Australian Curriculum Indicator YR 6 Convert between common metric units of length, mass and capacity ACMMG136 Key Ideas •  Understanding standard units •  IdenAfying and using the correct operaAons when converAng units including millimetres, cenAmetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres •  Recognising the significance of the prefixes in units of measurement •  Checking for reasonableness in problem soluAons Context for Learning -­‐ Real life experiences: Measurement is a skill required in everyday life. We may need to find out how heavy something is, how long, the difference between the size of something. Not all measurements are taken using the same unit. This depends on the size of the item being measured. Units of measurement are related and can be converted from one unit to another by mulAplying or dividing. There is a need to convert metric units in many occupaAons, such as builders, scienAsts, pharmacists, architects etc. People convert money daily along with measurements for cooking. Resources FISH and units of measurement cards Vocabulary metric system, length, area, width, volume, capacity, mass, size, longer, shorter, divide, mulAply, convert, conversions, millimetres, cenAmetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres, measure, power of ten Introductory Ac+vity Process -­‐ IdenAfying Prior Knowledge Give groups of students the units of measurement cards, containing length, mass and capacity including millimetres, cenAmetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres using words and prefixes (ensure they are mixed). Ask learners to: •  Match the word to the prefix. •  Order the units from smallest unit to largest •  IdenAfy the relaAonship between each unit...eg. 100cm to 1m Discuss with learners the meaning of the prefixes shown. Display meanings on a chart such as the one shown. These terms can be applied to measurement of length, mass and capacity. It is important that learners also have an understanding of the decimal system, place value and the ability to mul+ply and divide by powers of ten,. including decimals. Revisi+ng these concepts before con+nuing may be necessary at this point. Ac@vity Processes – Conver,ng Metric Units of Length Learning inten,on -­‐ For students to understand the relaAonship between units of measurement for length and be able to convert these accurately. The most common metric units of length used are the kilometre (km), the metre (m), the cenAmetre (cm) and the millimetre (mm). These units of length are related as follows: 10mm = 1cm, 100cm = 1m, 1000m = 1km Explain to students that to convert length from a large unit into a small unit, mulAply by the relevant power of 10. To convert length from a small unit into a large unit, divide by the relevant power of 10. Model the use of this diagram to convert from various length units -­‐ for example How many mm in 46m? Convert m to mm. x1000 46 x 1000 -­‐ 46 000mm 150 cm = ?m ÷100 150 ÷ 100 = 1.5m Give students examples to try using the conversion chart. Maths Teacher.com has examples to try with accompanying soluAons also. Ac@vity Processes – Conver,ing Metric Units of Mass Learning Inten,on -­‐ For students to understand the relaAonship between units of measurement for mass and be able to convert these accurately. The most common metric units of mass used are the tonne (t), the kilogram (kg), the gram (g) and the milligram (mg). These units of length are related as follows: 1000mg = 1g; 1000g = 1kg; 1000kg = 1 t Explain to students that to convert mass from a large unit into a small unit, mulAply by the relevant power of 10. To convert mass from a small unit into a large unit, divide by the relevant power of 10. Show an anchor chart such as one below to visualise the relaAonship between the mass units. Model the use of this diagram to convert from various mass units -­‐ for example How many mg in 46g? Convert mg to g. x1000 46 x 1000 -­‐ 46 000mg 150 kg = ?t ÷1000 150 ÷ 1000 = .15t Give learners examples to try using the conversion chart. Ac@vity Processes-­‐ Conver,ng Metric Units of Capacity Learning inten,on -­‐ For learners to understand the relaAonship between units of measurement for capacity and be able to convert these accurately. Remind learners about the difference between volume and capacity -­‐ If the container is filled with liquid or gas, we measure in capacity; if the container is a solid, we measure how much space is taken up using volume. Eg. Volume is how big the container is, but Capacity is how much the container can hold. The metric units of capacity used are the megalitre (ML), kilolitre (kL), the litre (L) and the millilitre (mL). These units of length are related as follows: 1000mL = 1L; 1000L = 1kL; 1000kL = 1 ML. Ensure students are aware of the capital L to signify litres and ML for megalitres. Explain to learners that to convert capacity from a large unit into a small unit, mulAply by the relevant power of 10. To convert capacity from a small unit into a large unit, divide by the relevant power of 10. Show an anchor chart such as one below to visualise the relaAonship between the capacity units. Model the use of this diagram to convert from various mass units -­‐ for example How many mg in 46g? Convert mg to g. x1000 46 x 1000 -­‐ 46 000mg 150 kg = ?t ÷1000 150 ÷ 1000 = .15t Give learners examples to try using the conversion chart. Ac@vity Processes-­‐ PuDng it all together Learning inten,on -­‐ Review the metric measures and conversions used for length, mass and capacity. Use Scootle resource TLF ID M010498 BBC Bitesize Measure to review the concepts covered. Click on Test for a series of quesAons for learners to complete. Digital Learning-­‐ •  Teaching Measures -­‐ Ideal Resources link for acAviAes to consolidate the concepts of length, mass and capacity •  TES Australia -­‐ Has acAviAes and posters for learning about mass and capacity •  hdp://www.cimt.plymouth.ac.uk/projects/mepres/
book8/bk8i17/bk8_17i2.htm Has an excellent explanaAon of all 3 areas of conversion, with examples for students to work through. Assessment Convert the following, showing working out: 5120g into kg 245mm into m 15 L into ml 58 500m into km 46 500g into kg 10.8kg into g 23.5cm into mm 24.7L into ml 24 300ml into L 55cm into m Background The metric system was devised during the French RevoluAon in order to standardise the different systems of measurement which were then being used. The metric system has standard units of measurement for length, area, volume, mass, temperature, electricity and Ame. Other units of measurement in the metric system are obtained by mulAplying and dividing by powers of 10