Measurement sense

This means that when given a measuring task students will identify and use an appropriate metric unit.  This involves the choice of an attribute (for example length, area, temperature) appropriate to the problem, the selection of an appropriate measurement tool, and the choice of unit adequate for the task, for example millimetres are needed to measure the length of solid material for construction.

This means students will solve problems involving rates and ratios. In this curriculum rates are defined as a multiplicative relationship between different measures, for example, 24 litres per 60 minutes, while ratios are defined as a multiplicative relationship between identical measures, for example, 30 litres: 40 litres. This distinction is blurred where the measures are of the same attribute, for example, 10mL per 1 Litre, but problems involving unit conversion are delayed until Level Six.

This means students will be literate in getting required information from the following:

At Level Four students should apply their multiplicative strategies to find perimeters and areas of commonly used polygons and volumes of cuboids where the lengths of sides and edges are given as whole number measures. Calculations required are:

This means students will apply their knowledge of decimal place value to convert between units for the same attribute, for example between units for weight. They should know the meaning of prefixes used in the metric system that act as “scalars” on base units, for example “kilo” means one thousand, “centi” means one hundredth. Conversions are restricted to convertinhg between whole number or decimal measures involving tenths, for example 0.6ha = 6000m² or 675mm = 67.5cm.

This means students will work with the commonly used units of the metric system and measurement devices for:

This means students will begin by measuring the areas of rectangles and other shapes using square units. This is because square units of the same size tessellate, that is join together with no laps or overlaps. That means that the measurement is consistent whereas the use of a non-tessellating unit would give variable results due to gaps and overlaps. Similarly, volume is measured in cubes of the same size. At Level Three students should apply whole number multiplication to make the process of counting squares or cubes more efficient.

This means students will recognise that length, area, volume and capacity, weight, angle, and temperature are the characteristics (attributes) of objects people most commonly measure in everyday life. Time is a special attribute since it is not tangibly attached to physical objects. Measurement involves quantifying an attribute using units. Units of measure have characteristics including being a part of the attribute they measure and uniformity (same size). When measuring, the units need to fill a length, space, time etc., with no gaps or overlaps (this is known as tiling).

This means students will perform and communicate calculations involving like measures. Like measures involve the same units for the same attribute. This allows the result of joining or separating units to be anticipated using additive number strategies. For example, a box has a volume of 36 cubes. If a 3 by 4 cube layer is put in the empty box then there will be space for 36 – 12 = 24 more cubes. At Level Two students should be able to use numbers and common symbols to communicate measurement results, for example my lunchbox holds 60 cubes. I took 13 minutes to walk home.

This means students will recognise that the attributes length, area, volume and capacity, and weight can be measured. At Level Two students are expected to recognise that measurement units are countable and therefore able to be partitioned and recombined in the same way as other units of one. For example, if an 8 unit length is cut from a 14 unit long strip the remainder will measure 6 units. Units of measure have other characteristics including being a part of the attribute they measure and uniformity (same size).