Teaching pack · Year 6 Measurementseegongsik /au
Converting Metric Units: a week of ready-to-teach maths
Five days of lessons for Year 6 Measurement. Print this pack and the week is prepared.
AC9M6M01
convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
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: “The metric staircase”, “Converting is moving the decimal point”, “Length, mass and capacity share the pattern”, “The same amount in a different unit”, “Choosing the unit that fits”.
seegongsik.com/au/y6/measurement/AC9M6M01
Aligned to Australian Curriculum V9 (AC9M6M01). 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 | The metric staircase | Practise the idea with talk, board and worksheet | Board: The metric staircase |
| 2 | Converting is moving the decimal point | Practise the idea with talk, board and worksheet | Board: Converting is moving the decimal point |
| 3 | Length, mass and capacity share the pattern | Practise the idea with talk, board and worksheet | Board: Length, mass and capacity share the pattern |
| 4 | The same amount in a different unit | Practise the idea with talk, board and worksheet | Board: The same amount in a different unit |
| 5 | Choosing the unit that fits | Practise the idea with talk, board and worksheet | Board: Choosing the unit that fits |
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 converting metric units. Ask: What did you practise today?
seegongsik.com/au/y6/measurement/AC9M6M01/pack
Day 1 · Teacher planDay 1 of 5
The metric staircase
Children practise “The metric staircase” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the metric staircase in Year 6 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 staircase”,
- 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 staircase”. 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 staircase” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M01
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 staircase.
Day 1 · Worksheet
The metric staircase
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
Converting is moving the decimal point
Children practise “Converting is moving the decimal point” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain converting is moving the decimal point in Year 6 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 “Converting is moving the decimal point”,
- 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 “Converting is moving the decimal point”. 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 “Converting is moving the decimal point” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M01
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 converting is moving the decimal point.
Day 2 · Worksheet
Converting is moving the decimal point
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
Length, mass and capacity share the pattern
Children practise “Length, mass and capacity share the pattern” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain length, mass and capacity share the pattern in Year 6 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 “Length, mass and capacity share the pattern”,
- 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 “Length, mass and capacity share the pattern”. 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 “Length, mass and capacity share the pattern” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M01
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 length, mass and capacity share the pattern.
Day 3 · Worksheet
Length, mass and capacity share the pattern
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
The same amount in a different unit
Children practise “The same amount in a different unit” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the same amount in a different unit in Year 6 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 same amount in a different unit”,
- 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 same amount in a different unit”. 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 same amount in a different unit” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M01
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 same amount in a different unit.
Day 4 · Worksheet
The same amount in a different unit
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
Choosing the unit that fits
Children practise “Choosing the unit that fits” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain choosing the unit that fits in Year 6 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 “Choosing the unit that fits”,
- 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 “Choosing the unit that fits”. 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 “Choosing the unit that fits” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M01
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 choosing the unit that fits.
Day 5 · Worksheet
Choosing the unit that fits
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 Converting Metric Units
Cut out. Hold up a card and give an example.
The metric staircase
Give an example.
Converting is moving the decimal point
Give an example.
Length, mass and capacity share the pattern
Give an example.
The same amount in a different unit
Give an example.
Choosing the unit that fits
Give an example.
Store in an envelope labelled AC9M6M01.
Mini-check · End of week
Show what you know: Converting 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 (converting 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.