Grade 6 - 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

It is expected that students will:

• convert between commonly used SI units of length, mass, and capacity
• develop, verify, and use rules or expressions to determine the perimeter of polygons
• develop, verify, and use rules or expressions to determine the area of rectangles
• estimate, measure, and then calculate the surface area of right rectangular prisms (without using a formula)
• discover, generalize, and use rules to determine the volume of right rectangular prisms

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students, working in groups, use centimetre cubes, beakers, and scales. Have them drop a specific number of centimetre cubes into a beaker filled with a set amount of water. They should measure the rise in millilitres of water. Then, using a scale, they should compare the weight of the displaced water in grams with the volume of the water displaced. Have them build a table to show several measures and discuss relationships. As a project, students could integrate mathematics with science by first estimating and then measuring the volume and mass of rocks or other objects.
• Have students do group projects that involve finding the surface area of cardboard boxes. Have them explore how the surface area of the boxes relates to the volume inside. What shape provides the smallest surface area for any given volume?

SUGGESTED ASSESSMENT STRATEGIES

Observe

• Observe students to determine to what extent they are measuring volume and mass appropriately and accurately.
• Listen to students' group presentations to see if students have understood their measurements. Can they identify relationships between surface area and volume or area and perimeter? Examine students' products for accurate measurement and the use of correct units.

• Collect students' charts or patterns and have them write summaries of their conclusions on the patterns noted. Look for their understanding of equality among grams, millilitres, and cubic centimetres.
• Collect their answers to a set of questions used to practise converting units mentally (e.g., 12 cm = 120 mm).

• Ask students to assess their activities. You may wish to provide a series of questions to guide their self-assessment:
  • How accurate are my measures?
  • Why are the millilitres and grams not identical?
  • Why are some measures larger or smaller?
  • Have I summarized my work clearly?

• Constructing Ideas About Fractions, Decimals & Percents
• 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
• Quest 2000: Exploring Mathematics Grade 6
• The Sky's The Limit

• Mathematics: What Are You Teaching My Child?
• Paper Engineering

• The Zoo Design Challenge: Exploring Perimeter, Area And Volume

PRESCRIBED LEARNING OUTCOMES

• determine the volume of an object by measuring the amount of liquid displaced by that object (cm³ or mL)
• recognize angles as being more than 90°, equal to 90°, less than 90°, or greater than 180°
• estimate and measure angles using a circular protractor
• draw and sketch an angle in which the degrees in the angle are specified
• classify given angles as acute angle, right, obtuse, straight, or reflex
• identify and compare examples of angles in the environment

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students work in groups of three and use a length of string to create angles of various sizes. Discuss the types of angles, and have students classify groups of angles. Ask: Is this more than 90° or less? How many degrees might this be?
• Have students cut out pictures from magazines and trace and extend lines that make angles within the pictures. Then have students measure and label examples of each type of angle using these pictures.
• Integrate computer artwork with mathematics by challenging students to draw their own pictures. Then have them label and measure the angles within their drawings.

SUGGESTED ASSESSMENT STRATEGIES

• When groups are working to create and measure angles, note the extent to which students arrive at appropriate approximations.

• Collect and review students' collections of magazine pictures with angles marked to check on their skill in measuring and classifying angles.
• Provide opportunities for students to share their computer artwork in which angles have been labelled and measured. Prompt them by asking:
  • Where is the angle?
  • Which part are you measuring?
  • Is this part a bigger angle than that part?
    

• Ask each student to investigate and report on a situation in the working world in which angles are measured. They should include an explanation of the purpose of and the method used for the measurements.

• Constructing Ideas About Fractions, Decimals & Percents
• 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
• Quest 2000: Exploring Mathematics Grade 6
• The Sky's The Limit

• Mathematics: What Are You Teaching My Child?
• Paper Engineering

• The Zoo Design Challenge: Exploring Perimeter, Area, and Volume

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  BC Ministry of Education