Grade 5 - Shape and Space (Measurement)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes-Part 1
Suggested Instructional Strategies-Part 1
Suggested Assessment Strategies-Part 1
Recommended Learning Resources-Part 1

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

PRESCRIBED LEARNING OUTCOMES

It is expected that students will use measurement concepts, appropriate tools, and the results of measurements to solve problems in real-life contexts.

It is expected that students will:

recognize and explain the meaning of length, width, height, depth, thickness, perimeter, and circumference
solve problems involving mass using grams, kilograms, and tonnes
evaluate which units of measure would be most appropriate when selecting different measuring tools
estimate and measure the area of irregular shapes by dividing them into parts

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

SUGGESTED INSTRUCTIONAL STRATEGIES

At the Grade 5 level, students should be consolidating their understanding of measurement as it relates to real-life situations. In presenting measurement activities, teachers need to provide a variety of measuring tools. For each activity, students learn to select an appropriate tool and unit for measuring. Observations and real measurements required for science activities can be incorporated easily into the mathematics activities.

Have students estimate and measure the dimensions of objects in their environment (e.g., desks, books, balls, shadows, doors, body parts). Have students sketch and label (with correct units) the objects they have measured.
Have students estimate the mass of common objects. Have students, working in groups, use balances to measure the mass of common objects. Have the groups order their objects according to their mass and express the mass in at least two different units.
Have students construct, estimate, and measure the area of irregularly shaped objects, using geoboards, grid paper, and computer software.

SUGGESTED ASSESSMENT STRATEGIES

Students' ability to measure and to use measurement can be assessed while they are performing a variety of real-life activities. Teachers can help students clarify and communicate their understanding by asking questions about the processes and strategies that students are using.

Question

When students make choices about measuring instruments and the units in which they express measurement, interview them (or have them write in learning logs or journals) about the reasons for their choices.
Ask students to write in their learning logs about how they determined mass. Note the degree to which they communicate and their ability to present information about mass in more than one unit of measure (e.g., grams, kilograms).

Observe and Collect

Set group performance tasks in which students model and share their solutions to area problems. You may wish to work with students to develop a checklist or rating scale for recording their performance. Let students know that they will be expected to provide pictorial and written evidence of their work for their portfolios or work collections, which should include descriptions of the processes they used.

RECOMMENDED LEARNING RESOURCES

Print Materials

Electrical Connections
The Geoboard Portfolio
Interactions 4-6
Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
Machine Shop
Maneuvers with Rectangles
Mathematics From Many Cultures
Measure It! Grades 4-6
Polyhedraville
The Puzzling World of Tangrams and Pentominoes
Quest 2000: Exploring Mathematics Grade 5
The Sky's The Limit
Space Trek

Video

Mathematics: What Are You Teaching My Child?

Software

Turtle Math Set

CD-ROM

Adventures in Flight

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

estimate and measure the perimeter of irregular shapes
estimate and measure the effect on a rectangle's perimeter or area of changing one or more of its dimensions
relate the perimeter and area of a rectangle, using manipulatives and diagrams
relate the units cm³ and mL
estimate, measure, record, and order containers by volume using cm³
construct objects of a specific volume expressed in cm³
read and write SI notation for recording dates and time

SUGGESTED INSTRUCTIONAL STRATEGIES

Have students, working in groups, use centimetre cubes, base-ten blocks, geoboards, or grid paper to construct rectangles. Have them express in their own words the perimeter and area of each rectangle. Challenge groups to construct as many different rectangles of a specified perimeter as they can. Record all shapes. Repeat the activity for a specified area.
Have students bring in boxes of different sizes. Have them work individually or in groups to determine the volume of the boxes using centimetre cubes and base-ten blocks. Record estimates and measure data. Have the groups estimate the volume and capacity of tetrapaks in cm³ and mL. Have groups deconstruct boxes into two-dimensional shapes to act as models for nets and scaled drawings on grid paper.

SUGGESTED ASSESSMENT STRATEGIES

Observe

Have students write definitions of perimeter and area in their own words.
Have students use computer software or manipulatives to model rectangles of specified dimensions.

Collect

Have students collect and present information to show what happens to perimeter and area when length or width increases.
Have students write about the strategy they used to determine the volume of food containers. Encourage them to speculate about other methods they could have used, and to compare the relative efficiency and accuracy of alternative methods.
Challenge students to construct an object of a specified volume. Note which students are able to construct multiple objects of the same volume or to volunteer more than one approach or solution.
Have students demonstrate their understanding of perimeter, area, or volume by creating and solving a problem. You may wish to require students to represent their thinking and problem solving in writing, in pictures, and in a construction.

Self-Assessment