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# Measurement progression Add to your favourites Remove from your favourites Add a note on this item Recommend to a friend Comment on this item Send to printer Request a reminder of this item Cancel a reminder of this item
Last updated 10 January 2013 11:23 by NZTecAdmin

Adults use strategies to measure. They can compare, order and measure objects, selecting appropriate units, tools, estimates and formulas for tasks in their everyday lives.

Most adults will be able to:
Activities
1.
• compare and order objects directly, using attributes of length, area, volume and capacity, weight, angle, temperature and time intervals in order to understand the attributes.

Learners can compare and order objects according to their measurable attributes. For example, a learner can directly compare the length of two sticks to say which is longer.

• compare and order objects directly, using attributes of length, area, volume and capacity, weight, angle, temperature and time intervals in order to understand the attributes.
2.
• use repetition of a single unit to measure length, area, volume and capacity, weight, angle, temperature and time.

Learners can use repeated standard units (such as centimetres) or nonstandard units (such as hand spans) to measure the attributes of objects.

Learners develop an understanding of volume as the number of cubic units needed to fill a solid shape.

Learners develop their skill at estimating the length of objects in metres and centimetres.

Learners develop an understanding of area as the number of square units needed to cover a shape.

4.
• select and use sensible units (both informal and standard or formal units) to measure length, area, volume and capacity, weight, angle, temperature, power and time
• use common benchmarks to select appropriate methods for estimating measurements
• carry out simple unit conversions within a measurement system.

Learners select and use appropriate standard units and instruments to measure length, weight, capacity and volume, angle, temperature, power and time. For example, a learner uses an electronic scale to weigh 200 grams of butter for a cooking recipe.

The appropriateness of the unit depends on the problem or task. For example, to measure weight, appropriate units may include:

• tonnes (for weighing a truck)
• kilograms (for weighing a person)
• grams (for weighing a bird).

Learners use their knowledge of place value and the metric system to carry out simple conversions. Examples include:

• 100 centimetres = 1 metre
• 2,000 millilitres = 2 litres
• 60 minutes= 1 hour
• 3,000 watts = 3 kilowatts.

Learners use common benchmarks to select appropriate methods for estimating measurements. For example, a hand span can be used as an estimate for 20 centimetres, or a pace can be used as an estimate for 1 metre.

Learners become familiar with expressing time in each of its three forms: analogue, 12 hour, and 24-hour digital.

Learners become familiar with converting from one unit of time to another.

Learners develop an understanding of weight and mass.

Learners develop their skill at estimating the volume of containers in litres and millilitres by establishing personal benchmarks.

Learners develop an understanding of what angles are and how to measure them.

5.
• select and use sensible units and tools and/or formulas to measure the side lengths, perimeters and areas of rectangles, circles and triangles to appropriate levels of precision
• carry out conversions within a measurement system.

Learners can calculate the area and perimeter of rectangles, triangles and circles from measurements of length.

• A rectangle with side lengths of 7 centimetres and 6 centimetres has an area of 42 square centimetres.
• A rectangular sports field that is 80 metres wide and 125 metres long has an area of 80 x 125 = 10,000 square metres. This is also called 1 hectare.

Learners can convert units within measurement systems.

• 1.25 litres is 1,250 millilitres.
• 60 watts is 0.06 kilowatts.
• 1 million seconds is about 11.5 days.

Learners develop an understanding of how to calculate the area and perimeter of rectangles.

Learners develop an understanding of how to calculate the area and perimeter of rectangles.

Learners develop an understanding of the relative size of tonnes, kilograms and grams and the conversions between the units.

Learners develop an understanding of the relative size of metres, centimetres and millimetres and conversions between the units.

Learners develop an understanding of how to calculate the circumference of circles and cylinders.

Learners develop an understanding of how to calculate the area of a circle.

6.
• select and use sensible units and tools and/or formulas to measure surface areas and volumes of prisms, including cylinders, to appropriate levels of precision
• carry out conversions within and between measurement systems.

Learners can use appropriate units, tools and formulas to measure the surface areas and volumes of prisms, including cylinders. For example if a prism has side lengths of 4 centimetres, 6 centimetres and 7 centimetres, it has a volume of 4 x 6 x 7 = 168 cubic centimetres.

Learners can convert between measurement systems.

• 2.5 inches is 0.0635 metres or 6.35 centimetres.
• a 60-watt light bulb running for 7 days uses 0.06 x 24 x 7 = 10.08 kilowatt hours of energy.

Learners develop an understanding of how to calculate the volume of regular 3D objects.