Math - Measurement Unit Plan

Vancouver Island University Faculty of Education
BACHELOR OF EDUCATION - UNIT MATRIX

Name: VICTORIA WALSH
Grade(s): 4
Title of Unit: Measurement (Perimeter, telling time and Estimations) 40 minutes per lesson
Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).
A) Measurement is a key life skill which students need to learn for their future in academics and life. I will be starting this unit by reviewing
estimation of large numbers as well as estimation of length. Students will be exploring how to measure the perimeter of regular and irregular
shapes. Ask a class we will learn how to read an analog clock. Students will gain a strong understanding of units used for measuring such as
centimetres, meters, seconds, minutes and hours. I will be teaching students how to use measurement tools such as rulers, meter sticks and
measuring tapes and analog clock. Students will also be taught what units are appropriate to be used to measure an objects or distance or
time.
B) Key Concepts:
1) Knowledge of standard units of measurement (centimetres, meters, kilometers, seconds, minutes and hours)
2) Knowledge of tools used for measurement (analog clock, rulers, meter sticks and measuring tapes)
3) Students will be able to find the perimeter of regular and irregular shapes.
4) Students will be able to tell time from an analog clock.
Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
Measurement is a key concept which is taught to students at all grades K-12. I will be teaching students the standard unit of measurement which will lead
students to having a strong framework to build off of in their future success with measurement. It is key for students to understand which unit of measurement is
appropriate to be used for measuring different things such as time, distance and mass. I will be explaining the following uses for each of the following.
Perimeter
Centimeter, meters, and kilometers
Seconds, minutes and hours

Analog clock, rulers, meter sticks and measuring tape
Students will be able to learn how to use a unit of measurement and then will be able to do hands on work with each unit. Overall this unit will teach students the
use proper units of measurement along with teaching students when to use each form of measurement. Measurement is a great unit for my class to move in to
next because they have been heavily working on multiplication and need a change. Measurement will give my students a chance to use hands on tools and
explore outside of our class.
List the Big Ideas, Content, Curricular Competencies : Mathematics Grade 4

Big Idea
We can describe, measure, and compare spatial relationships: Polygons are closed shapes with similar attributes.
Content
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Revised Sept 2015
number concepts to 10 000

numbers to 10 000 can be arranged and recognized: (estimating large quantities)
how to tell time with analog and digital clocks, using 12- and 24-hour clocks
Elaborations:
o understanding how to tell time with analog and digital clocks using 12- and 24-hour clocks
o understanding the concept of a.m. and p.m.
o understanding the number of minutes in an hour
o understanding the concepts of using a circle and of using fractions in telling time (e.g., half past, quarter to)
o telling time in five-minute intervals
o telling time to the nearest minute
perimeter of regular and irregular shapes
Elaboration
o Using geoboards and grids to create, represent, measure, and calculate perimeter
Curricular competences
Estimate reasonably
Connect mathematical concepts to each other and make mathematical connections to the real world
Elaborations:
o In daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration
Core Competencies.Critical Thinking
Critical thinking involves making judgments based on reasoning: students consider options; analyze these using specific criteria; and draw
conclusions and make judgments. Critical thinking competency encompasses a set of abilities that students use to examine their own
thinking, and that of others, about information that they receive through observation, experience, and various forms of communication.
I can
o I can ask questions, make predictions, and use my senses to gather information.
o I can tell or show something about my thinking.
Key Vocabulary/Sentence Structure:
Key Vocabulary:
Perimeter
Centimeter, meters, and kilometers
Seconds, minutes and hours

Analog clock, rulers, meter sticks and measuring tape
Solution and equation
Revised Sept 2015
Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning .
Culmination Task- Perimeter

Students will design their own house on 11X17 papers. Students will be asked to then calculate the perimeter of their home, and a fence
around their home. Students will also be calculating the perimeter of each room inside their home. This activity will give students a chance
to show their understanding of how to calculate perimeter it several different ways and shapes of rooms. Students will be asked to show their
work and label the sides of the house. Students will be ask to write the equation for perimeter as well.
Culmination Task- Telling Time
Student will be completing a summative assignment which will indicate if they are able to read analog clock. Student will demonstrate how
to tell time on the 12 hour clock. This summative activity will be in the form on a quiz. Students will be asked to label the parts on a clock,
label a picture of a clock with the appropriate time and ask student what am and pm mean.
Resources: What resources will you use in this unit?
Books/Text/ Internet Resources
1) Jump Math (Text book 4.1) Grade 4, Jump Math sample test
2) Mathletics (Online computer based program)
Materials
1) Rulers, tape measures & meter sticks
2) Jump Math Textbooks
3) Analog Clocks
4) Timing time bingo https://www.teacherspayteachers.com/Cart/Checkout/Done/26183546
Learning Outcomes
Description of Learning
Activities & Strategies
What teaching strategies & activities
will you utilize to enable students to
achieve the learning outcomes?
Assessment Method/Tool
Assessment Criteria
What method (e.g. write/say/do) and

tool/instrument will you use to collect
evidence of the learning?
By what criteria do you decide that the

outcome has been successfully met?
What will you look for in the evidence?
Lesson (1) Estimating length

and measuring cms
Lesson (1) Estimating length and

measuring cms

measuring cms

measuring cms
Big Idea
We can describe,
measure, and compare
spatial relationships:
Polygons are closed
shapes with similar
In this lesson your class will

explore measuring with centimetres
and estimating the length of objects.
I will enquire as to if students know
what we use centimetres to measure
such as small objects. As a class we
Write: Students will be able to

record estimation and the
measurement of objects using the
proper units.
Students can record their estimations

and measurements of objects.
What are the unit level learning

outcomes? What do you want
students to
learn/understand/appreciate?
Revised Sept 2015
Say: Students will be able to
Students can make reasonable

predictions of the length of an object.
attributes.
Content
number concepts to 10
000
numbers to 10 000 can
be arranged and
recognized: (estimating
large quantities)
Lesson (2) Card wars and

Mathletics (computer time)
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)
perimeter of regular
and irregular shapes
will start to explore estimating the

length of common object in the class
(pencil, book, glue stick and a water
bottle) then we will measure the
objects to find out how many cm
they are. I will review why we write
the units when recording an answer
and how we use a ruler. I will
review the pages I wish for students
to complete today and take home for
homework.
p. 97 & 98 & 99
Lesson (2) Mathletics (computer
time)
express how to use a ruler and how

predict the length of objects.

time)

time)
Students will be playing card

wars to start our class. They will
choose a partner to team with who
they have not played before.
Students will be asked to focus on
their multiplication skills. At 11:10
the class will move down the
computer lab. Students will be
working independently on their
Mathletics account. I will blocking
on students ability to go play games
through the teacher function and
limit students to only working on
measurement activities. I will
circulate to assist students if they
have any questions.
Write: Students will be able to type

answer into Mathletics to submit
their answers.
Students can type their answers into

Mathletics.
Estimate reasonably
Connect mathematical
concepts to each other
Revised Sept 2015
Students can measure objects and

record their measurements with
proper units.
Do: Student will be able to estimate

and measure objects.

verbalize their answers while
playing card wars with a peer.
Do: Students will be able to
independently work on their
Mathletics account at their own
speed.
Students can verbally their answers

while playing card wars.
Students can work independently on
their Mathletics account. Students
can progress as they achieve
completing a task.
and make
mathematical
connections to the real
world
Lesson (3) Estimating in
Millimetres and measuring
with mm
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter
Curricular
competences
Estimate reasonably
Lesson (4) Comparing
Millimetres and Centimetres

Millimetres and measuring with
mm

mm

mm
In this lesson your class will

explore measuring with millimetres
and estimating the length of objects.
I will enquire as to if students know
what we use millimetres to measure
such as small objects. As a class we
will start to explore estimating the
length of common object in the class
(pencil, book, glue stick and a water
bottle) then we will measure the
objects to find out how many cm
they are. I will review why we write
the units when recording an answer
and how we use a ruler. As a class
we will talk about why this unit of
measurement is used and when it is
appropriate to use for measuring. I
will review the pages I wish for
students to complete today and take
home for homework.
Pages 100 & 101

record estimation and the
measurement of objects using the
proper units.
Students can record their estimations

and measurements of objects.
Lesson (4) Comparing Millimetres

and Centimetres
Lesson (4) Comparing

Millimetres and Centimetres
Lesson (4) Comparing Millimetres

and Centimetres
Write: Student will be able to

record measurements and convert
Students can clearly write their

measurements and conversions.
Big Idea
In this lesson the class will be
We can describe,
comparing millimetres and
Revised Sept 2015

express how to use a ruler and how
predict the length of objects.
Students can make predictions of the

length of an object.
Students can measure objects and
record their measurements with
proper units.
Do: Student will be able to estimate

and measure objects.

Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter
and make
mathematical
world
centimetres. We will explore how

many millimetres are in 1
centimetre. Students will be
measuring objects around the
classroom then recording their
measurement in cm and mm. As a
class we will discuss the lengths of
the object and question the
similarities. Students will have the
chance to draw lines of a certain
length to express how to measure in
millimetres. As a class we will
practice converting cm to mm.
Students will have rulers to assist in
converting the units. As a class we
will talk about why this unit of
home for homework.
Pages 102 & 103 bonus 104 and 105
cm to mm.




their answers.

Mathletics.
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Revised Sept 2015
Say: Student will be able to explain

the similarities between centimetres
and millimetres.
measure the length of lines and
draw lines to a specific length.

Students can express when asked

what millimetres and centimetres
have in common.
Students can visual represent a line
of a specific length. Students can
measure with a ruler the length of a
line or an object.

Content
000
be arranged and
large quantities)
Estimate reasonably
and make
mathematical
world
Lesson (6) Measuring with
Metres
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)
Elaboration

have any questions.
Lesson (6) Measuring with Metres

comparing metres and centimetres.
We will explore how many
centimetres are in 1 metre. Students
will be comparing the length of their
own body parts to how long they
think a metre is. As a class we will
discuss the length of the objects and
question the similarities. As a class
we will practice converting cm to m.
Student will have a chance to
compare how many millimetres and
centimetres are in a metre. Students
will have metre sticks to assist in
converting the units. As a class we
will talk about why this unit of
Revised Sept 2015

speed.

Metres
cm to m.

completing a task.
Lesson (6) Measuring with Metres

what centimetres and metres have in
common.

the similarities between centimetres
and metres.
Students can use their body parts to
compare to a metre.
Do: Students will be able to use
their bodies to compare to the
length of a metre.
Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter
and make
mathematical
world
Kilometres and converting to
metres

home for homework.
Pages 106 & 107

metres
Big Idea
We can describe,
comparing metres to kilometres. We
will explore how many metres are in
a kilometre. As a class we will
practice converting m to km.
Polygons are closed
Student will have a chance to use
shapes with similar
addition to conclude how many m
attributes.
are in a km. Students will have
Content
number concepts to 10 metre sticks to assist in converting
the units if they need a visual. As a
000
class we will talk about why this
unit of measurement is used and
be arranged and
recognized: (estimating when it is appropriate to use for
measuring. I will review the pages I
large quantities)
wish for students to complete today
Elaboration
o Using geoboards and take home for homework.
Pages 108 & 109
and grids to
create, represent,
measure, and
Revised Sept 2015

metres

metres

m to kms.


the similarities between metres and
kilometres.
their addition skill of multi digit
numbers to calculate how many m
add to a km.

what centimetres and metres have in
common.
Students can use their addition skills
to assist in calculating how many m
are in a km.
calculate
perimeter
and make
mathematical
world
Lesson (8) Assigning
appropriate units
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter
Lesson (8) Assigning appropriate

units

units

units
In this lesson the class will

work on assigning the appropriate
units for measurement to each
object. We will also work on
assigning correct symbol such as cm
to the word centimetre. Students
will be matching a measurement
unit with the word then with an
object which is appropriate for use.
For example:
cm = centimetre = book
As a class we will discuss the best
uses for units. I feel like students
will be able to do this task quickly
and grasp the concept quickly. I will
review the pages I wish for students
to complete today and take home for
homework.
Pages 110, 112 & 113

record the appropriate units and
symbols used for metric
measurement.
Students can clearly write the

appropriate units to measure an
object or distance.
Revised Sept 2015

explain what unit of measurement
should be used based on the object
or distance.
Do: Students will be able to assign
the appropriate units and record the
correct symbols such as cm.

what unit of measurement to use for
a specific object or distance.
Students can record using the correct
measurement symbols.
and make
mathematical
world
Mathletics
(computer time)

Mathletics
(computer time)

Mathletics
(computer time)

Mathletics
(computer time)
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)

have any questions.

their answers.

Mathletics.
Estimate reasonably
and make
mathematical
world
Revised Sept 2015

speed.

completing a task.
Lesson (10) Summative

assessment for converting
units, measuring length and
using appropriate units
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
be arranged and
large quantities)
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter

assessment for converting units,
measuring length and using
appropriate units
In this lesson period students
will be completing a summative
assessment on converting units,
measuring length, using symbols to
show the units used and using
appropriate units. This summative
piece will help me to assess students
understanding of these topics. The
summative quiz has been created
from the Jump math program. I will
review with students the
expectations of their behaviour
during the test period. Students will
be asked to read if they finish early.
and make
mathematical
world
Core Competencies (Critical
Thinking)
Revised Sept 2015

assessment for converting units,
measuring length and using
appropriate units
record their answers to the
questions on the quiz.
verbalize or clarified their answers
if asked by the teacher.
Do: Student will be able to show
their knowledge in a cumulative
assessment piece.
Lesson (10) Summative assessment

for converting units, measuring
length and using appropriate units
Students can use the appropriate
units when measuring an object.
Students can measure the length of
objects and assess what units to use.
Students can convert units from one
unit to another. (cm to m)
I can tell or show something

about my thinking.
Lesson (11) Introduction to
perimeter
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter
and make
mathematical
world
Lesson (12) Exploring how to
measure perimeter
Big Idea
We can describe,

perimeter

perimeter

perimeter
In this lesson I will be

introducing the topic of perimeter. It
will be key to find out how much
students know about perimeter
already. I will demonstrate for
students how to create shapes out of
toothpicks and look at the perimeter.
Students will be building with
toothpicks shapes. Students will be
asked to count the number of the
toothpicks on the outside of their
shapes they have created to
represent the perimeter of each
shape. As a class we will discuss
what perimeter means. I will review
the pages I wish for students to
complete today and take home for
homework.
Page 114 and Homework 115

record the perimeter of a square or
an odd shape.

perimeter of an object.

measure perimeter

measure perimeter

measure perimeter

introducing the topic of perimeter.
Students will be exploring perimeter

record the perimeter of a square or
an odd shape.

Revised Sept 2015

explain how to find the perimeter
of an object if asked.
Students can express how to find the

perimeter of a shape.
to assist in calculating perimeter.

calculate the perimeter of square or
odd shape.
Polygons are closed
shapes with similar
attributes.
Content
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate
perimeter
and make
mathematical
world
Mathletics
(computer time)
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
throughout this lesson. Student will

be working in their workbooks to
create shapes then measure their
perimeter as well as mearing the
perimeter of irregular shapes. As a
class we will discuss what perimeter
means. I will review the pages I
and take home for homework.
Page 116 & 117

Mathletics
(computer time)

Revised Sept 2015



odd shape. Students will be able to
estimate the perimeter of an object
before actually measuring it.
Students can make a logical

estimation as to the perimeter of an
object.

Mathletics
(computer time)

Mathletics
(computer time)

their answers.

Mathletics.


completing a task.

be arranged and
large quantities)
Estimate reasonably
and make
mathematical
world
Lesson (14) Measuring
perimeter and Review of
perimeter house design
assignment
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
Elaboration
o Using geoboards
and grids to
create, represent,
measure, and
calculate

have any questions.
speed.
Lesson (14) Measuring perimeter

and Review of perimeter house
design assignment

design assignment

design assignment

introducing the topic of perimeter.
Students will be exploring perimeter
throughout this lesson. Student will
be working in their workbooks to
create shapes then measure their
perimeter as well as mearing the
perimeter of irregular shapes. As a
class we will discuss what perimeter
means. I will review the pages I
and take home for homework.
Page 118

record perimeter of a shape.



I will be introducing students

culminating assignment for
calculating perimeter. Students will
Revised Sept 2015

odd shape.
Students understand what is being
asked of them for complete the
house design assignment.

perimeter
and make
mathematical
world
Lesson (15) Work period for
assignment
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
and make
mathematical
world
Lesson (16) Parts of a clock
and telling time (minutes and
hours)
be designing their own house with at

least (6) or more sides, a fence,
garden and play space. Students will
be asked to calculate the perimeter
of each thing listed above to show
that they are able to calculate
perimeter and understand what
perimeter is. Students will have the
chance to ask questions about the
assignment during this time.
assignment
I will be review with the
students culminating assignment for
calculating perimeter. Students will
be designing their own house with at
least (6) or more sides, a fence,
garden and play space. Students will
be asked to calculate the perimeter
of each thing listed above to show
that they are able to calculate
perimeter and understand what
perimeter is. Students will have the
chance to ask questions about the
assignment during this time if
needed. Students will have a work
period during this class to finish
their assignment. Student will take
their assignment home for
homework if they do not finish it
during class time.
Lesson (16) Parts of a clock and
telling time (minutes and hours)
In this lesson our class will be
Revised Sept 2015

assignment
design a house and record the
perimeter of it by labeling the side.

perimeter house design assignment

explain how they calculated the
perimeter of their house and all the
other components in the picture.
Students can explain how they

calculated the perimeter of their
home.
Do: Students will be able to design

a house then show the length of
each side of the home then use the
measurement of the side to
calculate to the perimeter.
Students can design a house to

support their understanding of how
to calculate perimeter.
Students can label each side of their

design house with units.
Students can use the sides of their
design house to calculate the
perimeter of the house.


Students can record time in 5 minute
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
how to tell time with
analog and digital
clocks, using 12- and
24-hour clocks
and make
mathematical
world
Elaborations:
o In daily
activities
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
000
looking at the different parts of a

clock. Each student will have a
chance to explore with a clock at
their desk (the school has a class set
of analog clock for students to use at
their desk). We will explore these
parts of the clock minute, hour
hands and numbers labeled on the
clock. I will demo with the class
how to tell time in 5 minutes
increments as well as how to
identify what hour it is on a clock.
I will review the pages and how I
except students to complete the
worksheet. I wish for students to
complete today and take home for
homework.
Page 119
record time in 5 minutes

increments and hourly.
Do: Students will be able to label

the parts of a clock. Students will
be able to read an analog clock.
Students can time what hour the hour

hand is indicated on a clock.




their answers.

Mathletics.

Revised Sept 2015
and hourly increments.
Students can tell a teacher or peer the

different parts of a clock and what
verbally label the parts of the clock. they are used for.


completing a task.

be arranged and
large quantities)
Estimate reasonably
and make
mathematical
world
Lesson (18) Telling time
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
analog and digital
24-hour clocks

have any questions.
speed.
In this lesson students will be

recording the time from their
worksheet which is off of an analog
clock. We will also be playing
telling time bingo as a class.
Students will have the chance to
practice telling while playing this
bingo game. I will review the pages
and how I except students to
complete the worksheet. I wish for
home for homework.
Page p. 120

record the time from an analog and
digital clock.
Students can record time from an

analog and digital clock.
and make
mathematical
Revised Sept 2015
Students can express time verbally.

express the time verbally aloud
when playing time bingo.
their time telling skills to play time
telling bingo.
Students can use their time telling

skills to play time telling bingo.
world
Elaborations:
o In daily
activities
Lesson (19) Telling time (half
and quarter hours)
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
analog and digital
24-hour clocks
and make
mathematical
world
Elaborations:
o In daily
activities
assessment for telling time
Big Idea
We can describe,
Lesson (19) Telling time (half and

quarter hours)

quarter hours)

quarter hours)
In this lesson students will be

recording the time from their
worksheet which is off of an analog
clock. We will be working on
understanding reading half and
quarter hours. This will assist
students in understanding how to
read time quickly and efficiently. I
will be using a resource from Jump
math to assist in teaching this part of
the curriculum. I will review the
pages and how I except students to
complete the worksheet. I wish for
home for homework.
Page 121 & 122

record the time using half and
quarter hours.
Students can tell time using half and

quarter hours.
Students can explain how half and
quarter hour time works.
Students can clearly record time
which they have read off of a clock.
Do: Students will be able to tell

time using half and quarter hours.
We will review for the test.


Lesson (20) Summative assessment

for telling time
In this lesson period students

will be completing a summative
assessment on telling time. This

record their answers to the
questions on the quiz.
Students can record the time from an

analog clock.
Revised Sept 2015

explain time in half and quarter
hours.
Polygons are closed
shapes with similar
attributes.
Content
analog and digital
24-hour clocks
summative piece will help me to

assess students understanding of
these topics. The summative quiz
has been created from the Jump
math program. I will review with
students the expectations of their
behaviour during the test period.
Students will be asked to read if
they finish early.

verbalize or clarified their answers
if asked by the teacher.
Students can verbalize their answer if

needed to a teacher if asked.
Students can convert a time into a
visual representation on a clock.
Do: Student will be able to show

their knowledge in a cumulative
assessment piece.
and make
mathematical
world
Elaborations:
o In daily
activities
Lesson (21) Review of
Summative assessment for
telling time (time bingo)
Lesson (21) Review of Summative

assessment for telling time (time
bingo)
Lesson (21) Review of Summative Lesson (21) Review of Summative

bingo)
bingo)
Big Idea
We can describe,
Polygons are closed
shapes with similar
attributes.
Content
analog and digital

reviewing student summative
assessment with them. Afterwards
we will play around on time telling
bingo with prizes. We will play
telling time bingo as a class.
Students will have the chance to
practice telling while playing this
bingo game.

Students can ask questions about
correct incorrect answers from their their summative assessment to
summative assessment.
clarify their questions.
Revised Sept 2015

express the time verbally aloud
when playing time bingo.
their time telling skills to play time
telling bingo. Students will be able
to review and clarify questions
Students can express time verbally.

Students can use their time telling
skills to play time telling bingo.
24-hour clocks
and make
mathematical
world
Elaborations:
o In daily
activities
Revised Sept 2015
about their summative assessment.

Math - Measurement Unit Plan

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Math - Measurement Unit Plan

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Vancouver Island University Faculty of Education

BACHELOR OF EDUCATION - UNIT MATRIX

Seconds, minutes and hours

List the Big Ideas, Content, Curricular Competencies : Mathematics Grade 4

number concepts to 10 000

perimeter of regular and irregular shapes

Seconds, minutes and hours

Culmination Task- Perimeter

What method (e.g. write/say/do) and

By what criteria do you decide that the

Lesson (1) Estimating length

Lesson (1) Estimating length and

Lesson (1) Estimating length and

Lesson (1) Estimating length and

In this lesson your class will

Write: Students will be able to

Students can record their estimations

What are the unit level learning

Say: Students will be able to

Students can make reasonable

Lesson (2) Card wars and

will start to explore estimating the

express how to use a ruler and how

Lesson (2) Mathletics (computer

Lesson (2) Mathletics (computer

Students will be playing card

Write: Students will be able to type

Students can type their answers into

Students can measure objects and

Do: Student will be able to estimate

Say: Students will be able to

Students can verbally their answers

Lesson (3) Estimating in

Lesson (3) Estimating in

Lesson (3) Estimating in

In this lesson your class will

Write: Students will be able to

Students can record their estimations

Lesson (4) Comparing Millimetres

Lesson (4) Comparing

Lesson (4) Comparing Millimetres

Write: Student will be able to

Students can clearly write their

Say: Students will be able to

Students can make predictions of the

Do: Student will be able to estimate

measure, and compare

centimetres. We will explore how

Lesson (5) Card wars and

Lesson (5) Card wars and

Lesson (5) Card wars and

Write: Students will be able to type

Students can type their answers into

Say: Student will be able to explain

Say: Students will be able to

Students can express when asked

Students can verbally their answers

computer lab. Students will be

Lesson (6) Measuring with Metres

Do: Students will be able to

Lesson (6) Measuring with

their Mathletics account. Students