MATHEMATICS – TERM 3 YEAR 3 2017

Achievement Standard:

Measurement and Geometry

Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of
three-dimensional objects. They match positions on maps with given information. Students identify symmetry in the
environment. They recognise angles in real situations.

Units of measurement Shape Location and Transformation

Measure, order and compare Create and interpret simple grid
objects using familiar metric units of maps to show position and
length, mass and pathways (ACMMG065)
capacity (ACMMG061)  creating a map of the classroom
 recognising the importance of or playground
using common units of
measurement

 recognising and using

centimetres and metres, grams
and kilograms, and millilitres and
litres

If time:

Tell time to the minute and

investigate the relationship between
units of time (ACMMG062)
 GRADING:

A B C D E

Excellent High achievement Satisfactory Limited achievement Very low

achievement achievement achievement
Units of measurement Selects and uses the Selects and uses the Uses metric units to Uses metric units to Does not meet the
appropriate metric appropriate metric measure length, mass measure length, mass requirements of a D
unit to measure, unit to measure, and capacity. and capacity, with grade.
compare and order compare and order some accuracy.
length, mass and length, mass and
capacity, and applies capacity.
knowledge of metric
units to solve
authentic problems.
Tells the time to the Tells the time to the Tells the time to the Tells the time to the
nearest minute and nearest minute and nearest minute. nearest five minutes.
explains the applies the
relationship between relationship between
units of time. units of time.
Location and Matches positions on Matches positions on Matches positions on Matches some Does not meet the
transformation maps, and creates maps with given maps with given positions on simple requirements of a D
simple maps information and information. maps with given grade.
describing position creates simple maps. information.
using directional
language.
Teaching points - Measurement:
 Estimation should be encouraged in all activities
 Length: mm, cm, km*
 Mass: g, kg, t*
 Capacity: mL, L, kL* (upper abbreviation in order to distinguish between the letter L and number 1)
 Gap is always left between the number of units and the abbreviation of the unit, with no full stop and no ‘s’.
 Students need to be fluent with conversions of common metric units
 Referents for length, mass and capacity (e.g. little finger 1 cm width, stride 1 m)

Teaching points - Geometry:

 Teacher models the use of appropriate language of location (e.g. north, south, east, west, left, right,
clockwise, anticlockwise, between)
 Horizontal axis first, followed by the vertical axis – so points are B,4 not 4, B.

centimetres millilitres longest

metres litres short
grams long shorter
kilograms longer shortest
heavy coordinates north
heavier south east
heaviest west clockwise
light anticlockwise right
lighter left forward
lightest backwards over
holds more under turn
holds less paces steps
Wk Day Topic Content Teaching, learning and assessment Resources
1 M NO LESSON: SDD
Th Measure Recognising the Give the class the following scenario: 5 stations of measure
importance of using Mr Ivey has asked Room 20 to measure these items in order (NB to ensure all items
common units of for them so that he knows where they can fit into the new measure to the cm).
measurement building. Your job is to work in groups to find out the
measurement of each item in every station using whatever Maths books
measurement methods you want.

In maths books, set out a table that looks like this:

Item Estimate Measurement

Students write the item they are measuring and write the
measurement (e.g. 7 fingers long).

Class comes together to share findings on a master list on

the board:

Measurement
Item Group 1 Group 2 Group 3 Group 4

Question:
 All of us have got different answers, what do you think
we should tell Mr Ivey?
 How are we going to be sure that we are accurate?
  Why is it important to all use the same units of
measure?
2 M Measure Recognising and using Set out rotations again and recap the importance of using 5 stations of measure
centimetres and the same units of measure. (NB to ensure all items
metres  What unit could we use? measure to the cm).
 Would it be appropriate to measure each item’s
mass? Why / why not? Measurement video -
 Show measurement video. http://skwirk.com.au/es
a/Centimetres.html
Discuss:
 How we use a ruler (hand placement) Maths books
 Where to start measuring (dead end or waste end)
 The abbreviation for centimetres and how it is set out –
i.e. number, space, abbreviation and no ‘s’ or full stop
 What the little lines are between the centimetre marks

Students draw table into their books and measure

accurately.

Come together to ascertain measurements. Discuss:

 How are our measurements different from the last
time?
 Are they more reliable?
 How do we know Mr Ivy will understand our
measurements?
Th Measure Recognising and using Recap what they have learned so fair about measurement. Metre ruler
(Grad centimetres and Question: Students’ rulers
Module)
metres  How many mm in a cm? Paper
 How many cm in a metre?
 Give a few examples of converting measurements
(e.g. 10 mm is also 1 cm, 100 cm is also 1 m)

Demonstrate measuring your arm to the tip of your middle

finger using the metre ruler with a partner and write this
measurement on the board. Then, model how to draw this
 measurement on a piece of paper. Around this
measurement, draw a hand and extending arm.

Explain to students that they are all going to be measuring

their own arms in partners and putting this measurement
onto paper.

In pairs, students measure their arm lengths using

centimetres / metres and drawing this measurement onto a
piece of paper. Make sure that they all begin measuring
their arms at the top of their shoulder to tip of their middle
finger. Students can decorate their drawn hand/arm and
must write a sentence summarising their finding:

When measuring my arm from shoulder to the tip of my

longest finger, it measured _____ cm.

The finished arms can get stuck up on the wall.

3 M Measure Recognising and using Recap what they have learned so fair about measurement. String / cotton
centimetres and Question:
Which is the longest? – 1
metres  How many mm in a cm? Which is the longest? – 2
 How many cm in a metre?
 Give a few examples of converting measurements
(e.g. 10 mm is also 1 cm, 100 cm is also 1 m)

Students complete 2x resource sheets. Discuss how we can

measure using mm/cm/m when an item isn’t straight – i.e.
use string / cotton.

Measure hunt in books:

Between 1 cm Between 20 cm Between 80 cm

and 10 cm and 80 cm and 1½ metres.
 The longest item I found was:
The shortest item I found was:

Th Measure Recognising and using Question: scale

grams and kilograms  Other than lengths or widths of things, what else do
scissors
we do to measure? book
 How can we measure those items? pencil case
lunch box
Each child draws the following table in their books:
5 objects of quite different
masses
Item My estimate Actual mass
Scissors 5 bocks 14 blocks weights – 1kg, 500g, 10g
Book etc.
Pencil case
How heavy is that?
Lunch box http://splash.abc.net.au/ho
me#!/media/1225604/
As a class, put each stationery item on the balance scale,
estimate how many blocks it will take to balance the scale
and record actual results. Then order from lightest to
heaviest. Are the results surprising? Why or why not?

Watch video: How heavy is that?

Discuss 5 objects of quite different masses for students to

compare.
 What uniform measuring system would be used?
 What is a gram / kilogram? (i.e. how many grams in a
kilogram)
 Abbreviations
 Let students ‘feel’ the weights
Everyone has a chance to lift them and estimate how much
 they weigh using an extension of the table above. They write
down the order in which they believe the items go from
lightest to heaviest.

As a class, weigh each item and record results. Students

write down which is lightest to heaviest and if they were
surprised by the results.

4 M Measure Recognising and using Show items that have the same mass and discuss the 500g flour, biscuits,
grams and kilograms comparative sizes of the items. potatoes.
 How else could we describe these items – i.e. half a Making a kilogram
kilogram.
 How many grams in a kilogram.

Complete ‘making a kilogram’ worksheet.

Th Measure Recognising and using Have objects that hold different capacities. Question which Objects of different
millilitres and litres container holds more/least and why. Students draw up the capacities
following table: Measuring jug

Item My estimate Actual mass Amount in mL Make a Litre w/sheet –

Small jug 7 scoops 12 scoops p. 61
Bottle  Rice/sand/water
Glass  Cup
Big jug  Egg cup
 Bottle lid
Demonstrate with cups of water how many cups are  Pop-top lid
needed to fill each. Students record using the table.  Other containers
Students put in order the one that holds to least to the one x2
that holds the most.

Question students what uniform measure is used when

measuring capacity: millilitres and litres. Discuss:
 Abbreviation
 How many millilitres are in a litre.
 Measure water held in each object in mL.
5 M Measure Recognising and using Recap what students have learned about capacity.
millilitres and litres Question:
 How many mL in a L?
 When do we use this unit of measure?

Students look at different containers and compare their

heights and capacities. Which hold more and why? Ensure
students comprehend conservation by modelling a water
activity.

Set up rotations where students measure how many mL and

L are in different containers and record their answers in a
table (Make a Litre w/sheet – p. 61).

Item My estimate Amount in

mL or L

*** FIND A RECIPE THAT CAN BE MADE IN CLASS ***

Th Measure Assessment Rulers
Assessment 1: Measurement tasks Scales
Measuring jugs
Assessment 2: Length, mass or capacity? Water
6 M NO LESSON: SDD
Th Loc & Play Grid moves game – one 8 x 8 square grid for each Grid moves game (p. 50)
Trans group of 3 or 4 students.

Students make their own 5 x 5 grids and aim to find different

ways to get around the grid without crossing their own lines.
7 M Loc & Discuss the classroom and model drawing a bird’s eye view
Trans of the Senior Hall.
 Talk about features of bird’s eye view.
 How much bigger is the teacher’s desk to the
student’s desks?
 Ask questions about relative sizes.
 Discuss ways to make the various objects using icons
or a key.

Students draw a bird’s eye view of the classroom, identifying

key pieces of furniture.

Students re-do the class map, but with changes to be made

for rearranging the furniture to have a class party. Where
would the surplus furniture be put? How would people move
around the room?
Th Loc & Introduce the concept of grid lines by showing students a First to ten (p. 52-54)
Trans drawn picture of our school (whiteboard in staffroom) by
The new suburb (p. 55)
drawing these lines over the school drawing. Talk about how
these are called the x and y axes and how they are labelled
– i.e. B, 4 not 4, B.

Question:
 Where is Room 20? Make sure they answer using the
coordinates.
 How could we get from the new building to the
library? Etc.
 What is the shortest way to…
 What other routes could you take?

Students complete The New Suburb worksheet

Students play First to Ten

8 M Loc & Recap learning of coordinates and moving around using Treasure Island – p. 48 (try to
Trans the coordinates. display on whiteboard /
blow up to A3)

Show students map of Treasure Island and see if we can

follow the directions together in order to find the treasure.

Students create a map of their own treasure island in their

grid books and then write directions about how to get to the
buried treasure.
 The first direction would start with a coordinate, then
directions could be given according to moving a
specific number of squares in different directions.
 Students should try making the directions interesting
instead of finding the shortest route.
Th Loc & Show students a map of the Perth Zoo and discuss: Perth Zoo Map (A3)
Trans  Coordinates of places on the map Perth Zoo Map with gridlines
drawn for each student.
 N, S, E, W,
 Turn 90 degrees, now turn 180 degrees.

In groups, students plan routes for the trip, making sure all
the points of interest are visited.

Discuss the pros and cons of each group’s planned routes.

9 M Loc & Assessment 1 – Near the school Assessment 1
Trans Assessment 2 – Ring a toy Assessment 2

Grid paper
Extension – students draw/publish a map of their bedroom /
lounge / other including all features of Loc & Trans.
Th Loc & Extension – students draw/publish a map of their bedroom /
Trans lounge / other including all features of Loc & Trans.
10 M Time If available, use these lessons to recap the concept of time –
Th Time however an excursion is most likely going to fall on a
Thursday and we are visiting the kindy again this term.