Mathematics
Grade 4: Measurement 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
estimate, measure, and record length, perimeter, area, mass, capacity, volume,
and elapsed time, using a variety of strategies; 




•
determine the relationships among units and measurable attributes, including
the area and perimeter of rectangles. 




Specific Expectations





Attributes, Units and Measurement Sense 




–
estimate, measure, and record length, height, and distance, using standard
units (i.e., millimetre, centimetre, metre, kilometre) (e.g., a pencil that
is 75 mm long); 




–
draw items using a ruler, given specific lengths in millimetres or
centimetres (Sample problem: Use estimation to draw a line that is 115 mm
long. Beside it, use a ruler to draw a line that is 115 mm long. Compare the
lengths of the lines.); 




–
estimate, measure (i.e., using an analogue clock), and represent time
intervals to the nearest minute; 




–
estimate and determine elapsed time, with and without using a time line,
given the durations of events expressed in fiveminute intervals, hours,
days,weeks, months, or years (Sample problem: If you wake up at 7:30 a.m.,
and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your
teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack
ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?); 




–
estimate, measure using a variety of tools(e.g., centimetre grid paper,
geoboard) and strategies, and record the perimeter and area of polygons; 




–
estimate, measure, and record the mass of objects (e.g., apple, baseball,
book), using the standard units of the kilogram and the gram; 




–
estimate, measure, and record the capacity of containers (e.g., a drinking
glass, a juice box), using the standard units of the litre and the
millilitre; 




–
estimate, measure using concrete materials, and record volume, and relate
volume to the space taken up by an object (e.g., use centimetre cubes to
demonstrate how much space a rectangular prism takes up) (Sample problem:
Build a rectangular prism using connecting cubes. Describe the volume of the
prism using the number of connecting cubes.). 




Measurement Relationships 




–
describe, through investigation, the relationship between various units of
length (i.e., millimetre, centimetre, decimetre, metre, kilometre); 




–
select and justify the most appropriate
standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre)
to measure the side lengths and perimeters of various polygons; 




–
determine, through investigation, the relationship between the side lengths
of a rectangle and its perimeter and area (Sample problem: Create a variety
of rectangles on a geoboard. Record the length, width, area, and perimeter of
each rectangle on a chart. Identify relationships.); 




–
pose and solve meaningful problems that require the ability to distinguish
perimeter and area (e.g.,“I need to know about area when I cover a bulletin
board with construction paper. I need to know about perimeter when I make the
border.”); 




–
compare and order a collection of objects, using standard units of mass
(i.e., gram, kilogram) and/or capacity (i.e., millilitre, litre); 




–
determine, through investigation, the relationship between grams and
kilograms (Sample problem: Use centimetre cubes with a mass of one gram, or
other objects of known mass, to balance a onekilogram mass.); 




–
determine, through investigation, the relationship between millilitres and
litres (Sample problem: Use small containers of different known capacities to
fill a one litre container.); 




–
select and justify the most appropriate standard unit to measure mass (i.e.,
milligram, gram, kilogram) and the most appropriate standard unit to measure
the capacity of a container (i.e., millilitre, litre); 




–
solve problems involving the relationship between years and decades, and
between decades and centuries (Sample problem: How many decades old is
Canada?); 




–
compare, using a variety of tools (e.g., geoboard, patterns blocks, dot
paper), twodimensional shapes that have the same perimeter or the same area
(Sample problem: Draw, using grid paper, as many different rectangles with a perimeter
of 10 units as you can make on a geoboard.). 




Student Name: 




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