Measurement

Strand: Shape and Space (Measurement)
Outcomes: 2, 3, 4, 5

Step 1: Identify Outcomes to Address

Guiding Questions

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

See Sequence of Outcomes from the Program of Studies

Strand: Shape and Space (Measurement)

Grade 1

Grade 2

Grade 3

Specific Outcomes

Demonstrate an understanding of measurement as a process of comparing by:

identifying attributes that can be compared
ordering objects
making statements of comparison
filing, covering or matching.

Specific Outcomes
2.	Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure length and mass (weight).
3.	Compare and order objects by length, height, distance around and mass (weight), using nonstandard units, and make a statement of comparison.
4.	Measure length to the nearest nonstandard unit by: using multiple copies of a unit using a single copy of a unit (iteration process).
5.	Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.

Specific Outcomes
3.	Demonstrate an understanding of measuring length (cm, m) by: selecting and justifying referents for the units cm and m modelling and describing the relationship between the units cm and m estimating length, using referents measuring and recording length, width and height.
4.	Demonstrate an understanding of measuring mass (g, kg) by: selecting and justifying referents for the units g and kg modelling and describing the relationship between the units g and kg estimating mass, using referents measuring and recording mass.
5.	Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m measuring and recording perimeter (cm, m) constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

Big Ideas

Measurement allows for the comparison and ordering of objects in either ascending or descending order.
Students need time to understand the attribute to be measured before the focus shifts to following a specified process or learning the standard units of measure. Working with nonstandard units allows the students to direct their attention to the attributes being measured, such as linear measures of length, height, width and circumference or the attributes of mass (weight).
There is an inverse relationship between the size of the unit of measure and the number of units used to measure a length or mass. For example, if you use a smaller unit of measure, the numeric measure will increase.
Linear measurement may be done using one of two processes. The first is iteration, in which only one copy of the unit of measure is used repeatedly. The second process uses multiple copies of the unit of measure.
Changing the orientation of an object does not alter its measurement attributes (conservation of measurement attributes).
The distance around an object can be measured by using something flexible, such as a string, which is then laid out in a straight line to allow easier measurement.
Understanding measurement and making estimates of measurements are based upon personal familiarity with the unit of measurement being used. The experiences that build the familiarity can also allow the development of benchmarks useful in making future estimates and monitoring for errors.
Precision in measurement can vary and students will need to gain an understanding of measurement error.
Development of reasoning with the transitive property if A= B and B= C then A= C. This allows students to deduce that A is longer than C, if they know that A is equal or longer than B and B is longer than C, for example.