Mathematics
Grade 6: Measurement 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
estimate, measure, and record quantities, using the metric measurement
system; 




•
determine the relationships among units and measurable attributes, including
the area of a parallelogram, the area of a triangle, and the volume of a
triangular prism. 




Specific Expectations





Attributes, Units and Measurement Sense 




–
demonstrate an understanding of the relationship between estimated and
precise measurements, and
determine and justify when each kind is appropriate (Sample problem: You are
asked how long it takes you to travel a given distance. How is the method you
use to determine the time related to the precision of the measurement?); 




–
estimate, measure, and record length, area, mass, capacity, and volume, using
the metric measurement system. 




Measurement Relationships 




–
select and justify the appropriate metric unit (i.e., millimetre, centimetre,
decimetre, metre, decametre, kilometre) to measure length or distance in a
given reallife situation (Sample problem: Select and justify the unit that
should be used to measure the perimeter of the school.); 




–
solve problems requiring conversion from larger to smaller metric units
(e.g., metres to centimetres, kilograms to grams, litres to millilitres)
(Sample problem: How many grams are in one serving if 1.5 kg will serve six people?); 




–
construct a rectangle, a square, a triangle, and a parallelogram, using a
variety of tools (e.g., concrete materials, geoboard, dynamic geometry
software, grid paper), given the area and/or perimeter (Sample problem:
Create two different triangles with an area of 12 square units, using a
geoboard.); 




–
determine, through investigation using a variety of tools (e.g., pattern
blocks, Power Polygons, dynamic geometry software, grid paper) and strategies
(e.g., paper folding, cutting, and rearranging), the relationship between the
area of a rectangle and the areas of parallelograms and triangles, by
decomposing (e.g., cutting up a parallelogram into a rectangle and two
congruent triangles) and composing (e.g., combining two congruent triangles
to form a parallelogram) (Sample problem: Decompose a rectangle and rearrange
the parts to compose a parallelogram with the same area. Decompose a
parallelogram into
two congruent triangles, and compare the area of one of the triangles with
the area of the parallelogram.); 




–
develop the formulas for the area of a parallelogram (i.e., Area of
parallelogram = base x height) and the area of a triangle [i.e., Area of triangle
= (base x height) ÷ 2], using the area relationships among rectangles, parallelograms,
and triangles (Sample problem: Use dynamic geometry software to show that
parallelograms with the same height and the same base all have the same
area.); 




–
solve problems involving the estimation and calculation of the areas of
triangles and the areas of parallelograms (Sample problem: Calculate the
areas of parallelograms that share the same base and the same height,
including the special case where the parallelogram is a rectangle.); 




–
determine, using concrete materials, the relationship between units used to
measure area (i.e., square centimetre, square metre), and apply the
relationship to solve problems that involve conversions from square metres to
square centimetres (Sample problem: Describe the multiplicative relationship
between the number of square centimetres and the number of square metres that
represent an area. Use this relationship to determine how many square
centimetres fit into half a square metre.); 




–
determine, through investigation using a variety of tools and strategies
(e.g., decomposing rectangular prisms into triangular prisms; stacking
congruent triangular layers of concrete materials to form a triangular
prism), the relationship between the height, the area of the base, and the
volume of a triangular prism, and generalize to develop the formula (i.e.,
Volume = area of base x height) (Sample problem: Create triangular prisms by
splitting rectangular prisms in half. For each prism, record the area of the
base, the height, and the volume on a chart. Identify relationships.); 




–
determine, through investigation using a variety of tools (e.g., nets,
concrete materials, dynamic geometry software, Polydrons) and strategies, the
surface area of rectangular and triangular prisms; 




–
solve problems involving the estimation and calculation of the surface area
and volume of triangular and rectangular prisms (Sample problem: How many square
centimetres of wrapping paper are required to wrap a box that is 10 cm long,
8 cm wide, and 12 cm high?). 




Student Name: 




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