Mathematics
Grade 5: Measurement 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
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 12hour clock and a
24hour 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, twodimensional 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 thinwalled 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.