# GM2-2: Partition and/or combine like measures and communicate them, using numbers and units.

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. My pencil is 14 cm long. I weigh 26 kg.

match equivalent measurement units

- Students will be able to use the vocabulary associated with calendars to accurately talk about the duration and time between events.
- Students will be able to read a calendar and express the time in standard units (day, week, month, year).

Students will be able to accurately estimate the duration of time using the units of minute and second.

Students will be able to measure the duration of events using stopwatches and other timers.

- Use objects of 1kg mass to estimate the mass of other objects.
- Discuss the need for having and using standard measures of mass.
- Make sensible estimates about the mass of given objects.
- Explain the meaning of metric prefix terminology (e.g kilo).

estimate and measure lengths in metres

- Estimate using metres and centimetres.
- Measure to the nearest metre and centimetre.

Students will be able to track and record the time involved in different two side-by-side narratives using the units of year and season.

Students will be able to represent time on a linear scale.

- Find objects that they estimate to be a 1cm, 10cm, 50cm and one metre long.
- Measure lengths of approximately one metre to the nearest cm.

measure an area in square metres

measure lengths in centimetres

use scales to measure weight