimensions
(e.g., height, length);
 select an appropriate non-standard unit to measure
length;
 estimate, measure, and record the linear dimensions
(e.g., length, height) of objects using non-standard units,
and compare and order objects by their linear dimensions;
 order sequences of events orally and with pictures;
demonstrate an understanding of the passage of time by
comparing the duration of various activities (e.g.,
walking home will take as long as watching one
television show);
 name the days of the week in order, and the seasons;
estimate and measure the passage of time using nonstandard units;
 read analog clocks, and tell and write time to the
hour and half-hour;
 relate temperature to their daily activities;
 demonstrate an understanding of the value of some
coins (1¢, 5¢, 10¢);
 represent a given value of coins up to 10¢ using
concrete materials or drawings;
 name coins up to $2 and state the value of pennies,
nickels, and dimes;
 use appropriate language to describe relative times,
sizes, temperatures, amounts of money, areas, masses,
and capacities (e.g., tallest, warmer);
 use non-standard units to solve oral measurement
problems related to everyday issues;
PERIMETER AND AREA
 demonstrate an understanding of the relationship
between the tiling of a surface and the number of units
needed to cover the surface;
 estimate and count the number of uniform and non
uniform shapes that will cover a surface;
CAPACITY, VOLUME, AND MASS
 estimate, measure, and record the capacity of
containers using non-standard units, and compare
the measures;
 estimate, measure, and record the mass of objects
using non-standard units, and compare the measures.
Measurement
Grade 2
UNITS OF MEASURE
 demonstrate an understanding that the measure of
one object can be used to describe a similar attribute of
another object (e.g., the mass of a box can be used to
measure the mass of a larger box);
 record the results of measurement activities in a
variety of ways (e.g., in graphs, stories);
 demonstrate an understanding that a standard unit of
measure is used to describe the measure of an object
(e.g., a metre length is used repeatedly to describe the
length of a room);
 demonstrate an understanding of some standard
units of measure: for length and distance (centimetre,
metre) and time (second, minute, hour, day);
 use the terms centimetre and metre in measurement
and describe the relationship between the two linear
measures;
 select an appropriate non-standard unit and an
appropriate standard unit to measure length;
 demonstrate an understanding of the relationship
between days and weeks, months and years, minutes
and hours, hours and days;
 name the months of the year in order and read the
date on a calendar;
 estimate and measure the passage of time using
minutes and hours;
 read digital and analog clocks, and tell and write
time to the quarter-hour;
 relate changes in temperature to their own
experiences (e.g., how changes in temperature during
the day affect their activities);
 use a thermometer to determine whether
temperature is rising or falling;
 name and state the value of all coins and
demonstrate an understanding of their value;
 estimate and count money amounts to $1 and record
money amounts using the cent symbol;
 create equivalent sets of coins up to $1 in value;
 use mathematical language to describe relative
times, sizes, temperatures, amounts of money, areas,
masses, and capacities (e.g., higher tower, fewer cups);
 use non-standard and standard units to solve
measurement problems relating to themselves
and their environment;
PERIMETER AND AREA
 estimate, measure, and record the linear dimensions
of objects using non-standard and standard units
(centimetre, metre), and compare and order objects by
their linear dimensions;
 measure and record the distance around objects
using non-standard units, and compare the distances;
 estimate and measure specified areas using uniform
non-standard units, and record the measures (e.g., the
area of the page is four pencil cases);
CAPACITY, VOLUME, AND MASS
 estimate, measure, and record the capacity of
containers using non-standard units, compare the
measures, and order a collection of containers by
capacity;
 estimate, measure, and record the mass of objects
using non-standard units, compare the measures, and
order a collection of objects by mass.
Grade 3
Grade 4
UNITS OF MEASURE
 explain the use of standard units of measurement and
the relationships between linear measures (e.g.,
millimetres are smaller than metres);
 select the most appropriate unit of measure to
measure length (centimetre, metre, kilometre);
 estimate, measure, and record linear dimensions of
objects (using centimetre, metre, kilometre);
 compare and order objects by their linear
dimensions;
 demonstrate an understanding of the relationship
between days and years, weeks and years;
 estimate and measure the passage of time in five
minute intervals, and in days, weeks, months, and years;
 tell and write time to the nearest minute in 12-hour
notation using digital clocks;
 read and write time to the nearest five minutes using
analog clocks;
 estimate, read, and record temperature to the nearest
degree Celsius;
 demonstrate the relationship between all coins and
bills up to $100;
 make purchases and change for money amounts up
to $10, and estimate, count, and record the value up to
$10 of a collection of coins and bills;
 read and write money amounts using two forms of
notation (89¢ and $0.89);
PERIMETER AND AREA
 measure the perimeter of two-dimensional shapes
using standard units (centimetre and metre), and compare
the perimeters;
 estimate and measure the area of shapes using
uniform non-standard units, and compare and order the
shapes by area;
CAPACITY, VOLUME, AND MASS
 estimate, measure, and record the capacity of
containers using standard units (millilitre, litre), and
compare the measures;
 estimate, measure, and record the mass of familiar
objects using standard units (gram, kilogram).
UNITS OF MEASURE
 describe the relationship between millimetres,
centimetres, decimetres, metres, and kilometres;
 draw items given specific lengths (e.g., a pencil 5
cm long);
 select the most appropriate standard unit
(millimetre, centimetre, decimetre, metre, or kilometre)
to measure linear dimensions and the perimeter of
regular polygons;
 estimate lengths in millimetres, centimetres, metres,
and kilometres;
 distinguish between estimated and precise
measurements and know when each kind is required;
 relate years to decades, decades to centuries,
centuries to millenniums;
 estimate and measure time intervals to the nearest
minute;
 make purchases of and change for items up to $50;
 read and write money values to $50;
 estimate the amount of money in collections of
coins and bills to $50 and count to determine the total
value;
PERIMETER AND AREA
 select the most appropriate standard unit (square
centimetre or square metre) to measure the area of
polygons of different sizes;
 use linear dimensions and perimeter and area
measures with precision to measure length, perimeter,
and area;
 estimate the area of regular polygons and measure
the area in square centimetres using grid paper;
 understand that different two-dimensional shapes
can have the same perimeter or the same area;
 explain the meaning of linear dimension, perimeter,
and area;
 relate measures of area and perimeter to the linear
dimensions of parts of rectangles or squares;
 explain the difference between perimeter and area
and indicate when each measure should be used;
CAPACITY, VOLUME, AND MASS
 select the most appropriate standard unit (e.g.,
millilitre, litre) to measure the capacity of containers;
model three-dimensional figures of specific volumes
using blocks;
 estimate, measure, and record the mass of objects
using standard units (gram, kilogram), compare the
measures, and order objects by mass;
 select the most appropriate standard unit to measure
mass (e.g., milligram or gram);
 describe the relationship between grams and
kilograms and millilitres and litres.
Measurement
Grade 5
Grade 6
Grade 7
UNITS OF MEASURE
 use prefixes in the metric system correctly;
 draw items using a wide variety of SI units of length (e.g., a
triangle with 9-dm sides);
 select the most appropriate standard unit (millimetre,
centimetre, decimetre, metre, or kilometre) to measure linear
dimensions and the perimeter of irregular polygons;
 determine the relationship between linear units (e.g.,
centimetre to metre);
 estimate long lengths using non-standard units (e.g., a tall
building is about 15 car lengths);
 investigate measures of circumference using concrete materials
(e.g., use string to measure the circumference of cans or bottles);
 estimate and measure time intervals to the nearest second;
 read and write dates and times using SI notation (e.g., June 30,
1998, is written 1998 06 30);
 read an analog clock to the nearest second and write the time
to the nearest minute;
 estimate the amount of money in collections of coins and bills
to $1000 and count to determine the total value;
 read and write money values to $1000;
 make purchases of and change for items up to $100;
 identify the relationship between the movement of objects and
speed (e.g., how long will it take a bowling ball to travel the length
of a bowling lane?);
PERIMETER AND AREA
 develop rules for calculating the perimeter and area of
rectangles, generalize rules, and develop formulas;
 estimate and calculate the perimeter and area of rectangles and
squares;
 explain the rules used in calculating the perimeter and area of
rectangles and squares;
 estimate the area of irregular polygons and measure the area by
dividing the polygons into parts, using grid paper;
 develop methods of using grid paper to track and measure the
perimeter and area of polygons and irregular two-dimensional
shapes;
CAPACITY, VOLUME, AND MASS
 measure containers by volume using standard units: cubic
centimetres;
 determine the relationship between capacity and volume (e.g.,
millilitre and cubic centimetre) by measuring the volume of various
objects and by determining the displacement of liquid by each
object;
 relate the volume of an irregular three-dimensional figure to its
capacity (e.g., through displacement of a liquid);
 describe the relationship between millilitres and cubic
centimetres;
 determine the relationship between kilograms and metric
tonnes;
 select the most appropriate standard unit to measure mass (e.g.,
kilogram or tonne).
UNITS OF MEASURE
 use prefixes in the metric system correctly;
 select the most appropriate standard unit (millimetre, centimetre,
decimetre, metre, or kilometre) to measure linear dimensions and the
perimeter of irregular polygons;
 determine the relationship between linear, square, and cubic
units (e.g., compare cubic centimetres and cubic metres by
constructing a cubic metre with rolled newspaper);
 describe the relationship between a 12-hour clock and a 24-hour
clock;
 represent amounts of money under $100 using the smallest
possible number of coins and bills;
 read and write money values to $10 000;
 estimate and count amounts of money to $10 000, using a
calculator for most calculations;
 make simple conversions between metric units (e.g., metres
to kilometres, grams to kilograms);
 select among commonly used SI units of length, mass, capacity,
area, and volume in solving problems;
 relate time and distance and speed: kilometres per hour;
PERIMETER AND AREA
 relate dimensions of rectangles and area to factors and products
(e.g., in a rectangle 2 cm by 3 cm the side lengths are factors and the
area, 6 cm2, is the product of the factors);
 understand the relationship between the area of a parallelogram
and the area of a rectangle, between the area of a triangle and the area
of a rectangle, and between the area of a triangle and the area of a
parallelogram;
 estimate and calculate the area of a parallelogram and the area of a
triangle, using a formula;
 understand the relationship between area and lengths of sides and
between perimeter and lengths of sides for squares, rectangles,
triangles, and parallelograms;
 sketch a rectangle, square, triangle, or parallelogram given its area
and/or perimeter;
CAPACITY, VOLUME, AND MASS
 estimate and calculate the volume of rectangular prisms;
 develop rules for calculating the volume of rectangular prisms,
generalize rules, and develop formulas (e.g., Volume = surface
area of the base x height);
 determine the relationship between milligrams, grams, and
kilograms.
UNITS OF MEASURE
 create definitions of measurement concepts;
 describe measurement concepts using appropriate measurement
vocabulary;
 research and report on uses of measurement instruments in
projects at home, in the workplace, and in the community;
 make increasingly more informed and accurate measurement
estimations based on an understanding of formulas and the results of
investigations;
PERIMETER AND AREA
 understand that irregular two-dimensional shapes can be
decomposed into simple two-dimensional shapes to find the
area and perimeter;
 estimate and calculate the perimeter and area of an irregular
two-dimensional shape (e.g., trapezoid, hexagon);
 develop the formula for finding the area of a trapezoid;
 estimate and calculate the area of a trapezoid, using a formula;
 draw a trapezoid given its area and/or perimeter;
 develop the formulas for finding the area of a parallelogram and
the area of a triangle;
 develop the formula for finding the surface area of a rectangular
prism using nets;
CAPACITY, VOLUME, AND MASS
 develop the formula for finding the volume of a rectangular prism
(area of base x height) using concrete materials;
 understand the relationship between the dimensions and the
volume of a rectangular prism;
 calculate the surface area and the volume of a rectangular prism in
a problem-solving context;
 sketch a rectangular prism given its volume.
Grade 8
UNITS OF MEASURE
 use listening, reading, and viewing skills to interpret and
evaluate the use of measurement formulas;
 explain the relationships between various units of
measurement;
 research, describe, and report on uses of measurement in
projects at home, in the workplace, and in the community that require
precise measurements;
 make increasingly more informed and accurate measurement
estimations based on an understanding of formulas and the results of
investigations;
 ask questions to clarify and extend their knowledge of linear
measurement, area, volume, capacity, and mass, using appropriate
measurement vocabulary;
PERIMETER, CIRCUMFERENCE, AND AREA
 measure the radius, diameter, and circumference of a circle
using concrete materials;
 recognize that there is a constant relationship between the
radius, diameter, and circumference of a circle, and approximate its
value through investigation;
 develop the formula for finding the circumference and the
formula for finding the area of a circle;
 estimate and calculate the radius, diameter, circumference, and
area of a circle, using a formula in a problem-solving context;
 draw a circle given its area and/or circumference;
 define radius, diameter, and circumference and explain the
relationships between them;
 develop the formula for finding the surface area of a triangular
prism using nets;
CAPACITY, VOLUME, AND MASS
 develop the formula for finding the volume of a triangular
prism (area of base x height);
 understand the relationship between the dimensions and the
volume of a triangular prism;
 calculate the surface area and the volume of a triangular prism,
using a formula in a problem-solving context;
 sketch a triangular prism given its volume.