Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:



ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Measurement

The learners' prior knowledge

Students have had experience in practical measurement tasks using a range of units and scales, some knowledge of appropriate basic units and informal measurement techniques.

The learners' language

School data shows the ESOL students are behind their peers in academic language. In the pre-unit work Mrs C will find out more about her students' knowledge of maths language and prior knowledge of measurement.

Summary

Year: 9-10

Level: 4-5

Duration: 3-4 weeks

Achievement objectives

Measurement:

  • Level 4 Estimating and measuring
    Within a range of meaningful contexts, students should be able to use measurements of length to calculate perimeters (of circles, rectangles, and triangles), areas (of rectangles), and volumes (of cuboids).
  • Level 5 Estimating and measuring
    Within a range of meaningful contexts, students should be able to find perimeters, areas, and volumes of everyday objects (including irregular and composite shapes), state the precision (limits) of the answer (not covered in this unit), and design and use models to solve measuring problems in practical contexts.

Language learning outcomes

Students will be able to:

  • use mathematical language to estimate and compare (oral language)
  • write definitions of mathematical terms
  • say and write units for length, using the correct base units and prefixes
  • identify key words in perimeter type problems
  • discuss and write about the development of the formula for calculating the area of regular shapes
  • discuss and decide on the order of steps for solving a complex composite area problem
  • use clear setting out for solving new composite area problems.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Published on: 14 May 2009




Footer: