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estimate, measure, record, compare, and order objects and containers using non-standard and standard units
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Which is longest: the distance around the top edge of the wastebasket, the perimeter of a chair seat, or the length of the teacher's desk? Predict the measurement of each. Use a measuring tape to check your estimates. Were your estimates close?
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construct a shape, length, or object using a specific non-standard unit or standard unit
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You have two congruent squares that have an area of one unit. Together they make up a total area of two square units. Fold one square on the diagonal. Cut on the fold line. Describe the two new pieces.
Use all three pieces to make some different (non-congruent) shapes, each with an area of two square units. If only edges of the same length are placed together, how many different shapes can you make, each with an area of two square units?
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select the most appropriate standard unit for measuring length (cm, m, km), mass (g, kg), volume (L), and time (minutes, hours, days)
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Olenka needs to measure the length of her classroom. She has a measuring tape that is only 150 cm long and divided into millimetres, centimetres, decimetres, and metres. Which one of these units should she use? Explain your reason.
Use a tape to measure the length of your classroom.
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describe relationships among various standard units of measure
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Describe the relationships among cm, dm, and m.
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relate the size of units to the number of units needed when measuring
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Cut a piece of string so that it is the length of your arm. Use this string to measure the length of your classroom. Repeat this measurement using another string that has been cut to the length of your thumb. Compare the number of each measurement. Is there a connection between the size of the measure and the size of the unit you used to measure it?
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recognize that the size and shape of an object does not necessarily determine
its mass
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Can something that is small be heavier than something that is large? Find two objects to experiment with, then use a balance scale to prove your thinking.
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make connections among manipulatives, diagrams, spoken terms, and written symbols
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Transpose patterns from one medium to another:
- concrete to concrete (Unifix to toothpick)
- concrete to pictorial (blocks to pictures)
- letters to numbers (ABBA to 2442)
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estimate and measure the passage of time in terms of seconds, minutes, hours, days, weeks, months, and years and relate the various measures to each other
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Estimate the number of time units you need for each activity:
- minutes needed to watch a favourite video
- hours you sleep on a weekend
Explain how to check each estimate.
Jorge says it is three weeks and two days to his birthday. How many days is it until his birthday? Explain how you know. Mira is two and a half years old. How many months since she was born? Explain your thinking. The video is 90 minutes long. Is that more or less than an hour? Explain.
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read and write the date, including the days of the week, and use the abbreviations and names of the months of the year in order
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What is the date of each?
- the third Sunday in August
- the second Wednesday in April
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read and write time to the nearest minute using 12-hour notation (use both a digital and an analog clock)
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[No example for this prescribed learning outcome.]
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estimate, read, and record temperature to the nearest degree Celsius
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Study this thermometer and print the temperatures indicated by arrows A and B.
Research the high and low temperatures in your community last year. Draw a thermometer. Label and identify both the high and the low temperatures you discovered.
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relate temperature to real-life situations
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Name a temperature that is about right for each:
- viewing a movie at home
- swimming in an outdoor pool
- skating on an outdoor rink
- calling the doctor, if you are running a fever
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identify and use coins and bills (to $100) to estimate, count, record collections, create equivalent sets, and make change up to $10
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Imagine stacks of coins equal in height to your pointer finger. Estimate the number of coins and the total value of each stack if it is made of pennies, of dimes, or of quarters. Build the stacks using real money. Count, then record the number of coins and the value of each stack. Compare with each of your estimates. How does the length of your pointer finger compare to the length of a five-dollar roll of dimes?
Dad pays for a $3.49 present with a ten-dollar bill. Count back the change he should receive, beginning from $3.49.
I have more than a dollar in coins in my pocket, but I can't make change for a dollar. Which coins do I have in my pocket? Look for multiple solutions.
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read and write both forms of money notation (e.g., 89¢ and $0.89)
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Ross had a dollar, and then he spent 17¢. Using numbers and symbols only, what are at least two ways to write the amount of money he has remaining?
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Shape and Space (Measurement)
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