Learning Intention: Use appropriate units of measurement Success Criteria: I can identify correct units of measurement for what I am measuring. Warm Up You have 3 minutes to write down as many true facts about a 1metre ruler as you can think of. Record these in your workbook. Think about its use and conversions to get your ideas flowing.
Activity Firstly, you need to create a page for each type of metric measurement unit we have just looked at in your Maths dictionary. This should be very similar to the Anchor chart we have just created. You must also include the conversions.
Once you have all of your measurements written down in your books, these measurements are what you are using to convert between each unit of measurement (mm, cm, m, kms).
Example: I am 1740mm in length I am 174cm in length I am 1.74m in length I am 0.00174km in length You will now do the same with the classroom.
Today we will be going outside to find square/rectangular/Triangular objects to measure and work out the perimeter and area. Group 1 & 2 I want you to use rounding to the nearest metre. Group 3 I want you to use the exact measurement.
You will have 20 minutes to find as many square/rectangular/triangular objects to measure as you can in that time. You can use the wheel, a metre ruler or a measuring tape to measure each object.
Ideas could include:
Basketball court.
A third of the basketball court.
Both basketball courts.
The cricket pitch.
The tin shed behind the basketball courts.
Windows of your classroom.
Pavement outside your classroom.
Use the template to record your findings.
Reflection: Get some students to share some objects that they measured today and how they worked them out. .
Lesson 4 Learning Intention: We are learning to work out the area and perimeter of composite shapes. Success Criteria: I am successful when I can find the value of unknown edges and separate shapes in order to find out the area and perimeter. Warm Up Math War
Introduction Today we are going to be looking at finding the perimeter and area of composite shapes.
Today you will be creating your name banner and will need to figure out the perimeter and area of each letter, and your entire name.
First of all, it is really important when calculating the area of composite shapes to be able to find unknown edges and understand the process when calculating the area of these shapes. Your name will not be a perfect square/rectangle, so that you can experience working out the area of some composite shapes within your name.
We are now going to complete the following examples altogether to learn how we can do this.
Work individually.These students will use a cm grid paper. When working out their answers, they will be using cm and cm2.
Group 2: Aiden, Emily, Jayda, Ryan, Sam, Lachlan H, Sarah, Lachlan L, Matilda, James. Work individually and with smaller grid. This grid is 0.5cm. While you are working out your measurements, you have to convert your measurements to cm and have answers in cm2.
Reflection Refer to the levels of understanding posters to see where kids are at.
Lesson 5
Learning Intention: We are learning to work out the area and perimeter of composite shapes.
Success Criteria: I am successful when I can find the value of unknown edges and separate shapes in order to find out the area and perimeter. Introduction Students need whiteboards
Simple one to begin. I am a 4 sided shape with a perimeter of 1m. What could I look like? Include lengths in your shapes.
Should get a few different responses to this. I am a 6 sided shape with a perimeter of 3m. What could I look like? Include lengths in your shapes.
Can you work out the area of your shape?
Today we are going to be looking at the perimeter and area of objects using the spheros. Activity Sphero Lesson - Perimeter and Area
Group 1: You are going to be measuring around the perimeter of objects in the room to work out the perimeter and area of those shapes. Example:
Table
Mat
Chair
Group 2: You are going to be creating shapes using popsicle sticks on the carpet. Begin by making standard squares, rectangles, triangles etc. Then begin to make simple composite shapes to work out.
Some of you will be measuring around objects and some of you will be making your shape that you will be measuring.
Lesson 6
Learning Intention: We are learning the difference between Volume and Capacity Success Criteria:I am successful when I can define Volume and Capacity and use real life example to illustrate the difference. What is capacity? How do we measure capacity? Capacity isthe amount that a container can hold.
What is volume? Volume: the amount of space occupied by a 3D shape.
How do we measure it? Who uses it? Where do you see it?
What is the volume and capacity of a 2L bottle of coke? 2L is the volume of soft drink that comes in the bottle, the capacity is actually slightly more (you can see the space).
Today we will be looking at converting between different types of capacity measurements.
Write down some measurements to complete altogether.
Activity Group 1: Using the containers from the warm up, have students work out how much water is in each container then compare the volume/capacity of water in each container.
Early Finishers Conversion Puzzles If you finish early, make your own puzzles.
Reflection On your whiteboards, in 20 words explain what you learnt this lesson.
Early Finishers/ Extension
Lesson 7 Learning Intention: We are learning the formula for working out the volume of rectangular prisms. Success Criteria: I understand the formula to work out the volume of rectangular prisms and can apply it to examples Introduction What is Volume?
Volume: isthe amount of space occupied by a 3D shape.
The volume of solids is expressed in cubic measurements, such as cubic centimeter or cubic meter. (cm3 or m3.)
Video explaining how to calculate the volume of rectangular prisms.
Activity Group 1: Volume Riddle
Group 2: Rectangular Prism Area Activity
Extension: Today we are going to look at finding the area of triangles and parallelograms. Anchor Chart Print this worksheet Choose selected shapes to complete altogether and then once students understand the formulas, allow them to attempt the remainder by themselves. Reflection Reflection pictures Which picture describes how you felt about your learning today and why?
Lesson 8
Intention: We are learning about what mass is and how to convert between units of mass. Success Criteria: I can explain what mass is and I am able to convert between different units of measurement. Introduction What is mass?
How do we measure mass?
Where do we use mass? Measuring items or weight?
Mass isthe amount of matter in an object.
Go through this anchor chart together and revise conversions. Mass Conversions
Activity: Group 1:Sonny, Inika, Layla, Brodie, Zara, Archer, Callan, Indi, Malakai, Mackenzie Use scales to measure different items in the room that students choose to measure. For example: book, scissors, pen, ipad, ball etc. Write down measurements in your book and convert these measurements into grams, kg,
Group 2: Converting Mass and problem solving Task Cards Aiden, Emily, Jayda, Ryan, Sam, Lachlan H, Sarah, Lachlan L, Matilda, James.
Introduction This lesson’s focus is to revise all the skills and concepts that we have covered in measurement.
Please read through carefully and complete all the questions on each slide in your math book.
Go through The Revision Powerpoint with the students or get them to work through it independently.
All the students should be able to understand all the skills and concepts that are incorporated in the powerpoint.
Reflection
Go through the answers as a class and note down which concepts or skills you have a misunderstanding and this can be their focus for the final revision lesson/teacher/small group work.
Math Online Revision Maths Online Tasks: Units of Measurement: 2541 Length Conversions: 2536 1632 2537 1634 Area of Squares/Rectangles: 2525 Perimeter: 2534 Volumes of cubes/rectangular prisms: 2529 Mass Conversions: 1638 Capacity Conversions: 1642 Area of a triangle: 2676 2678 Area of a parallelogram: 3274