__Mathematics Curriculum__

__Mathematics Curriculum__

## Measurement: Use direct or indirect measurement to solve problems

1. Design and construct different rectangles, given either perimeter or area, or both (whole numbers) and make generalizations.

- I can solve problems by constructing or drawing two or more rectangles for a certain perimeter.
- I can solve problems by constructing or drawing two or more rectangles for a certain area.
- I can show that for any given perimeter, the greatest area will be found in the form of a square.
- I can show that for any given perimeter, the rectangle with the smallest width will have the least area.
- I can give an example of the relationship between area and perimeter in life.

2. Demonstrate an understanding of measuring length (mm & km).

- I can give a referent for one millimetre and explain my choice.
- I can give a referent for one centimetre and explain my choice.
- I can give a referent for one metre and explain my choice.
- I can give a referent for one km and explain my choice.
- I can use concrete materials to show that 10 millimetres are the same as 1centimetre.
- I can use concrete materials to show that 1000 mm are the same as 1 m.
- I can show that 1000 metres are the same as 1 kilometre.
- I can give examples of when mm are used as the unit of measure.
- I can give examples of when km are used as the unit of measure.
- I can convert millimetres, centimetres and metres.

3. Demonstrate an understanding of volume.

- I can show why the cube is the most efficient unit for measuring volume, and explain why.
- I can give a referent for a cubic centimetre and explain my choice
- I can give a referent for a cubic metre and explain my choice.
- I can choose the appropriate standard cubic unit to measure the volume of an object.
- I can estimate the volume of a given 3-D object using the volume of an object that I know.
- I can use manipulatives to determine the volume of a 3-D object and explain my work.
- I can make a right rectangular prism for a given volume.
- I can make more than one right rectangular prism for the same given volume to show that many rectangular prisms are possible for a given volume.

4. Demonstrate an understanding of capacity.

- I can show that 1000 millilitres is equivalent to 1 litre by filling a 1 litre container using a combination of smaller containers.
- I can convert ml and L to solve problems.
- I can give a referent for a litre and explain my choice.
- I can give a referent for a millilitre and explain my choice.
- I can decide which measuring unit to use for a given referent (container).
- I can estimate the capacity of a given container, using personal referents.
- I can decide the capacity of a given container, using materials that take the shape of the inside of the container.
- I can explain my strategy.