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Mathematics

Planning: Term #

Tracking: Ach. Level

Overall Expectations

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• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units;

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

# Specific Expectations

Attributes, Units and Measurement Sense

– choose benchmarks – in this case, personal referents – for a centimetre and a metre (e.g.,“My little finger is about as wide as one centimetre. A really big step is about one metre.”) to help them perform measurement tasks;

– estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units;

– record and represent measurements of length, height, and distance in a variety of ways (e.g., written, pictorial, concrete) (Sample problem: Investigate how the steepness of a ramp affects the distance an object travels. Use cash-register tape for recording distances.);

– select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to measure length (e.g., “I needed a fast way to check that the two teams would race the same distance, so I used paces.”);

– estimate, measure, and record the distance around objects, using non-standard units (Sample problem: Measure around several different doll beds using string, to see which bed is the longest around.);

– estimate, measure, and record area, through investigation using a variety of non-standard units (e.g., determine the number of yellow pattern blocks it takes to cover an outlined shape) (Sample problem: Cover your desk with index cards in more than one way. See if the number of index cards needed stays the same each time.);

– estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units (e.g.,“I used the pan balance and found that the stapler has the same mass as my pencil case.”);

– tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g.,“My clock shows the time recess will start [10:00], and my friend’s clock shows the time recess will end [10:15].”);

– construct tools for measuring time intervals in non-standard units (e.g., a particular bottle of water takes about five seconds to empty);

– describe how changes in temperature affect everyday experiences (e.g., the choice of clothing to wear);

– use a standard thermometer to determine whether temperature is rising or falling (e.g., the temperature of water, air).

Measurement Relationships

– describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface (Sample problem: Compare the numbers of hexagon pattern blocks and triangle pattern blocks needed to cover the same book.);

– compare and order a collection of objects by mass and/or capacity, using non-standard units (e.g.,“The coffee can holds more sand than the soup can, but the same amount as the small pail.”);

– determine, through investigation, the relationship between days and weeks and between months and years.

Student Name:

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