Measurement- Size It!

In this unit students find out the length of their pace when walking and running, and compare these with the paces of others.

In this unit, students investigate changing one variable to see if they can make a paper plane fly the longest. They will need to define what is meant by the longest. They use scatter plots to establish a possible relationship between variables, then use what they have found to make a paper plane to...

In this unit students, working in groups of 2 to 4, carry out and report on a series of investigations involving decisions about how to measure something. The suggested investigations ask: What’s In a Newspaper?, Are You a Square?, How Far Do You Walk? and How Thick Is It?

In this unit we explore the size of a kilometre and the time it takes to cover this distance.

In this unit, as we explore the amount of room we have in our classrooms, and develop an understanding of a square metre and a square centimetre. We use this to decide on the "ideal" classroom size.

In this unit students, working in groups of 2 to 4, carry out and report on a series of investigations involving decisions about how to measure something. The suggested investigations ask: What’s In a Newspaper?, Are You a Square?, How Far Do You Walk? and How Thick Is It?

In this unit students develop a sense of the size of a centimetre and metre as they construct their own “rulers”. Students come to recognise the exactness of the measurement needed as they calculate the perimeter of objects.

This unit of work explores the measurement of area. Ākonga estimate and measure area using square centimetres.

In this unit we will explore the idea of having benchmarks of 1 litre and ½ litre or 500 millilitres, to aid in estimating the volume of given objects.

This unit helps students to understand the need for standard units of volume, and explores the context of trading with people on an imaginary island called Smati, where their measures are sloshes, dribbles, and plops.

This unit includes a number of popcorn investigations, which provide both a purposeful and enjoyable measuring context. The focus of the unit is introducing the students to the need for a standard unit for measuring volume.

In this unit the kilogram is introduced as a standard unit of measurement using the context of supermarket shopping. We develop our understanding of the "feel" of a kilogram by making our own kilogram weights.

This unit supports students to develop their ideas about capacity using standard units.

The purpose of this unit is for students to practise selecting appropriate units for measurement and carrying out practical measuring tasks. The context is measuring various attributes of an orange.

This unit involves students in looking at the lengths of time various activities take and calculating how long is spent on these activities in a week.

In this unit students learn to identify and construct right, acute and obtuse angles. They begin to appreciate the degree, represented by °, as the standardised unit used to measure angle. They learn that the degree value of angles are simple fractions of a whole turn which is made up of 360°.

The unit explores relationships between the hand length, width, span of a person and their height and other body measurements. By using the hand print of a giant, students are able to use the relationship between hand size and body size to find out how big the giant is.