Teaching pack · Year 10 Measurementseegongsik /au
Measurement Error and Accuracy: a week of ready-to-teach maths
Five days of lessons for Year 10 Measurement. Print this pack and the week is prepared.
AC9M10M04
identify the impact of measurement errors on the accuracy of results in practical contexts
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “No measurement is exact”, “Absolute versus relative error”, “Significant figures show precision”, “Error grows when measurements combine”, “Tolerance: an acceptable band”.
seegongsik.com/au/y10/measurement/AC9M10M04
Aligned to Australian Curriculum V9 (AC9M10M04). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | No measurement is exact | Practise the idea with talk, board and worksheet | Board: No measurement is exact |
| 2 | Absolute versus relative error | Practise the idea with talk, board and worksheet | Board: Absolute versus relative error |
| 3 | Significant figures show precision | Practise the idea with talk, board and worksheet | Board: Significant figures show precision |
| 4 | Error grows when measurements combine | Practise the idea with talk, board and worksheet | Board: Error grows when measurements combine |
| 5 | Tolerance: an acceptable band | Practise the idea with talk, board and worksheet | Board: Tolerance: an acceptable band |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on measurement error and accuracy. Ask: What did you practise today?
seegongsik.com/au/y10/measurement/AC9M10M04/pack
Day 1 · Teacher planDay 1 of 5
No measurement is exact
Children practise “No measurement is exact” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain no measurement is exact in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “No measurement is exact”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “No measurement is exact”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “No measurement is exact” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about no measurement is exact.
Day 1 · Worksheet
No measurement is exact
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Absolute versus relative error
Children practise “Absolute versus relative error” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain absolute versus relative error in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Absolute versus relative error”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Absolute versus relative error”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Absolute versus relative error” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about absolute versus relative error.
Day 2 · Worksheet
Absolute versus relative error
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Significant figures show precision
Children practise “Significant figures show precision” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain significant figures show precision in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Significant figures show precision”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Significant figures show precision”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Significant figures show precision” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about significant figures show precision.
Day 3 · Worksheet
Significant figures show precision
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Error grows when measurements combine
Children practise “Error grows when measurements combine” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain error grows when measurements combine in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Error grows when measurements combine”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Error grows when measurements combine”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Error grows when measurements combine” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about error grows when measurements combine.
Day 4 · Worksheet
Error grows when measurements combine
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Tolerance: an acceptable band
Children practise “Tolerance: an acceptable band” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain tolerance: an acceptable band in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Tolerance: an acceptable band”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Tolerance: an acceptable band”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Tolerance: an acceptable band” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about tolerance: an acceptable band.
Day 5 · Worksheet
Tolerance: an acceptable band
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Measurement Error and Accuracy
Cut out. Hold up a card and give an example.
No measurement is exact
Give an example.
Absolute versus relative error
Give an example.
Significant figures show precision
Give an example.
Error grows when measurements combine
Give an example.
Tolerance: an acceptable band
Give an example.
Store in an envelope labelled AC9M10M04.
Mini-check · End of week
Show what you know: Measurement Error and Accuracy
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (measurement error and accuracy) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.