You are on page 1of 6

TERM

3, 2015 - Year 3 - Maths Planning - LENGTH


Wk

YEAR 3

O/C

MA2-9MG
LENGTH

Key Ideas

Measure, order and compare objects using familiar metric units of length
(ACMMG061)
estimate lengths and distances using metres and centimetres and check by measuring

explain

Related Content

use the millimetre as a unit to measure lengths to the nearest millimetre, using a ruler
how a length or distance was measured (Communicating)

estimate lengths to the nearest millimetre and check by measuring


Links to other
O/C and
related
content

recognise that there are 10 millimetres in one centimetre, ie 10 millimetres = 1 centimetre

record lengths using the abbreviation for millimetres (mm), eg 5 cm 3 mm or 53 mm

recognise the need for a formal unit smaller than the centimetre to measure length

describe

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)

MA2-15MG 2D SPACE
Compare and describe features of two-dimensional shapes, including the special quadrilaterals
draw representations of regular and irregular two-dimensional shapes in different orientations

TERM 3, 2015 - Year 4 - Maths Planning - LENGTH


Wk

YEAR 4

O/C

MA2-9MG
LENGTH

Key Ideas

Use scaled instruments to measure and compare temperatures


(ACMMG084)

Related Content

Links to other O/C


and related content

identify temperature as a measure of how hot or cold something is


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 ()
use a thermometer to take and record daily temperature reading (Communicating)
MA2-18SP DATA

Construct suitable data displays, with and without the use of digital technologies, from given or collected data;
include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
represent given or collected categorical data in tables, column graphs and picture graphs, using a scale of manyto-one correspondence, with and without the use of digital technologies

Teaching & Learning Activity 1

Reflection/
Evaluation

Plenary/
Problem
Solving

Independent Activities (low


/ middle / high
differentiation)

Whole
Class
Modelled
Teaching

LISC

Wk

YEAR 3
Learning Intention:
I am learning to measure the length of various objects
I am learning to use approximations when dealing with length

Success Criteria:
I can use body parts as a guide when measuring
I can use the abbreviation for centimetres (cm)

* Explain strategies used to estimate lengths and distances, such as by referring to a known length,
eg 'The width of my finger is 1cm, and my pencil is 12 finger widths, so my pencil is about 12 cm long' (Communicating, Problem Solving)
* eg 'My handspan is 5 cm and my book is 4 handspans long, so my book is about 20 cm long' (Communicating, Problem Solving)

In their maths books, students trace around their hand. Then students label their traced hand with approximate lengths. E.g. width of finger is 1cm, width of palm is 5cm.
Students work in pairs to find 10 objects around the room that they can measure using the width of their finger and the width of the palm of their hand.
Students draw a table in their book to show their results.
E.g.
Object
Approximate Length
pencil case
25cm
glue stick
8cm

Problem Solving Guide:


- Circle key words
- Box key numbers
- What words help you know what operation to use?
- What operation will you use {x , -, +, }.

Problem Solving Question:


Each desk in the classroom is 80cm long. If there are 15 desks in the classroom, and they
were placed end to end to form a line, how long would the line be?

Teaching & Learning Activity 1

Reflection/
Evaluation

Plenary/
Problem
Solving

Independent Activities (low /


middle / high differentiation)

Whole Class
Modelled
Teaching

LISC

Wk

YEAR 4
Learning Intention:
I am learning to read a thermometer
I am learning to graph temperatures

Success Criteria:
I can understand the difference between Celsius and Fahrenheit
I know the temperatures of different common events

Watch Thermometer introduction video


https://www.youtube.com/watch?v=Q48kxEzwubQ
In their maths books, students write the following definition for thermometer
A thermometer is an instrument used to measure temperature (how hot or cold a thing is), usually in the Celsius or Fahrenheit scale.
Discuss the difference between Celsius and Fahrenheit
As a class look at the temperatures of the thermometers and read the temperatures
http://www.math-aids.com/cgi/pdf_viewer_6.cgi?script_name=measurement_reading_thermometers.pl&scale=0&kind=1&language=0&memo=&x=114&y=29
Students glue 1 x thermometer into their book and mark the following temperatures onto the thermometer. Discuss the following events and related temperatures.
0 - water freezes
10 - cold winter night
20 - winter day
30 - summer day
37 - body temperature
40 - hot summer day
100 - water boils
Show students real thermometer and discuss the graphing task that will take place over the next few weeks. (depending on numbers, each class will receive 3 or 4 thermometers).
- As a class decide where your thermometers will be located (try and pick locations with varying temps)
- Inform students that daily, students will be sent to read the temp on the thermometers and then results will be graphed.
Problem Solving Guide:
Problem Solving Question:
- Circle key words
The coldest place in Australia today was -5 degrees, and the hottest place in Australia
- Box key numbers
tody was 32 degrees. What is the difference in temperature between these two places?
- What words help you know what operation to use?
- What operation will you use {x , -, +, }.

Teaching & Learning Activity 2

Reflection/
Evaluation

Plenary/
Problem
Solving

Independent Activities (low


/ middle / high
differentiation)

Whole
Class
Modelled
Teaching

LISC

Wk

YEAR 3
Learning Intention:
I am learning to measure using mm and cm
I am learning to use a ruler correctly

Success Criteria:
I can understand the difference between mm and cm
I can record lengths using mm and cm

Show students the images on the powerpoint of rulers


Explain that some rulers have different sides (inches or CM) and that it is important to use the correct side when measuring. Provide students will rulers for them to look at and see
the difference.
Using the ruler images on the powerpoint explain why it is important to have a measurement smaller than 1cm.
Ask students to think of objects that would be measured using mm
Watch video to show how to measure cm and mm
https://www.youtube.com/watch?v=iGQjDLWdk0M - start watching at 55secs
(More explicit instruction will need to be given to explain how to convert from cm to mm)
Instruct students to draw various length lines in their book
E.g. 5cm, 2cm , 6.5cm, etc.
Once this has been practised ask students to use their ruler to draw various 2D shapes then measure each side using mm and cm
Students to record length as 5cm and 2mm = extend top students to use decimals 5.2cm
Problem Solving Guide:
- Circle key words
- Box key numbers
- What words help you know what operation to use?
- What operation will you use {x , -, +, }.

Problem Solving Question:


A square has a perimeter of 40cm 8mm.
How long is each side?

Teaching & Learning Activity 2

Reflection/
Evaluation

Plenary/
Problem
Solving

Independent
Activities (low /
middle / high
differentiation)

Whole
Class
Modelled
Teaching

LISC

Wk

YEAR 4
Learning Intention:
I am learning construct a line graph
I am learning to plot temperatures on a line graph

Success Criteria:
I can read a thermometer
I know what causes the changes in temperatures

Show students the Graphs of Life video - this video will help students to decide which graph is best for showing the data for temperatures
https://www.youtube.com/watch?v=W9BhzvLooI4
Talk with students about how LINE GRAPHS are used to show changes in data overtime.
In students book, model how to construct a line graph. Discuss the x and y axis, the title, temperature increments to use on the y axis, days of week along the x axis.
3 graphs will need to be created, one graph for each thermometer location.
Select students to read the temperatures from the various locations around the school. Plot temperatures onto each graph
Various interactive games to develop students ability to read thermometers and understand temperature
http://funphysics.jpl.nasa.gov/adventures/temperature-game.html
https://www.mathsisfun.com/measure/thermometer.html
http://www.topmarks.co.uk/Flash.aspx?f=Temperaturev2
Problem Solving Guide:
Problem Solving Question:
- Circle key words
The temperature in the afternoon war 36degress, at night it dropped by 17 degrees. What
- Box key numbers
was the temperature at night?
- What words help you know what operation to use?
- What operation will you use {x , -, +, }.

You might also like