measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary
Elaborations
choosing suitable informal units to measure the length of a range of objects, and justifying their choice of a longer unit to measure things that are long (such as the width of a room) and a shorter unit to measure shorter things or when more accuracy is needed
comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results; writing an explanation of their measurement process, including using smaller units to be more accurate; and justifying the result
using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; and explaining why the informal units chosen need to be the same mass
recognising that the same informal unit needs to be used when measuring (for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different) and discussing why a smaller-sized informal unit may result in a larger number of units compared to a larger-sized informal unit
investigating Aboriginal and/or Torres Strait Islander Peoples’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects, for example, in the manufacturing of nets for a particular purpose
investigating and comparing measurable attributes that are interpreted by Aboriginal and/or Torres Strait Islander Peoples to understand animal behaviour, such as the length, width and depth of animal tracks
Code
VC2M2M01
Curriculum resources and support
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