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Mathematics

Planning: Term #

Tracking: Ach. Level

Overall Expectations

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estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size;

compare, describe, and order objects, using attributes measured in non-standard units.

# Specific Expectations

Attributes, Units and Measurement Sense

demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring(Sample problem: Measure the length of your desk in different ways; for example, by using several different non-standard units or by starting measurements from opposite ends of the desk. Discuss your findings.);

estimate, measure (i.e., by placing nonstandard units repeatedly,without overlaps or gaps), and record lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);

construct, using a variety of strategies, tools for measuring lengths, heights, and distances in non-standard units (e.g., footprints on cash register tape or on connecting cubes);

estimate, measure (i.e., by minimizing overlaps and gaps), and describe area, through investigation using non-standard units (e.g.,“It took about 15 index cards to cover my desk, with only a little bit of space left over.”);

estimate, measure, and describe the capacity and/or mass of an object, through investigation using non-standard units (e.g.,“My journal has the same mass as 13 pencils.” “The juice can has the same capacity as 4 pop cans.”);

estimate, measure, and describe the passage of time, through investigation using nonstandard units (e.g., number of sleeps; number of claps; number of flips of a sand timer);

read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for breakfast, lunch, dinner; the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings;

name the months of the year in order, and read the date on a calendar;

relate temperature to experiences of the seasons (e.g.,“In winter,we can skate because it’s cold enough for there to be ice.”).

Measurement Relationships

compare two or three objects using measurable attributes (e.g., length, height, width, area, temperature, mass, capacity), and describe the objects using relative terms (e.g., taller, heavier, faster, bigger, warmer; “If I put an eraser, a pencil, and a metre stick beside each other, I can see that the eraser is shortest and the metre stick is longest.”);

compare and order objects by their linear measurements, using the same non-standard unit (Sample problem: Using a length of string equal to the length of your forearm, work with a partner to find other objects that are about the same length.);

use the metre as a benchmark for measuring length, and compare the metre with non-standard units (Sample problem: In the classroom, use a metre stick to find objects that are taller than one metre and objects that are shorter than one metre.);

describe, through investigation using concrete materials, the relationship between the size of a unit and the number of units needed to measure length (Sample problem: Compare the numbers of paper clips and pencils needed to measure the length of the same table.).

Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2005.  Format: Copyright B.Phillips, 1998.