Planning tool

Students:

• describe how place value and powers of 10 are linked to metric measurement conversions (i.e. know that a larger metric unit can be converted to a smaller unit through multiplication of the base 10 multiple of the smaller unit, and vice versa)
• describe links between multiplication and division of powers of 10 and measurement conversions
• use their knowledge of place value and metric naming conventions to convert between metric units of measurement
• recognise reasonableness of answers with reference to real-life examples of length, mass and capacity when undertaking conversions.

Some students may:

• get confused when converting between units. When students rely on the memorisation of rules to convert between units it can lead to misconceptions (for example, if converting from metres to centimetres and taught to move the decimal point two places to the right, students may not realise the magnitude of the units and that these units are separated by a power of 10).
• get confused with measurements that include decimals. Difficulties with decimals usually occur because place value is not used when naming numbers, and they are spelled out as separate digits (for example, zero point two five instead of 25-hundredths). Students may think that the more digits a number has, the larger it is; a procedure that works for whole numbers, but not decimals.
• not fully understand the concept of mass. Many difficulties occur because of visual impressions based on everyday experiences, rather than considering concepts involved. For example, an object is light if it can be picked up; if an object floats, it must be light; the larger a box (the volume), the more it must weigh.
• not fully understand the concept of capacity and find the difference between volume and capacity difficult to understand. Use practical activities, accompanied by appropriate discussion (for example, volume as the space taken up by an object, and capacity as a measure of how much it can hold).

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 our knowledge of place value and metric system to convert between metric units of measurement.

Why are we learning about this?

• The metric system of measurement is the standard way of measuring. We are measuring to make sure that your clothes fit properly.

What to do

Find a cloth measuring tape. You are going to record the length of some of your body sections in millimetres (mm), centimetres (cm) and metres (m). Body sections can include: height, leg length, arm length, shoulder width, waist, head circumference, foot length, foot width, hand length, hand width, finger length and fingernail width. Estimate then measure and record your results. How close were your estimates? Explain your choice of unit when measuring different body parts. Convert between mm, cm and m so you have three columns showing the equivalent measurement. Present a drawing of you with your measurements.

Success criteria

I can:

• make connections between the metric system and decimals
• convert between units of measurement
• select and use appropriate metric units for length
• record and display the results of my investigation.