Grade 5: Measurement

Planning: Term #

Tracking: Ach. Level

Overall Expectations





• estimate, measure, and record perimeter, area, temperature change, and elapsed time, using a variety of strategies;





• determine the relationships among units and measurable attributes, including the area of a rectangle and the volume of a rectangular prism.





Specific Expectations





Attributes, Units and Measurement Sense





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





– estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in minutes, hours, days, weeks, months, or years (Sample problem: You are travelling from Toronto to Montreal by train. If the train departs Toronto at 11:30 a.m. and arrives in Montreal at 4:56 p.m., how long will you be on the train?);





– measure and record temperatures to determine and represent temperature changes over time (e.g., record temperature changes in an experiment or over a season) (Sample problem: Investigate the relationship between weather, climate, and temperature changes over time in different locations.);





– estimate and measure the perimeter and area of regular and irregular polygons, using a variety of tools (e.g., grid paper, geoboard, dynamic geometry software) and strategies.





Measurement Relationships





– select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre) to measure length, height, width, and distance, and to measure the perimeter of various polygons;





– solve problems requiring conversion from metres to centimetres and from kilometres to metres (Sample problem: Describe the multiplicative relationship between the number of centimetres and the number of metres that represent a length. Use this relationship to convert 5.1 m to centimetres.);





– solve problems involving the relationship between a 12-hour clock and a 24-hour clock (e.g., 15:00 is 3 hours after 12 noon, so 15:00 is the same as 3:00 p.m.);





– create, through investigation using a variety of tools (e.g., pattern blocks, geoboard, grid paper) and strategies, two-dimensional shapes with the same perimeter or the same area (e.g., rectangles and parallelograms with the same base and the same height) (Sample problem: Using dot paper, how many different rectangles can you draw with a perimeter of 12 units? With an area of 12 square units?);





– determine, through investigation using a variety of tools (e.g., concrete materials, dynamic geometry software, grid paper) and strategies (e.g., building arrays), the relationships between the length and width of a rectangle and its area and perimeter, and generalize to develop the formulas [i.e., Area = length x width; Perimeter = (2 x length) + (2 x width)];





– solve problems requiring the estimation and calculation of perimeters and areas of rectangles (Sample problem: You are helping to fold towels, and you want them to stack nicely. By folding across the length and/or the width, you fold each towel a total of three times. You want the shape of each folded towel to be as close to a square as possible. Does it matter how you fold the towels?);





– determine, through investigation, the relationship between capacity (i.e., the amount a container can hold) and volume(i.e., the amount of space taken up by an object), by comparing the volume of an object with the amount of liquid it can contain or displace (e.g., a bottle has a volume, the space it takes up, and a capacity, the amount of liquid it can hold) (Sample problem: Compare the volume and capacity of a thin-walled container in the shape of a rectangular prism to determine the relationship between units for measuring capacity [e.g., millilitres] and units for measuring volume [e.g., cubic centimetres].);





– determine, through investigation using stacked congruent rectangular layers of concrete materials, the relationship between the height, the area of the base, and the volume of a rectangular prism, and generalize to develop the formula (i.e., Volume = area of base x height) (Sample problem: Create a variety of rectangular prisms using connecting cubes. For each rectangular prism, record the area of the base, the height, and the volume on a chart. Identify relationships.);





– select and justify the most appropriate standard unit to measure mass (i.e., milligram, gram, kilogram, tonne).





Student Name:





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