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NSW Syllabuses

Mathematics K–10 - Stage 2 - Measurement and Geometry Length

Length 1

Outcomes

A student:

  • MA2-1WM

    uses appropriate terminology to describe, and symbols to represent, mathematical ideas

  • MA2-2WM

    selects and uses appropriate mental or written strategies, or technology, to solve problems

  • MA2-3WM

    checks the accuracy of a statement and explains the reasoning used

  • MA2-9MG

    measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

Content

  • Students:
  • Measure, order and compare objects using familiar metric units of length (ACMMG061)
  • measure lengths and distances using metres and centimetres
  • record lengths and distances using metres and centimetres, eg 1 m 25 cm L
  • compare and order lengths and distances using metres and centimetres
  • estimate lengths and distances using metres and centimetres and check by measuring
  • explain strategies used to estimate lengths and distances, such as by referring to a known length, eg 'My handspan is 10 cm and my desk is 8 handspans long, so my desk is about 80 cm long' (Communicating, Problem Solving) CCT
  • recognise the need for a formal unit smaller than the centimetre to measure length
  • recognise that there are 10 millimetres in one centimetre, ie 10 millimetres = 1 centimetre
  • use the millimetre as a unit to measure lengths to the nearest millimetre, using a ruler
  • describe how a length or distance was measured (Communicating)
  • record lengths using the abbreviation for millimetres (mm), eg 5 cm 3 mm or 53 mm L
  • estimate lengths to the nearest millimetre and check by measuring

Background Information

In Stage 2, measurement experiences enable students to develop an understanding of the size of the metre, centimetre and millimetre, to estimate and measure using these units, and to select the appropriate unit and measuring device.

When recording measurements, a space should be left between the number and the abbreviated unit, eg 3 cm, not 3cm.

Language

Students should be able to communicate using the following language: length, distance, metre, centimetre, millimetre, ruler, measure, estimate, handspan.

National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA2‑9MG the sub-elements (and levels) of Understanding units of measurement (UuM5, UuM7-UuM8) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.

Length 2

Outcomes

A student:

  • MA2-1WM

    uses appropriate terminology to describe, and symbols to represent, mathematical ideas

  • MA2-2WM

    selects and uses appropriate mental or written strategies, or technology, to solve problems

  • MA2-3WM

    checks the accuracy of a statement and explains the reasoning used

  • MA2-9MG

    measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

Content

  • Students:
  • Use scaled instruments to measure and compare lengths (ACMMG084)
  • use a tape measure, ruler and trundle wheel to measure lengths and distances
  • select and use an appropriate device to measure lengths and distances (Problem Solving)
  • explain why two students may obtain different measures for the same length (Communicating, Reasoning) CCT
  • select and use an appropriate unit to estimate, measure and compare lengths and distances
  • recognise the features of a three-dimensional object associated with length that can be measured, eg length, height, width, perimeter L
  • use the term 'perimeter' to describe the total distance around a two-dimensional shape L
  • estimate and measure the perimeters of two-dimensional shapes
  • describe when a perimeter measurement might be used in everyday situations, eg determining the length of fencing required to enclose a playground (Communicating) LCCT
  • convert between metres and centimetres, and between centimetres and millimetres
  • describe one centimetre as one-hundredth of a metre and one millimetre as one-tenth of a centimetre (Communicating) L
  • explain the relationship between the size of a unit and the number of units needed, eg more centimetres than metres will be needed to measure the same length (Communicating, Reasoning) CCT
  • record lengths and distances using decimal notation to two decimal places, eg 1.25 m
  • Use scaled instruments to measure and compare temperatures (ACMMG084)
  • identify temperature as a measure of how hot or cold something is L
  • use everyday language to describe temperature, eg 'cold', 'warm', 'hot'
  • recognise the need for formal units to measure temperature
  • use a thermometer to measure and compare temperatures to the nearest degree Celsius
  • record temperatures to the nearest degree Celsius using the symbol for degrees (°) L
  • use a thermometer to take and record daily temperature readings (Communicating) SE

Background Information

It is important that students have a clear understanding of the distinction between perimeter and area.

The use of a thermometer to measure temperature is included in the Length substrand of the syllabus, but it is not anticipated that this skill will be taught as part of learning experiences focused on length. It may be helpful to draw students' attention to the link between negative numbers, which are introduced in Stage 3 Whole Numbers, and a temperature scale.

Language

Students should be able to communicate using the following language: length, distance, metre, centimetre, millimetre, ruler, tape measure, trundle wheel, measure, estimate, perimeter, heightwidth, temperature, cold, warm, hot, degree (Celsius), thermometer.

'Perimeter' is derived from the Greek words that mean to measure around the outside: peri, meaning 'around', and metron, meaning 'measure'.

The term 'height' usually refers to the distance from the 'base' to the 'top' of an object or shape. The term 'width' usually refers to the shorter side of a rectangle; another word for width is 'breadth'.

National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA2‑9MG the sub-elements (and levels) of Understanding units of measurement (UuM4, UuM7-UuM8) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.