# GM4-2: Convert between metric units, using whole numbers and commonly used decimals.

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 = 6000m^{2} or 675mm = 67.5cm.

- Identify a utility need or opportunity within the school and plan a response .
- Create a design incorporating key attributes identified.
- Investigate quality and comparative costs of possible construction materials.
- Cost ‘fit for purpose’ construction materials and prepare a budget.
- Draw plans300

- Understand and describe proportion using the language of mathematics.
- Make accurate metric length measurements.
- Understand the principles of scale.
- Understand that the value of the scale factor of a reduction is less than 1 and for an enlargement is greater than 1.
- Understand that the scale300

sovle problems involving measurement units

Students develop their skills and knowledge on the mathematics learning progression, measurement sense, in a food technology context.

work with rates and make comparison

draw scale diagrams for length and area problems

Students will:

- estimate the energy change of a system
- calculate the amount of energy converted by different activities
- use rates to determine inputs and/or outputs.

Students should discover that:

- energy transfer is proportional to work (the more force x distance, the more energy)
- different forms of energy300

explore enlargements

- Calculate speed from measured distance and time
- Solve multiplication problems using doubling and halving strategies
- Use known multiplication facts to solve multiplication problems

Students develop their skills and knowledge on the mathematics learning progressions measurement sense and using symbols and expressions to think mathematically, in the context of time and motion in sports.

calculate lengths involving millimetres

apply circle formulae

convert between litres and cubic centimetres

- Use a formula to calculate the volume of cuboids by measuring the length of each of the three dimensions.
- Investigate the relationship between millilitres and cubic centimetres.

- Follow instructions, in diagram form, to construct two-dimensional mathematical shapes, e.g. triangles, quadrilaterals, pentagons and hexagons.
- Enlarge and reduce two-dimensional mathematical shapes by a given scale factor.
- Identify invariant properties when enlarging and reducing two300

write large numbers in standard form

convert between km^{3} and m^{3}

convert between time units

solve problems involving time, distance, and stroke rate

calculate speed

solve problems involving mass and volume