TM LP Measurement Cover - Blake · PDF fileVolume; Length; Mass; ... Space & Chance & Data...

Measurement

TargetingMaths

Lower PrimaryOver90 BLMs

Graded activitiesthat target allMaths topics

ii

Targeting Maths: Lower Primary: MeasurementCopyright © 2000 Blake EducationReprinted 2004ISBN 1 86509 861 2

Published by Blake EducationLocked Bag 2022Glebe NSW 2037(02) 8585 4085

Publisher: Katy PikeSeries editor: Garda TurnerDesigned and typeset by The Modern Art Production GroupPrinted in Singapore by Green Giant Press

Copying for Educational Purposes

The purchasing educational institution and its staff have the right to makecopies of the whole or part of this book, beyond their rights under theAustralian Copyright Act 1968 (the Act), provided that:

1. the number of copies does not exceed the number reasonably required bythe educational institution to satisfy its teaching purposes;

2. copies are made only by reprographic means (photocopying), not byelectronic/digital means, and not stored or transmitted;

3. copies are not sold or lent;4. every copy made clearly shows the footnote ‘Blake Education Targeting

Maths. This page may be reproduced for classroom use.’

Any copying of this book by an educational institution or its staff outside of thisblackline master licence may fall within the educational statutory licence underthe Act.

For details of the CAL licence for educational institutions contact:Copyright Agency LimitedLevel 19, 157 Liverpool StreetSydney NSW 2000Telephone: (02) 9394 7600Facsimile: (02) 9394 7601Email: [email protected]

Copying by others

Except as otherwise permitted by this blackline master licence or under the Act(for example, any fair dealing for the purposes of study, research, criticism orreview) no part of this book may be reproduced, stored in a retrieval system, ortransmitted in any form or by any means without prior written permission. Allinquiries should be made to the publisher at the address below.

iii

IntroductionTargeting Maths

Targeting Maths is a comprehensive resource for primary schools. Ithas been developed so that teachers can find activities andphotocopiable pages for all areas of the primary maths curriculum.

The structure of the complete series

The twelve books in the series cover all aspects of the mathscurriculum in an easy to access format. Each level of primary schooling– lower, middle and upper – has four books: Numeration and Fractions;Operations and Number Patterns; Space and Chance and Data;Measurement. Each topic in a book is covered by one or more unitsthat are progressive in level. You are able to find resources for all yourstudents whatever their ability. This enables you to differentiate fordifferent ability groups, within your class. It also allows you to quicklyfind worksheets at different levels for remediation and extension.

The structure of this book

This book contains topics covering Measurement: Area; Capacity andVolume; Length; Mass; Time; Temperature. Length is covered by 3units of work, Temperature by 1 unit and the other topics by 2 unitseach.

The structure of each unit

Each unit is complete in itself. It begins with a list of outcomeindicators, resources needed, mathematical language used and adescription of each blackline master. This is followed by suggestedstudent activities to reinforce learning. The six photocopiable pagescover different aspects of the topic in a progressive nature and allanswers are included. Every nine-page unit includes an assessmentpage. These assessment pages are an important resource inthemselves as teachers can use them to find out what their studentsknow about a new topic. They can also be used for assessing specificoutcomes when clear feedback is needed. There is an activity pagecontaining a game or activity which further explores the topic in a funway.

iv

ContentsIntroduction iii

Targeting Maths Topic Paths v

Lower Primary Overview• Measurement vi• Numeration and Fractions vii• Operations and Number Patterns viii• Space ix

Merit Certificates x

Area • Overview 1• Unit 1 –— comparing areas, greater area, finding and ordering 2• Unit 2 –— measuring, estimating, ordering, equal areas, nets 12

Capacity and • Overview 21Volume • Unit 1 –— full, empty, capacity, ordering, problem solving 22

• Unit 2 –— estimating, measuring, finding differences, problems 32

Length • Overview 41• Unit 1 –— long and short, wide and narrow, comparing, ordering 42• Unit 2 –— shortest, longest, informal units, estimating, matching 52• Unit 3 –— measuring, perimeter, one metre, centimetres 62

Mass • Overview 71• Unit 1 –— lighter, heavier, scale balance, equal mass, problems 72• Unit 2 –— estimating, measuring, modelling, mass stories 82

Time • Overview 91• Unit 1 –— days, months, seasons, hours, minutes, seconds 92• Unit 2 –— calendars, analog and digital, half past, 5 minute intervals 102

Temperature • Overview 111• Unit 1 –— hot, cold, weather, temperature, comparing 112

Blackline • BLM 1 –— Calendar page 122Masters • BLM 2 –— Overhead transparency clock faces 123

• BLM 3 –— Clock and watch faces 124

v

Operations & Number Patterns

Space & Chance & Data

Measurement

Numeration & Fractions

TARGETING MATHS

Topic PathsLower Middle Upper

Numbers to 10 Numbers to 999 Numbers to 999 999Numbers to 100 Numbers to 9 999 Number SystemsNumbers to 1 000Estimation Estimation Estimation

Place Value Place ValueCalculators Calculators CalculatorsMoney MoneyCommon Fractions Common Fractions Fractions

Decimal Fractions Decimal FractionsPercentages

Addition to 20 Addition to 99 AdditionSubtraction to 20 Subtraction SubtractionMultiplication Multiplication MultiplicationDivision Division DivisionNumber facts to 20 Number facts Number factsNumber patterns Number patterns Number types and patternsProblem solving Problem solving Problem solving

2D 2D 2D3D 3D 3DTransformation Transformation TransformationPosition and Mapping Position and Mapping Position and MappingGraphs Graphs GraphsChance and Data Chance and Data Chance and Data

Length Length LengthArea Area AreaMass Mass MassCapacity and Volume Capacity and Volume Capacity and VolumeTemperature Temperature TemperatureTime Time Time

Angles

These units provide many activities thatgive students the opportunity to experiencecapacity and volume in a hands-on way.Students measure with a variety of informalunits making use of everyday kitchencontainers.

The skills of estimating, comparing andgraphing are encouraged. Recognising fulland empty, graphs using capacity, orderingquantities, and problem solving all help toconsolidate the concepts covered.

There are two assessment pages. Theactivity page is an experiment usingcontainers and a 50mL measure.

CAPACITY AND VOLUME

21

* Materials needed for each BLM.

1 Full, empty – students circle the items that areempty; tracing over words full, empty.

2 Capacity – identifying containers that wouldhold the most.

3 Problem solving – using subtraction to findhow many more.

4 Complete the matrix – completing andlabelling the matrix.

5 Order – identifying full and empty; drawingmore; ordering items from smallest to largestcapacity.* coloured pencils

6 Problems – solving problems by drawing.* coloured pencils, water, jars, glasses

7 Assessment

8 Activity – Capacity experiment.* water, jars

* Sand and water form a necessary part involume/capacity concept development andin problem solving, so should be availablefor use.

* Estimation should be encouraged.

* Capacity is the amount a container canhold. Volume is the amount of spaceoccupied by an object.

BLM Content

Remember

22

*

*

CAPACITY/VOLUMEUNIT 1Empty, fullIdentifying capacitySubtractionOrderingProblem solving

Assessment outcomesA student:

• sorts and describes objects in terms of theirfeatures such as size and shape.

• asks and responds to mathematical questionsusing drawing, describing, acting, telling,guessing and checking, and retelling.

• represents addition and subtraction facts up to20 using concrete materials and in symbolicform.

• estimates, compares and orders the capacity ofcontainers using informal units.

Languagefull, empty, hold the most, how many more?, cantake, already, matrix, half-full, order, smallest,largest, half, number sentence, how much left?,altogether

Materials/resourcescoloured pencils, optional: water, glasses, jars

LOWER PRIMARY

23

BLM 1Teacher to check.


BLM 31 a 7 b 6 c 6 d 2 e 3


BLM 51 a 2 b 3 c Teacher to check.2 a 3 2 1 b 2 1 3 c 3 2 1


BLM 71 Teacher to check.2 Teacher to check.3 4 eggs4 2, 3, 15 Teacher to check.


■ If possible provide a water tray and lots ofcontainers in different shapes and sizes forstudents to explore capacity/volume.Encourage language ‘full’, ‘empty’ andencourage students to estimate before findingout how many of one container are needed tofill another container.

■ Provide substances like sand, rice or largeseeds, and a variety of containers in differentshapes and sizes for students to explorevolume/capacity.

■ Pamela Allen’s ‘Mr. Archimedes’ Bath’, HenryPluckrose’s ‘Capacity’ and the story ‘Tiddalick’,to the students.

■ Allow the students to make a class shop andprovide shopping bags for students to packand unpack items. Encourage language ‘full’,‘empty’, etc.

■ Have discussions (and picture talks, if you canfind suitable illustrations) with students torelate filling and packing activities to thingsthey are familiar with, e.g. filling the petrol tankin a car, filling a bath.

■ Provide nesting toys for the students to playwith.

■ Encourage the students to work in smallgroups and see which group can fit the mostitems into a matchbox.

■ Give students the opportunity to developlanguage such as ‘half full’, ‘half empty’,‘pouring’, ‘filling’, ‘nearly full’, ‘nearly empty’,‘over full’.

■ Provide opportunities to identify substanceswhich are easily poured or emptied, and toidentify appropriate containers to holdparticular substances.

■ Provide a variety of boxes, glue, tape etc. forstudents to make structures.

Additional Activities ANSWERS

1 Trace the words.

2 Circle the items that are empty.

Name 0000000000000000000000000000000000Date 00000000

© Blake Education Targeting Maths. This page may be reproduced for classroom use.24

FULL AND EMPTY

BLM 1

Outcome • Sorts and describes objects in terms of their features such as size and shape.

1 Colour the containers that would hold the most.

Name 0000000000000000000000000000000000Date 00000000


CAPACITY

BLM 2

Outcome • Recognises, continues and makes simple patterns.

a b

c d

e f

g h

1 a The lift can take 10 people.How many more can fit into the lift?

people

b The car park can take 20 cars. If there are 14 carsparked already, how many more cars can park in thecarpark?

cars

c 12 eggs can fit into the egg carton. If there are 6 eggsin the carton, how many more can be put into thecarton?

eggs

d 5 people can fit into the car. If there are 3 people inthe car, how many more can fit?

people

e 12 pencils fit into a pencil box. If there are 9 pencils inthe box, how many more pencils can fit in?

pencils

=3–01

Name 0000000000000000000000000000000000Date 00000000


PROBLEM SOLVING

BLM 3

Outcomes • Asks and responds to mathematical questions using drawing, making, describing, acting, telling, guessing andchecking, and retelling. • Represents addition and subtraction facts up to 20 using concrete materials and in symbolic form.

Draw the cars

Draw the eggs

Draw the pencils

Name 0000000000000000000000000000000000Date 00000000


MATRIX

BLM 4

Outcome • Sorts and describes objects in terms of their features such as size and shape.

1 Complete.

2 Label the matrix full, half full, empty.

e.g.

a

b

c

1 a Which shelf is empty?

b Which shelf is full?c Draw more toys to fill the shelves.

Name 0000000000000000000000000000000000Date 00000000


ORDER

BLM 5

Outcome • Estimates, compares and orders the capacity of containers using informal units.

2 Order 1–3 from smallest to largest.

a

b

c

A

B

C

Name 0000000000000000000000000000000000Date 00000000


PROBLEMS

BLM 6

Outcomes • Estimates, compares and orders the capacity of containers using informal units.• Describes and models the relationships between the parts and the whole.

1 Predict what you think will happen. Draw your answer.a Soula poured half a jar of water into a jar half full of water.

b Charne poured half a jar of jelly beans into half a jar of jelly beans.

c Duncan poured half a jar of water into an empty jar.

2 Draw the problem and then write a number sentence.a Peter has a glass of water and Mark has a glass of water. How many

glasses of water altogether?

b Clarissa has a glass of water and drinks all of the water. How much water is left?

ASSESSMENT BLM 7Name 0000000000000000000000000000000000Date 00000000


CAPACITY ANDVOLUME

1 Circle the items that are empty.

2 Circle the containers that would hold the most.

3 Draw to answer this problem.12 eggs can fit into the egg carton. If there are 8 eggs in the carton, howmany more can be put into the carton?

eggs

4 Order from smallest to largest, 1 to 3

5 Draw what happens.Brendon added half a glass of water to half a glass of water.

a b c

a

c

b

d

ACTIVITY BLM 8Name 0000000000000000000000000000000000Date 00000000

CAPACITYEXPERIMENT


Work in groups of three or four.

What to do.

a Collect six containers which are different but about the same height.

b Pour 50mL of water into each container. Mark the water level with apermanent marker.

c Keep repeating step b. Stop when one container is full.

d Discuss what has happened.

e Write three sentences about your experiment.

1 0000000000000000000000000000000000000000000000000000000000

2 0000000000000000000000000000000000000000000000000000000000

3 0000000000000000000000000000000000000000000000000000000000

Targeting Maths

Measurement

TargetingMaths

Upper PrimaryOver90 BLMs


Measurement

TargetingMaths



TargetingMaths

Middle PrimaryGraded activitiesthat target allMaths topics

Over90 BLMs

Measurement

Numeration and Fractions

TargetingMaths



TargetingMaths




TargetingMaths

Middle PrimaryGraded activitiesthat target allMaths topics

Over90 BLMs


Operations andNumber Patterns

TargetingMaths




TargetingMaths




TargetingMaths

Middle PrimaryOver90 BLMs


Space and Chance and Data

TargetingMaths




TargetingMaths



TargetingMaths

Middle Primary



Over90 BLMs

ISBN 1-86509-861-2

9 781865 098616

The Targeting Maths Series is a comprehensive resource for primary schools. It has been designed toprovide busy teachers with all the additional material they need when teaching mathematics. Allaspects of the primary mathematics curriculum are covered in this twelve book series. With TargetingMaths, teachers can easily find student activities, reproducible pages and assessment ideas for everymathematical topic or concept.

Each topic is covered by one or more units of work which are progressive in level. Each unit startswith two teaching pages that include outcomes, language and materials needed. This is followed by adescription of the six blackline masters and all their answers. There are activities and exercises forextension as well as reinforcement and practice, plus high interest activities and games. Each unitends with an assessment page, which is a valuable teaching resource in itself. They can be used toassess specific outcomes or as a pre-test to discover levels of student understanding.

There are four books at each level—Lower, Middle and Upper Primary.

Date post:	06-Mar-2018
Category:	Documents
Upload:	lamkhuong
View:	221 times
Download:	2 times

TM LP Measurement Cover - Blake · PDF fileVolume; Length; Mass; ... Space & Chance & Data...

Documents