NSW Syllabuses

# Mathematics K–10 - Life Skills - Measurement and Geometry Measurement

## Measurement: Estimating and Measuring

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-25MG

estimates and measures in everyday contexts

Related Stage 4/5 outcome: MA4-12MG

### Content

• Students:
• recognise attributes that can be measured, eg length, temperature, mass, volume, capacity, area
• recognise the language associated with attributes of length, temperature, mass, volume, capacity and area:
• length, short, tall, higher than, lower than
• temperature, eg hot, cold, warm, lukewarm, freezing, boiling, hotter, colder
• mass of objects, eg light, heavy, harder to push/pull, heavier, lightest
• volume and capacity, eg full, empty, half-full, has more/less, will hold more/less
• area, eg bigger/smaller than, surface
• make comparisons based on attributes that can be estimated and measured, eg 'I am taller than my brother', 'John is the tallest in the class':
• length, eg longer than, shorter than
• height, eg taller than, shortest
• temperature, eg hotter than, colder than
• mass, eg heavier, lighter
• capacity, eg fullest, emptier
• area, eg bigger, smaller, smallest
• recognise the appropriate device for measuring attributes of length, temperature, mass, volume and capacity:
• length (or distance), eg ruler, measuring tape, trundle wheel, odometer
• temperature, eg thermometer
• mass, eg scales, weigh station
• capacity, eg measuring cup, measuring spoon
• investigate how the odometer of a car can measure distance (Understanding)
• recognise that some countries use different units of measurement

## Measurement: Length

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-26MG

recognises and uses units to estimate and measure length

Related Stage 4/5 outcome: MA4-12MG

### Content

• Students:
• recognise features of an object associated with length that can be estimated and measured, eg length, breadth, height
• use informal units to estimate and measure length, eg measure the length of a table in equal hand spans, without gaps or overlaps
• compare and order two or more lengths or distances using informal units (Communicating, Problem Solving, Understanding)
• recognise the appropriate unit, and its abbreviation, for measuring length, eg centimetre (cm), metre (m), kilometre (km)
• select and use the appropriate unit and device for measuring length, eg measure the heights of students in the class using a metre ruler and record the results in a table
• recognise the relationship between commonly used units for measuring length, eg 1 m = 100 cm
• estimate the lengths of everyday objects and check using a measuring device, eg estimate the length of a room and check using a measuring tape
• identify the concept of length in a problem (Understanding)
• select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)
• convert measurements of length in larger units to measurements in smaller units, eg 3 m = 300 cm

## Measurement: Mass

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-27MG

selects and uses units to estimate and measure mass

### Content

• Students:
• recognise features of an object associated with mass that can be estimated and measured, eg weight
• use informal units to estimate and compare masses, eg 'This book is heavier than the other one'
• compare and order the masses of two or more objects by lifting them and then check using an equal-arm balance (Communicating, Problem Solving, Understanding)
• recognise the appropriate unit, and its abbreviation, for measuring mass, eg gram (g), kilogram (kg)
• select and use the appropriate unit and device for measuring mass, eg weigh a piece of steak using kitchen scales and record the weight for a recipe
• recognise the relationship between commonly used units for measuring mass, eg 1 kg = 1000 g
• estimate the mass of everyday objects and check using a measuring device, eg estimate the weight of a soccer ball and check using scales
• identify the concept of mass in a problem (Understanding)
• select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)
• convert measurements of mass in larger units to measurements in smaller units, eg 3 kg = 3000 g

## Measurement: Volume and Capacity

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-28MG

selects and uses units to estimate and measure volume and capacity

Related Stage 4/5 outcomes: MA4-14MG, MA5.2-12MG

### Content

• Students:
• use informal units to estimate and measure capacity, eg count the number of times a glass can be filled and emptied into a jug
• use informal units to estimate and measure volume, eg count the number of same-sized marbles required to fill a box, ensuring there are no large spaces
• compare and order the volumes of two or more models by counting the number of blocks used in each model (Communicating, Problem Solving, Understanding)
• recognise the appropriate unit, and its abbreviation, for measuring capacity, eg millilitre (mL), litre (L)
• select and use the appropriate unit and device for measuring volume and capacity, eg a medicine glass for medicine, measuring cups for recipes
• recognise the relationship between commonly used units for measuring volume and capacity, eg 1 L = 1000 mL
• estimate the capacities of everyday objects and check using a measuring device, eg estimate the capacity of a bucket and check using a measuring jug
• identify the concept of volume/capacity in a problem (Understanding)
• select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)
• convert measurements of volume/capacity in larger units to measurements in smaller units, eg 3 L = 3000 mL

## Measurement: Area

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-29MG

applies formal units to estimate and calculate area

Related Stage 4/5 outcomes: MA4-13MG, MA5.1-8MG, MA5.2-11MG

### Content

• Students:
• use informal units to estimate and calculate area, eg count the number of equal-sized pieces of paper required to cover a table, without gaps or overlaps
• compare the areas of two similar shapes by cutting out the shapes and placing one over the other (Communicating, Problem Solving, Understanding)
• recognise the appropriate unit, and its abbreviation, for measuring area, eg square centimetre (cm2), square metre (m2)
• select and use the appropriate unit and device for measuring area, eg measure area using a grid overlay
• estimate the areas of everyday objects and check using a measuring device, eg estimate the area of the classroom and check with a tape measure and calculations
• identify the concept of area in a problem (Understanding)
• select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)