choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
Elaborations
ordering metric units from the largest unit to the smallest, for example, kilometre, metre, centimetre, millimetre
recognising that some units of measurement are better suited to some tasks than others; for example, kilometres are more appropriate than metres to measure the distance between 2 towns
deciding on the unit required to estimate the amount of paint or carpet for a room or a whole building, and justifying the choice of unit in relation to the context and the degree of accuracy required
measuring and comparing distances (for example, measuring and comparing jumps or throws using a metre length of string and then measuring the part metre with centimetres and/or millimetres) and explaining which unit of measure is most accurate
researching how the base units are derived for the International System of Units (SI), commonly known as the metric system of units, recognising that the metric unit names for the attributes of length and mass are international standards for measurement
Code
VC2M5M01
Curriculum resources and support
Find related teaching and learning resources in
Arc*
