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Mathematics unit planner

{Shannon Field}

Unit Overview
Unit title:
Content maths area:
- Weight and mass
- Length and distance
- Area and perimeter
- Temperature
- Capacity (volume)
- Degrees (angles)
- Time
Grade/year level:
Level 4:
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.

Use scaled instruments to measure length, angle, area and mass

Use am and pm notation and identify time between two events
Identify and describe symmetry, asymmetry and pattern in natural and made objects.
Level 4:

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.
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. Pre-assessment individual worksheet task
2. Lessons and workshops based on pre-assessment
3. Post-assessment individual worksheet task containing pre-assessment questions and new concepts
4. Workshops based on any remaining misconceptions


Topic: Measurement Area, Perimeter, Mass, Capacity, Temperature,

Year Level: 4

Term: 3

Week: 6


Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

We can measure to understand everyday

occurrences in our lives

Depending on what we measure, we use

different units of measurement to measure

We can convert between different units of

measurement depending on what we want
to achieve

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra
Measurement and Geometry
Using Units of Measurement

Statistics and Probability

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):



Problem Solving


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 skills to develop and practise (including strategies,

Key equipment / resources:

Key vocabulary (be specific and include definitions of key words appropriate to

ways of working mathematically, language goals, etc.) (4-5 key skills

Grid paper


Measuring jugs and cups


Balancing scales

Different sized objects to weigh and compare



Converting between different units of

measurement, e.g., grams to kilograms.

strategies/ skills

Measuring using various tools such as a ruler,

tape measure, measuring jug, thermostat, clock,
scales and balance.

Considering options



Locating information
Making choices
Note taking
Ordering events

Providing feedback

use with students)

Recognising bias

Centimetres squared
Metres squared
Seeing patterns
Selecting information
Sharing ideas

In the pre-assessment, 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.

Visually representing
Working independently
Working to a timetable

(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

(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
open-ended question, game, or
reading a story)

What is a
Why do we
measure area in
Length x width

If I wanted to cover the

front of the exercise book
in a piece of paper, but I
need to make sure it is
perfect, how do I do that?
I need to make a
pillowcase but I am not
sure how much material I
will need, I need to let the
lady know how many cm or
metres squared worth of
material I will need, I do not
want to spend any more
than I need to

(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)

(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,

Students will find the area of three different things in

their classroom, using a tape measure, ruler or tiles.
- Exercise book
- Piece of butchers paper
- Top of the rectangle table or teachers desk

Students will return to the

floor to share their
strategies in finding the

(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)

Observational notes will be taken to

determine the strategies used and any
possible misconceptions.

Session 2 and 3
Mass and weight

Students the brainstorm

completed on mass and
Anything that students
would like to add will be
added to the brainstorm.
There will also be a
question brainstorm. What
more do we want to know
about mass and weight?

Students will then move into their investigation

rotation stations. Each station will have a different
activity associated with mass and weight. In each
session, there will be two rotations taking place. If
students finish this early the extending prompt will
be implemented.
Station 1:
What has the same mass as a 1kg bag of rice?
A bag of rice will be used to compare the mass of a
variety of different objects. There will be different
objects around the room that students can use and
a variety of objects provided.
There will also be a variety of weights (if available)
to determine the true weight of the bag.
Students will complete a provided table for their
Station 2:
What do the scales say?
Students will engage in an activity with digital
kitchen scales and compare the weights of a variety
of different objects. Students will estimate which will
be heavier then record their results on a provided
Station 3:
In this station, students will estimate which objects
are heavier and lighter using their own judgement
through hefting. Students will be challenged in this
station with some obvious and non-obvious objects
For example, containers where you cannot see the
Station 4:
Mass and Weight Game ICT
Students will engage in the mass and weight game
on their laptops. In this game students are required
to read the scales to determine how many kg or g
the parcel is and type it into the number pad.
Students will start on grams then move to kilograms
when they have been successful in the game.

Students will leave all

their work at the table and
students will engage in a
gallery walk. Students will
then return to the floor
and share their strategies
and observations from
each station.

Responses from each student at each

rotation station will be observed. The final
brainstorm will indicate students
understanding and any further questions they
have regarding weight and mass

Session 4 and 5
Capacity and

Students will discuss

capacity together as a

Session 4
One half of the students will be playing the online
game while the other half will be in the workshop:

Students will share their


Students record sheets will be taken to

observe any misconceptions.
Observational notes will be taken.

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 pre-assessment I
discovered that the levels of students understanding was extremely varied. Some students were completing the pre-assessment 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 pre-assessment to create an open-ended 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 open-ended 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 pre-assessment 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 pre-assessment gave me vital information about their knowledge of capacity and volume. I discovered that

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

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.