Planning tool
Year levels
Strands
Expected level of development
Australian Curriculum Mathematics V9: AC9M3M01
Numeracy Progression: Understanding units of measurement: P6
At this level, students understand and use metric units to estimate, measure, order and compare objects according to their length, mass and capacity.
Transition students from using informal units to using metric units; centimetres and metres for length, grams and kilograms for mass, and millilitres and litres for capacity. An important role of the teacher is to ensure students understand the relationship between grams and kilograms (there are 1000 g in 1 kg, therefore 500 g in half a kilogram. Similarly, when measuring capacity there are 1000 mL in 1 L, therefore 500 ml in half a litre.
Explore the use of scaled instruments that measure in metric units, including students making their own ruler to measure length.
Provide opportunities to practise strategies such as visualising to help estimate length, mass and capacity. An important role of the teacher is to ensure that students understand the concept of capacity as the amount of fluids or gas that a container will hold and that they estimate and measure the capacity. In comparison, the volume of an object is how much space it takes up and can be thought of as one of its properties (other properties include include length, width and height).
Pose questions that require students to use metric units when applying computation strategies.
Probe student thinking to draw out mathematical reasoning when estimating, calculating and comparing measurements.
Teaching and learning summary:
 Provide measurement tasks to develop skills in measuring using metric units and provide feedback to develop accuracy and fluency.
 Explicitly teach how to convert between centimetres and metres, grams and kilograms and millilitres and litres.
 Provide problemsolving activities for students to apply their measurement skills and use mathematical reasoning.
Students :
 estimate a kilogram by developing the ‘feel’ of a kilogram through lots of examples of 1 kg mass
 use common metric units of measurement; centimetres and metres to measure length, grams and kilograms to measure mass and millilitres and litres to measure capacity
 describe the relationship and convert between centimetres and metres, grams and kilograms and millilitres and litres.
Some students may:
 not have yet developed accuracy in measuring length or area using uniform units or may inaccurately measure length or area with gaps between, or overlapping, units
 not recognise the role of the zero point on a scale such as a ruler, and instead count zero as one
 confuse perimeter with area
 confuse capacity with volume (e.g. provide a measurement for length, width or height instead of a measurement for how much the container holds).
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
Learning intention
 We are learning how to measure the length using informal units.
Why are we learning about this?
 We often need to measure things to work out which is longer.
What to do
 Play measurement bingo.
 Find something that matches the description in each box.
I am longer than 1 metre
I am between 20 and 50 centimetres long
I am about 15 centimetres tall
I am 1 kilogram
I am shorter than 1 metre
I have a perimeter longer than 10 metres
I am less than 500 grams
I have a capacity of 1 litre
I have a capacity of between 100 millilitres and 500 millilitres
 Find something that matches the description in each box.
 Take one of your objects, draw a picture of it and tell us about it.
Success criteria
I can:
 estimate and measure objects
 measure something using correct metric units
 find objects based on measurements.
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Teaching strategies
A collection of evidencebased teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.

Concrete, Representational, Abstract (CRA)
The CRA model is a threephased approach where students move from concrete or virtual manipulatives, to making visual representations and on to using symbolic notation.
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Mathematics investigation
By giving students meaningful problems to solve they are engaged and can apply their learning, thereby deepening their understanding.
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Explicit teaching
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.
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Culturally responsive pedagogies
Culturally responsive pedagogy is a form of teaching that incorporates learners’ cultural background and histories into classroom practice.
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Teaching resources
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.

Length and perimeter: measuring, comparing and calculating
Use this guide (pp 5–8) to plan tasks that develop students’ understanding and use of metres and centimetres.
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Perplexing perimeters
Students construct and use their own rulers to develop a sense of the size of a centimetre and a metre as they measure perimeters.
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Stepping out
Students move from using informal units to standard units of measuring length.
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reSolve: Measurement – Jump!
In this twopart lesson, students estimate the lengths of different jumps and measure and compare results using centimetres.
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Mass and capacity: grams and kilograms
Use this guide (pp 3–10) to focus on measuring mass, using grams and kilograms to estimate, measure and compare objects.
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Supermarket shopping
A sequence of explorations that highlights the need for standard units of mass (kilograms and grams) through the context of grocery shopping.
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Mass and capacity: millilitres and litres
Use this guide (pp 13–20) to focus on capacity, including understanding and using millilitres and litres to estimate, measure and compare capacity.
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Fill it up
Use these languagebased activities to help students develop a mental image of one litre and measure the capacity of everyday containers using litres.
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Stage 2: volume and capacity
A teaching guide that brings together fundamental ideas for teaching volume and capacity.
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Assessment
By the end of Year 3, students are using familiar metric units when estimating, comparing and measuring the attributes of objects and events.

Mathematics Year 3  ACARA
View work sample 3, Measurement: How much is there? and the related task for assessment guidance.
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Broken ruler
This task can be used to reveal whether students can use markings on a ruler to measure in centimetres and whether they understand how the number on the scale relates to the units.
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Make a Measuring Jug
Use this diagnostic task to assess a student's understanding of capacity and the calibrated scale on a measuring jug.
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