Grade 4 - Shape and Space (Measurement)

Prescribed Learning Outcomes-Part 2
Suggested Instructional Strategies-Part 2
Suggested Assessment Strategies-Part 2
Recommended Learning Resources-Part 2

Prescribed Learning Outcomes-Part 3
Suggested Instructional Strategies-Part 3
Suggested Assessment Strategies-Part 3
Recommended Learning Resources-Part 3

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• construct specific lengths (mm)
• select the most appropriate standard unit (mm, cm, m, km) to measure length
• describe the relationships among mm, cm, m, and km
• estimate, measure, record, compare, and order objects by length, height, perimeter, and circumference using standard units (mm, cm, m, km)

To view the prescribed learning outcomes for Shape and Space (Measurement) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students list and discuss the uses and tools of measurement that they have seen people using at home and in their communities.
• Have students estimate and measure objects in the classroom using a variety of tools (e.g., string, blocks, base-ten blocks, tape measures, metre-sticks). Have them use this data to compare the objects, ordering them by size, length, or area.

Reproduced with permission from Curriculum and Evaluation Standards for School Mathematics: Addenda Series, Grades 5-8: Measurement in the Middle Grades, copyright 1994 by the National Council of Teachers of Mathematics.

SUGGESTED ASSESSMENT STRATEGIES

Observe

• In conversations, which students use the language of standard units of measure accurately?

• Ask students to explain what they are doing while using measurement tools, building constructions, or completing written tasks. For example: Why did you use centimetres to measure that?

• Have each student make a learning log entry about measurement to explain, for example, how they used measurement when they constructed something or when they worked on a hobby. Ask them to recount what worked, what went wrong, and what they would do differently next time. What do their responses tell you about their understanding of estimating, measuring, and comparing quantities?

• Which students are not yet able to use decimal numbers and standard units of measure to estimate, measure, and compare? What additional experiences might help?
• Which students are confident and accurate in the use of decimal numbers and standard units of measure? What activities might extend their knowledge or help them make connections to other mathematical topics and applications of measurement?

• Budding Botanist
• Electrical Connections
• Fire Hall
• Interactions 4-6
• Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
• Mathematics From Many Cultures
• Measure It! Grades 4-6
• Polyhedraville
• The Problem Solver 4: Activities for Learning Problem-Solving Strategies
• Problem Solving with Pentominoes
• The Puzzling World of Tangrams and Pentominoes
• Quest 2000: Exploring Mathematics Grade 4
• Underwater World Module Notes

• Mathematics: What Are You Teaching My Child?

• Turtle Math Set

PRESCRIBED LEARNING OUTCOMES

• estimate, measure, record, compare, and order shapes by area using standard units (cm², m²)
• construct a number of shapes given a specific area (cm²)
• select the most appropriate standard unit to measure area
• relate the number of units needed to the size of the units to measure the area of an object
• estimate, measure, record, compare, and order the capacity of containers using standard units (mL, L)
• relate the number of units needed to the size of the units to measure the mass of an object

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students determine the surface area of objects in their environment using a variety of materials (e.g., base-ten blocks, grids).
• Ask students to use tiles, blocks, grids, and other materials to explore area and volume.
• Have students use geoboards or computer software (e.g., Logo) to construct figures of equal area.
• Have students use base-ten blocks to determine the volume of regular solids (e.g., cereal boxes, cubby holes, geometric shapes).
• Ask students to use measuring containers and coloured water or sand to determine the capacity of different containers.

SUGGESTED ASSESSMENT STRATEGIES

• Have students find and present problems that involve them in determining the floor or wall area of a room in their home. (e.g., What would it cost to put carpet in your bedroom?)
• Ask students to prepare a data grid and present it to their peers. Encourage other students to ask clarifying questions and to explore the methods that the presenter used.
• Observe students as they measure volume or capacity in connection with a problem they need to solve.

Question

• Ask students to explain the way they have ordered information. Encourage them to find ways to verify or confirm their ordering and invite them to speculate about other methods they might have used.

• Challenge students to represent the same area in as many different figures as they can construct. Collect their work and look for evidence that they understand and can apply the concept of equivalence.

• Budding Botanist
• Electrical Connections
• Fire Hall
• Interactions 4-6
• Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
• Mathematics From Many Cultures
• Measure It! Grades 4-6
• Polyhedraville
• The Problem Solver 4: Activities for Learning Problem-Solving Strategies
• Problem Solving with Pentominoes
• The Puzzling World of Tangrams and Pentominoes
• Quest 2000: Exploring Mathematics Grade 4
• Underwater World Module Notes

• Mathematics: What Are You Teaching My Child?

• Turtle Math Set

PRESCRIBED LEARNING OUTCOMES

• describe the relationship between grams and kilograms
• solve problems involving mass using grams and kilograms
• relate years, decades, centuries, and millenniums
• read and write time on a 24-hour clock
• read and write time using a.m. and p.m.
• estimate, count, and record collections of coins and bills up to $100
• make purchases and change up to $100

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students choose a number of objects and then estimate and determine the mass of each using a balance or scale.
• Have students use digital and analog clock faces to represent time.
• Ask students to use stopwatches to measure elapsed time (e.g., the time to walk to the washroom, office, or bus stop).
• Have students use money trays to select and purchase items from newspapers, magazines, and catalogues, and to make change.

Reproduced with permission from Curriculum and Evaluation Standards for School Mathematics: Addenda Series, Grades 5-8: Measurement in the Middle Grades, copyright 1994 by the National Council of Teachers of Mathematics.

Reproduced with permission from Curriculum and Evaluation Standards for School Mathematics: Addenda Series, Grades 5-8: Measurement in the Middle Grades, copyright 1994 by the National Council of Teachers of Mathematics.

SUGGESTED ASSESSMENT STRATEGIES

• Ask students to determine the number of identical items that can be purchased with a given amount of money. (e.g., How much fruit can be purchased with $100? How much money will be left over?)

Collect

• Assign a series of questions that require students to present the same data in both grams and kilograms. Check for accuracy and for the reasonableness of students' answers.
• Provide students with a series of objects. Have them work in pairs to calculate the mass of each and order the results. After they have completed the activity, have each student write in a learning log or journal about what they did and what they found. Alternatively, you could have students calculate and order the elapsed time of some common activities (e.g., a schoolyard run, the walk to school).
• Have each student prepare and present a travel itinerary using bus, train, or airline schedules. Check their itineraries for accuracy and consistency in written times and dates.

• Budding Botanist
• Electrical Connections
• Fire Hall
• Interactions 4-6
• Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
• Mathematics From Many Cultures
• Measure It! Grades 4-6
• Polyhedraville
• The Problem Solver 4: Activities for Learning Problem-Solving Strategies
• Problem Solving with Pentominoes
• The Puzzling World of Tangrams and Pentominoes
• Quest 2000: Exploring Mathematics Grade 4
• Underwater World Module Notes

• Mathematics: What Are You Teaching My Child?

• Turtle Math Set

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  BC Ministry of Education