Planning tool
Year levels
Strands
Expected level of development
Australian Curriculum Mathematics V9: AC9M4M01
Numeracy Progression: Understanding units of measurement: P6
At this level, students further their understanding and use of metric units to measure, order and compare objects according to length, mass and capacity, and are introduced to measuring temperature.
 Model key measurement principles highlighting the need for accuracy. Support conceptual understanding with practical opportunities to estimate and take measurements using scaled instruments such as rulers, tape measures, measuring jugs and thermometers.
 Help students see the connection between number and measurement (e.g. pose questions that require students to use metric units when applying computation strategies, and activate student prior knowledge of number lines to support reading temperatures).
 Provide authentic tasks where students apply knowledge of metric units to complete a realworld task or challenge. Probe student thinking to draw out mathematical reasoning when estimating, calculating, comparing and converting measurements.
Teachers should make explicit the connection to place value units: that each centimetre is made up of 10 millimetres, each metre is made up of 100 centimetres, and that the 100 centimetres in a metre are emphasised in multiples of ten. The same applies for mass and capacity.
Teaching and learning summary:
 Use metric units to estimate and measure length, mass, capacity and temperature.
 Provide problemsolving tasks that enable students to apply measurement skills and processes.
Students:
 estimate and calculate perimeter
 use familiar household items as benchmarks when estimating mass and capacity (e.g. compare capacities based on knowing the size of a 600 mL bottle of water, a 1 L carton of milk, a 95 g can of tuna or a 1 kg packet of flour)
 read and interpret metric measurements to the nearest graduation (the nearest marking) using instruments including a ruler, measuring tape and thermometer
 estimate values that lie between whole units by visualising subdivisions of the unit (e.g. 0.5 cm, 0.5 kg, 0.5 L)
 recognise and use grams and kilograms to measure mass
 understand the relationship between grams and kilograms and convert between them
 understand the concept of capacity as the amount of fluids or gas that a container will hold and use millilitres and litres to measure capacity
 understand the relationship between millilitres and litres and convert between them.
Some students may:
 not recognise the role of the zero on a scale such as a ruler, and instead count zero as one
 confuse perimeter with area
 not yet understand that using smaller units will produce a larger total measure than using larger units, and vice versa – using larger units will produce a smaller total measure than using smaller units.
Provide multiple opportunities to estimate and measure a range of objects, discussing which unit of measurement is appropriate. Discuss measurement scale and graduations.
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 use metric units to measure.
 We are using a ruler to measure and compare lengths.
Why are we learning about this?
 We are using standard units to measure length with accuracy.
What to do
 Find four objects and a ruler marked in centimetres. Record your answer for each of the following.
 Estimate, and then measure the length of each object using a ruler.
 Create a table to record your estimate and the length of each object measured in centimetres.
 Order the objects from shortest to longest.
 What is the length of the shortest object?
 What is the length of the longest object?
 Compare the shortest object to the longest. What is the difference in length?
 Place each item endtoend. What is the total length?
Success criteria
I can:
 measure objects using a familiar metric unit of length using a ruler
 order objects using a familiar metric unit of length
 compare objects using a familiar metric unit of length.
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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.

Measuring sticks: Decimals
In this lesson, students learn about place value and how it extends beyond whole numbers.
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How long is a foot?
Students explore length using informal units (e.g. finger, palm, handspan, paperclip, leaf) and have opportunities to estimate and then measure length.
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Make your own ruler
Students estimate, measure and compare lengths using informal units and compare these measurements with those made using metric instruments including rulers, measuring tapes and trundle wheels.
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reSolve: Measurement – Parcel in the post
An authentic task where students apply knowledge of volume, centimetres and millimetres to find the most costefficient way to post domestically through Australia Post.
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Cool times with heat
A multisession unit providing practical opportunities for measuring temperature using thermometers.
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Assessment
By the end of Year 4, students are using scaled instruments and appropriate units to measure length, mass, capacity and temperature.

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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Which line Is longer?
For those students who have had difficulty in using scaled measuring tools, use this diagnostic task to assess what students know about measuring length with informal units.
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