Teaching pack · Year 5 Measurementseegongsik /au
Choosing Metric Units: a week of ready-to-teach maths
Five days of lessons for Year 5 Measurement. Print this pack and the week is prepared.
AC9M5M01
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
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: “Match the unit to the thing”, “The metric ladder for length”, “Units for mass and capacity”, “A smaller unit gives a finer measure”, “Combining units for precision”.
seegongsik.com/au/y5/measurement/AC9M5M01
Aligned to Australian Curriculum V9 (AC9M5M01). 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 | Match the unit to the thing | Practise the idea with talk, board and worksheet | Board: Match the unit to the thing |
| 2 | The metric ladder for length | Practise the idea with talk, board and worksheet | Board: The metric ladder for length |
| 3 | Units for mass and capacity | Practise the idea with talk, board and worksheet | Board: Units for mass and capacity |
| 4 | A smaller unit gives a finer measure | Practise the idea with talk, board and worksheet | Board: A smaller unit gives a finer measure |
| 5 | Combining units for precision | Practise the idea with talk, board and worksheet | Board: Combining units for precision |
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 choosing metric units. Ask: What did you practise today?
seegongsik.com/au/y5/measurement/AC9M5M01/pack
Day 1 · Teacher planDay 1 of 5
Match the unit to the thing
Children practise “Match the unit to the thing” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain match the unit to the thing in Year 5 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 “Match the unit to the thing”,
- 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 “Match the unit to the thing”. 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 “Match the unit to the thing” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M01
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 match the unit to the thing.
Day 1 · Worksheet
Match the unit to the thing
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
The metric ladder for length
Children practise “The metric ladder for length” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the metric ladder for length in Year 5 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 “The metric ladder for length”,
- 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 “The metric ladder for length”. 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 “The metric ladder for length” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M01
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 the metric ladder for length.
Day 2 · Worksheet
The metric ladder for length
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
Units for mass and capacity
Children practise “Units for mass and capacity” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain units for mass and capacity in Year 5 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 “Units for mass and capacity”,
- 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 “Units for mass and capacity”. 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 “Units for mass and capacity” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M01
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 units for mass and capacity.
Day 3 · Worksheet
Units for mass and capacity
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
A smaller unit gives a finer measure
Children practise “A smaller unit gives a finer measure” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a smaller unit gives a finer measure in Year 5 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 “A smaller unit gives a finer measure”,
- 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 “A smaller unit gives a finer measure”. 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 “A smaller unit gives a finer measure” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M01
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 a smaller unit gives a finer measure.
Day 4 · Worksheet
A smaller unit gives a finer measure
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
Combining units for precision
Children practise “Combining units for precision” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain combining units for precision in Year 5 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 “Combining units for 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 “Combining units for 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 “Combining units for precision” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M01
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 combining units for precision.
Day 5 · Worksheet
Combining units for 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 □
Cut-out cardsReuse all week
Talk cards for Choosing Metric Units
Cut out. Hold up a card and give an example.
Match the unit to the thing
Give an example.
The metric ladder for length
Give an example.
Units for mass and capacity
Give an example.
A smaller unit gives a finer measure
Give an example.
Combining units for precision
Give an example.
Store in an envelope labelled AC9M5M01.
Mini-check · End of week
Show what you know: Choosing Metric Units
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 (choosing metric units) 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.