Mathematics Program Stage 3 – Year 6:

Length - Area - Volume & Capacity

Mentor Teacher: Signature: Date:

LESSONS 1 & 2 – LENGTH

Strand: Sub-strand: Outcomes: Duration:
• describes and represents mathematical situations in a variety of ways using mathematical terminology
and some conventions MA3-1WM Term: 2
Measurement Length 2 • selects and applies appropriate problem-solving strategies, including the use of digital technologies, in
& Geometry undertaking investigations MA3-2WM Weeks: 4-7
• gives a valid reason for supporting one possible solution over another MA3-3WM
• selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and
triangles MA3-9MG
Key Ideas: Language:

• Recognise the equivalence of whole-number and decimal representations of measurements of length, e.g. 165 Length, distance, kilometre, metre,
cm is the same as 1.65 m centimetre, millimetre, perimeter,
• Interpret decimal notation for lengths and distances, e.g. 13.5 cm is 13 centimetres and 5 millimetres dimensions, width.
• Record lengths and distances using decimal notation to two decimal places e.g. 2.75 km
• Convert between centimetres, metres and kilometres

Learning Intention:

• Identify and apply the correct units to estimate, measure and calculate length and distance.
• Convert between units of length

Success Criteria:

• Use a ruler (30cm & 1m), tailor’s tape, tape measures (3m & 8m) and trundle wheels to measure lengths in
metres, centimetres & mm
• Convert between different measurements for lengths e.g. convert between mm, cm, m, km and vice versa
• Record lengths in decimal notation
• Understand that to convert from smaller to larger units, you need divide, and to convert from larger to smaller
units, you need to multiply.
 Learning Experiences
Lesson One Resources Formative Evaluation

Introduction:
• Learning Intentions PowerPoint Questioning
• Introduce topic on length. slides
• Think-pair-share: Students discuss what they know about ‘length’, creating a mind map on butchers’ paper.
• Discuss key vocabulary: What are the common units of measuring length and distance? (km, m, cm, mm) Conversion
adding any additional information to their mind map. poster
• Discuss the conversion of measurements to other units? e.g. metres to kilometres (÷1000)?
• Show the conversion slide and blank out the numbers that need to be used to convert units to check students’ Measuring
knowledge about conversion. tools – tape,
• Distribute Length Data Sheet for students to complete and glue in workbooks. ruler etc.

String and
ribbon

Worksheet
• Discuss methods of converting between lengths – displaying ‘Converting Length Units’ slide. Display poster
Scrap paper
on wall for future reference.

• Discuss converting units – refer to worksheet. Call on students to activate prior knowledge to enhance
whole class discussion.
• Discuss appropriate objects to be measured for each unit

mm (millimetre) thickness of a coin, paper

 cm (centimetre) person’s height, length/height of a desk
m (metre) distance between classroom and staffroom
km (kilometre) distance between 2 cities, distance between home & school
Thumbs up technique

Learning Tasks:
• Model conversion of units between mm, cm, m and km using questions on slide:
Answers: a) 1200 cm (b) 475 cm (c) 2000 mm (d) 6.25 m (e) 5500 m Discussion with groups
• Check for understanding using ‘thumbs up, middle, down’ approach.
• Provide tables with resources that need to be measured
• Go through requirements and expectations of working together (Collaboration, Teamwork, Respect &
Harmony).
• Whole class discussion – what strategies could be used to determine differing lengths?
• Students (in groups) to estimate lengths and write on data sheet.
• Groups have 25 mins to choose a strategy to find the lengths using the most appropriate measuring tool and
unit of measure – and record answers – then convert between other units on data sheet; refer students to
conversion poster.
• Explain that you will call on random groups to answer questions on the task, so they must pay attention.
• Class discussion:
Þ Discuss findings
Þ Did you estimate correctly? Why? Why not?
Þ What were the actual lengths?
Þ What strategies did you group use to measure the objects?
Þ What did you find challenging?
What worked well?

Support: Scaffold lesson, students work in mixed-ability groups and receive direct teacher support when/if required.
Extended thinking: Place a rubber snake on the floor and challenge students to think of different strategies to use
to measure the snake’s length without moving it.

Conclusion:
• ‘Snowball fight’ reflection
 Resources Formative Evaluation
Lesson Two
PowerPoint Prior knowledge on
Introduction:
slides rectangle and perimeter
• Learning intentions
• Revise units of measure
• What am I slide: Groups discuss and figure out the riddle.
• Definition: a rectangle is a quadrilateral which all angles are right angles, has four straight sides, opposite
sides are parallel and of equal length.
• Whole class discussion: What is perimeter and how do we calculate it? The distance around a 2D shape; the
sum of the side lengths. Place perimeter poster onto wall for reference.
• Hook: Class will be going to go to the basketball court to investigate the perimeter of the court, the fencing
around the court, and a rectangular shaped object of their choice in the playground.

Learning Tasks:
• Distribute “Perimeter Scavenger Hunt” data sheet and explain the task: Estimate then measure length and Role cards
width of basketball court & fencing using the most appropriate unit of measure and fill out the sheet
accordingly. Groups will have 20 mins to complete task. Advise students to leave the greyed-out rows to be Trundle
completed back in class. wheel

Tape
measure

Ruler

Activity
sheet

• Model step-by-step how to estimate then calculate perimeter using the whiteboard or door as a Exit ticket
demonstration using tape measure. State importance of estimating realistic lengths.
• Discuss whether we start at 0 or 1 when using a tape measure or any measuring device.
• Clearly outline expectations of students when outside i.e. safety and conduct outside.
• Hand out group role cards and give students 2 mins to determine roles. Explain that everyone will have a
specific responsibility, so they need to ensure they do not disadvantage their groups.
• Explain that groups need to think about HOW they will measure each area before they start and therefore
need to determine the appropriate measuring devices to utilise during the activity.
 • One-by-one call out the ‘Materials Manager’ from each group and have them come and choose a measuring
device.
• If students question about decimals when measuring (e.g. 15.72 m), call groups in and ask what could be
done in that situation i.e. round up? Round down? Encourage groups to try and calculate perimeter without
rounding, but if necessary, they can round the measurement to the nearest metre.
• Upon return to class, groups complete the data sheet.
• Discuss findings:
Þ Were your estimates correct? Why? Why not?
Þ What were the actual perimeters?
Þ What strategies did your group use to measure the court and fencing?
Þ Why do we use metres to measure large areas and not centimetres or millimetres?

Conclusion:
Þ Exit ticket to consolidate learning.

Fast finishers: Teacher to identify another area to measure the length, width & perimeter OR find the number of
different rectangles that can be formed using whole-number dimensions of the court.

Extended thinking:
Calculate how much it would cost Mrs. Binns to replace the fence and posts if:
• The fencing material cost $45 per metre, and
• The posts cost $30 each?
OR
How much would it cost to replace the basketball court with astro turf?

Support: Scaffold lesson to assist students who are not confident with content; Work in mixed-ability groups
(prompting class with the “collaborative, respect and harmony” groupwork motto); Direct teacher support as
required.

Summative Evaluation:
• Exit ticket
• Answers on ‘Perimeter Scavenger Hunt’ data sheet
 LESSONS 3 & 4 – AREA
Strand: Sub-strand: Outcomes: Duration:
• describes and represents mathematical situations in a variety of ways using mathematical terminology
and some conventions MA3-1WM Term: 2
Measurement Area 2 • selects and applies appropriate problem-solving strategies, including the use of digital technologies, in
& Geometry undertaking investigations MA3-2WM Weeks: 4-7
• selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and
triangles MA3-10MG
Key Ideas: Language:

• Solve a variety of problems involving the areas of rectangles and squares. Area, square centimetre, square
metre, dimensions, length, width.
Learning Intention:
• Select and use appropriate unit of measure to solve a variety of everyday problems involving area and perimeter
Success Criteria:
• Use multiplication and addition to solve a variety of problems involving perimeter and area of rectangles and
squares.
• Understand the difference between perimeter and area.
• Demonstrate the correct use of km2, m2, cm2 and mm2
Learning Experiences
Lesson One Resources Formative Evaluation

Introduction: PowerPoint
• Learning Intentions slides
• Recall previous lesson on length and perimeter.
• Discuss how the perimeter of a 2D shape is found. Whiteboards
• Discuss what students know about area, i.e. the formula used. (Pre-test: students use whiteboards and & markers
write the formula used to calculate area)

Learning Tasks:
• Definition: Area is the space occupied by a flat shape i.e. a 2D shape. Show images of a block of land to
explain the concept.
• Model formula to use: L x W = cm2 or m2 (focusing on the Squared symbol)
• Emphasise the need to ensure the appropriate unit is used to calculate an area.
 • Discuss unit used for large areas like basketball courts and football field.
• Discuss what unit is used to measure large areas like a whole suburb or city (km2)
• Google Earth: show aerial view of CPPS with area measurements of specific areas around school e.g. Task cards
basketball court, COLA, classroom buildings
• Discuss what unit would be used to measure large areas such as the classroom (m2)
• Discuss what unit is used to measure the area of small 2D shapes e.g. teacher’s badge, fingernail (cm2, mm2)
Beach ball
• Explain task: In groups, students have 30 minutes to solve real-life problems using differentiated task cards. with
reflective
questions

• Discuss the requirement to have the correct unit of measure when writing answers e.g. 50 cm2

Conclusion:
• Reflective beach ball
• What are you most proud of from today’s lesson?
• How did you overcome any challenges?
• How did today’s lesson make you feel? Why?
• What was one thing you learned from today’s lesson?
• What did you find most interesting?
• Describe today’s lesson in 3 words.
• How did you help others during the lesson?
• What did you find engaging about this lesson?

Support: Differentiated task cards, work in mixed-ability groups and teacher support as required
Extension: Differentiated task cards, design your dream house and clearly label the measurements.
 Resources Formative Evaluation
Lesson Two
Activity Activity sheet
Introduction:
sheet
• Learning intentions: Questioning during session
• Review previous lesson on area Tape
• Hook – Scavenger Hunt measure Learner engagement during
activity
Learning Tasks: Ruler
• Hand out activity sheet. Run through activity and expectations i.e. sharing measuring equipment, being Group activity
sensible, working as a group. Maths books

Role cards

Post-it notes

• Group roles to be determined by students, ensuring different roles are selected by students from last time.
Discuss responsibility of each group member.
• Students have 25 mins to complete activity
• Fast finishers complete page 2.
• Once complete, glue into maths books.

Conclusion:
• Consolidate knowledge using a column graph: hand out post-it notes to students.
• On whiteboard draw a column graph with ‘I get it!’, ‘I sort of understand’, and ‘I didn’t understand
anything’ as the categories.
• Students to think about what they have learned and need to place their posit-it in the category that suits
their understanding, e.g. if you think you understand and are confident in measuring and calculating area,
place post-it in the ‘I get it!’ column.
• Call up one group at a time to place post-it’s on whiteboard.
Fast finishers: Complete page 2 of worksheet, use measurements from basketball and fencing activity to calculate
their area.

Extended thinking: Complete page 2 of worksheet, use measurements from basketball and fencing activity to
calculate their area. Question: if the dimensions of a garage door are 3 m wide x 8 m high, investigate how many
different sized rectangles you could draw using the same total area of 24 m2? (think of the factors of 24)
(1 x 24, 2 x 12, 4 x 6, 6 x 4, 8 x 3, 12 x 2, 24 x 1)

Support: Scaffold tasks, work in mixed-ability groups and teacher assistance as required.

Summative Evaluation:
• Consolidate knowledge of topic on area using post-it notes
 LESSONS 5– VOLUME & CAPACITY
Strand: Sub-strand: Outcomes: Duration:
• describes and represents mathematical situations in a variety of ways using mathematical terminology
and some conventions MA3-1WM Term: 2
Measurement Volume and • selects and applies appropriate problem-solving strategies, including the use of digital technologies, in
& Geometry Capacity 2 undertaking investigations MA3-2WM Weeks: 6-7
• selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and
converts between units of capacity MA3-11MG
Key Ideas: Language:
• Make connections between volume and capacity and their units of measurement (ACMMG138)
Learning Intention: Capacity, container, litre, millilitre,
3
• To estimate the volume of 3D objects using the appropriate unit of measure (cm ) volume, dimensions, length, width,
• Recognise volume as linked to 3D objects height, layers, cubic centimetre, cubic
• Understand and relate volume to multiplication and addition metre, measure, estimate.
Success Criteria:
• Calculate the volume of 3D objects using the appropriate unit of measure (cm3 and m3)
• Draw a rectangular prism using given measurements and measure the volume.
Learning Experiences
LESSON ONE Resources Formative Evaluation

Introduction: PowerPoint
• Inquiry question: How can we measure the size of a 3D object? slides Questioning during
• (Engage) Place 3D objects and Unifix cubes onto tables prior to the lesson ‘explore’ and ‘explain’
• (Explore) Ask students to explore how to find the size of the 3D object without using a ruler Unifix cubes stages
• Imagine the sides of the Unifix cubes is 1cm
• (Explain) Students explain what they have learned through questioning i.e. the process used to determine Boxes e.g.
measurement. shoe, cereal,
• Ask students to explain how they measured the 3D object (i.e. lxwxh) etc.
• (Elaborate) Explain that through exploration, students have just worked out the volume of their 3D object
• Recall length and area. Explain its relation to 2D objects and how cm2 means 2 dimensions, and now we Maths books
are working with 3 dimensions.
• Learning Intentions
• Using PowerPoint slides, introduce lesson on volume.
Learning Tasks: Feedback during activity
• Using PowerPoint slide, define volume i.e. the amount of space a 3D object takes up)
• Discuss volume units of measurement: cubic units, eg cubic centimetres (cm3), cubic meters (m3)
• Discuss formula to calculate volume.
• Activity: Using the table of measurements on the PowerPoint slide, students to build a rectangular prism
using Unifix cubes and calculate the volume. Students then draw the 3D object into maths books and label
with correct measurements and volume calculation.
• Students encouraged to the check the answer by breaking the object apart and counting the cubes

Conclusion:
• Consolidate learning through questioning
• Exit slip

Fast Finishers: Build a rectangular prism of their own and calculate the volume. Then draw into maths books and
label and calculate volume of object.

Extended thinking: Find 3D objects around the room and identify how to measure the volume. Draw into maths
books and calculate volume.

Support: Provide small 3D objects for ‘Engage’ stage of lesson. Scaffold tasks, work in mixed-ability groups and
teacher support as required.