{Shannon Field}
Unit Overview
Unit title:
Measurement
Content maths area:
 Weight and mass
 Length and distance
 Area and perimeter
 Temperature
 Capacity (volume)
 Degrees (angles)
 Time
Grade/year level:
Level 4:
Mathematics
Measurement and Geometry
Using units of measurement
Learning Focus (ideas extrapolated from AusVELS):
Scope and sequence:
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures Convert between units of time Use am and pm
notation and solve simple time problems Compare objects using familiar metric units of area and volume.
Standard and progression points:
Level 3:
Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students identify symmetry in natural and
constructed environments. They use angle size as a measure of turn in real situations and make models of three dimensional objects. Students
match positions on maps with given information and create simple maps.
Progression:
Students compare areas of regular and irregular shapes, using informal units. They solve problems involving time duration. Students use scaled
instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects. They convert between units of time.
Students create symmetrical simple and composite shapes and patterns, with and without the use of digital technology. They classify angles in
relation to a right angle. Students interpret information contained in maps.
Rationale:
By students engaging in a deep learning of measurement, students will develop skills and competencies which provide them in confidence in
recognising how measurement helps us understand and monitor occurrences in our worlds.
Assumed prior knowledge of students:
Over the past 5 weeks students have engaged in a brainstorm of different types of measurement and have demonstrated some knowledge in
each area. Students have focused mainly on area and perimeter and have demonstrated an understanding in this however some
misconceptions are still present regarding finding perimeter and the relationship of multiplication and area.
Grouping strategies to support learning:
After the initial assessment of measurement students will then be grouped into workshops to enable or extend their learning. It will then be
determined throughout the unit if students with high abilities will be paired with students with low abilities.
Overview of assessment:
1. Preassessment individual worksheet task
2. Lessons and workshops based on preassessment
3. Postassessment individual worksheet task containing preassessment questions and new concepts
4. Workshops based on any remaining misconceptions
Year Level: 4
Term: 3
Week: 6
Date:
Time.
Key mathematical understandings
(24 understandings only; written as statements believed to be
true about the mathematical idea/topic):
Level descriptions:
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures
Convert between units of time
Use am and pm notation
Solve simple time problems
Compare objects using familiar metric units of area and volume
Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between related
concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between
the why and the how of mathematics. Students build understanding when they connect related ideas, when they represent
concepts in different ways, when they identify commonalities and differences between aspects of content, when they describe their
thinking mathematically and when they interpret mathematical information.
Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and
appropriately, and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently,
when they recognise robust ways of answering questions, when they choose appropriate methods and approximations, when they
recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions.
Key vocabulary (be specific and include definitions of key words appropriate to
Grid paper
Rulers
Scales
Balancing scales
only):
Learning
strategies/ skills
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
PreAssessment
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Perimeter
Area
Centimetres
Centimetres squared
Metres
Metres squared
Millilitres
Litres
Kilograms
Grams
Seeing patterns
Selecting information
Selfassessing
Sharing ideas
Summarising
Synthesising
In the preassessment, students will complete a double sided sheet which will demonstrate their understanding of:
 Finding the perimeter with grid paper
 Finding the area with grid paper
 Finding the perimeter with plain paper and a ruler
 Finding the area on plain paper with the length and width provided, and the length and width not provided.
Testing
Viewing
Visually representing
Working independently
Working to a timetable
MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)
Session 1
Students will find
the area of different
objects familiar to
them
TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
openended question, game, or
reading a story)
What is a
centimetre
squared?
Why do we
measure area in
centimetres
squared?
Length x width
INVESTIGATIONS SESSION
(INDEPENDENT LEARNING)
(Extended opportunity for students to work in pairs, small groups or
individually. Time for teacher to probe childrens thinking or work with a
small group for part of the time and to also conduct roving conferences)
REFLECTION &
MAKING
CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(Focused teacher questions and
summary to draw out the
mathematics and assist children to
make links. NB. This may occur at
particular points during a lesson. Use
of spotlight, strategy, gallery walk,
etc.)
ASSESSMENT
STRATEGIES
(Should relate to objective. Includes what the teacher will listen
for, observe, note or analyse; what evidence of learning will be
collected and what criteria will be used to analyse the evidence)
Session 2 and 3
Mass and weight
Session 4 and 5
Capacity and
volume
Session 4
One half of the students will be playing the online
game while the other half will be in the workshop:
http://www.elearningforkids.org/math/lesson/wildparkvolumecapacity/
Focused workshop:
 Estimate the capacity
In this workshop a variety of containers will be
presented to the students the students will choose
4 different containers to investigate.
Students will then estimate the containers capacity,
look at the label on the container, then draw the
volume on the blank measuring jug.
Session 5
Any remaining workshops will be finished off from
last session.
Students will play the game while the students finish
off the workshop
Whole class
What do these units of measurement look like?
 Compare 1L to 500ml etc.
 Order containers from largest to smallest.
 Test capacity
Reflection of unit:
Reflection of teaching and assessment:
Area and Perimeter:
Through teaching area and perimeter, I believe the students did not have adequate time in exploring this concept. During my preassessment I
discovered that the levels of students understanding was extremely varied. Some students were completing the preassessment in 5 minutes,
others could not complete it.
Most students were capable in finding the perimeter and area of squares when there was grid paper provided, however when they were faced
with the challenge of finding the perimeter or area on a plain piece of paper, they could not connect using a ruler with area and perimeter.
Students became confused in finding the area if the squares were not there, as most counted the squares.
I used this knowledge from the preassessment to create an openended challenge for student that could easily be extended or enabled for each
level. Students were to work in partners to find the area of a piece of butchers paper. At the end, students would return to a circle on the floor to
discuss these strategies. The words efficient and accurate were emphasised. Is using plastic tiles a more efficient method than using a ruler?
This section of area and perimeter unfortunately had to be ended at this point due to lack of time. However, ending on this openended task
allowed students to think critically about their strategies and learn from other strategies.
Mass and Weight:
Students were briefly introduced to mass and weight before area and perimeter were introduced, therefore they had some understanding of the
concepts. Through teaching mass and weight, I wanted students to understand different concepts related to weight and mass. Therefore I
decided to develop rotation stations so that each student had a chance to be involved in diverse experiences.
The rotation stations were quite difficult to manage, some students found it hard to work together in a harmonious and structured manner. Due to
the group size, some students were often left out of the experimentation process. In the future, I aim to have smaller group sizes and an
individual sheet to fill out. This ensures that all students are accountable for the experiments and are contributing to the outcome.
In the second lesson, I allowed half of the class to engage with the ICT game (which I discovered was not challenging enough), whilst the other
half were on the floor engaging in the workshop. I felt like this worked really well so that I could drive the workshop to achieve the results I
needed. However, some students were still disengaged as I was filling out the chart on a large piece of butchers paper. In the future, students all
need their own chart or worksheet for themselves for accountability.
Capacity and Volume:
Through my knowledge and experience with the previous subsections of this unit, the final measurement sessions worked fantastic and much
smoother. Rather than leaving all students to individually work in their own workshops, I used the same method from the mass and weight
lessons and sent half of the class to play a more challenging ICT game whilst the other students were on the floor with me.
The first session was a preassessment to what the students knew about guessing capacity and volume of some familiar household objects. All
of these objects had the capacity labelled on them but were covered. By allowing the students to choose 4 containers from a large variety
engaged them deeply as they were given the freedom of choice.
The results I received from this preassessment gave me vital information about their knowledge of capacity and volume. I discovered that
students:

Estimates were not logical or accurate such as 6 litres for a milk carton. This may be because they do not know what 6 litres looks like.
They were not linking their previous guess with the next object. For example, guessing that something is 2 litres in capacity then guessing a water
bottle is 3 litres when it can be seen that it is significantly smaller.
Challenges in drawing the capacity on the measuring jug. Some students found it challenging to use the blank measuring jug to label their objects
capacity.
I used this information for my focus in my next lesson. Students ordered objects from the least to most capacity and justified their arguments for
doing so. Students were able to hear the language of students who understood concepts much deeper such as just because it is tall and skinny
does not mean it can hold more etc.
When we were measuring the capacity, students could visually see the volume of water poured into the same sized measuring jug. Even though
an object may be short and wide, it can be seen in the measuring jug that it is a large volume of water.
Students then had turns in reading the measuring jug which assisted them in their misunderstandings of the previous lesson. Students also had
to use their own judgement if the water was not directly on the line.
I felt as though the capacity and volume lessons were a fantastic way to understand these concepts. They were able to predict, test and discuss
therefore influencing their accurate judgements.
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