The key idea of measurement at level 5 is that all measurements are approximate.
Because measurement involves continuous quantities even the most accurate measurements are only approximations. As students develop their ability to measure a variety of attributes using a variety of units, they need appreciate that measurements are never exact, and that all measurements contain errors.
For any measurement, the level of precision required will depend on the way the information is going to be used. For example, when purchasing fertiliser the number of litres required is probably sufficient but when purchasing medicine the number of millilitres required is likely to be more appropriate.
At level 5 students are also able to split complex shapes into component parts in order to calculate their length, area, or volume. For example, the surface area of a cylinder can be calculated as sum of the area of two circles and a rectangle. At this level students need to develop the ability to compose and decompose shapes in order to find the lengths, areas and volumes of various complex objects.
This key idea develops from the key idea of measurement at level 4 which involves the application of multiplicative thinking to measurement.
This key idea is extended to the key idea of measurement at level 6 where students apply abstract mathematical formula in measurement problems.
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