Length+Term+3

Estimate, measure, compare and record lengths and distances using metres, centimetres and/or millimetres Estimate and measure the perimeter of two-dimensional shapes Convert between metres and centimetres, and centimetres and millimetres Record lengths and distances using decimal notation to two places || **//Straw javelin //** In pairs, students throw a straw for distance. The distance is measured in metres and centimetres. Students complete a table, first estimating then measuring the distance in centimetres, then metres e.g. 125 cm, 1.25 m.
 * Fairfield West PS, Length program Term 3, Year 3 **
 * MS2.1 ** Estimates, measures, compares and records lengths, distances and perimeters in metres, centimetres and millimetres
 * **Knowledge and Skills ** ||  **Activity **  ||  **Registration **  ||
 * * estimating, measuring and comparing lengths or distances using metres and centimetres
 * recording lengths or distances using metres and centimetres eg 1 m 25 cm
 * estimating, measuring and comparing lengths or distances using millimetres
 * recognising that ten millimetres equal one centimetre and describing one millimetre as one tenth of a centimetre
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">using the abbreviation for millimetre (mm)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">recording lengths or distances using centimetres and millimetres eg 5 cm 3 mm
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">converting between metres and centimetres, and centimetres and millimetres
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">recording lengths or distances using decimal notation to two decimal places eg 1.25 m

<span style="font-family: 'Arial','sans-serif';">Use chalk to make a line or curve which measures approximately 1 metre. Check with a metre length (string or paper) to measure the exact length in centimetres and millimetres. Record the measurements in a table.
 * //<span style="font-family: 'Arial','sans-serif';">Chalk metres //**

<span style="font-family: 'Arial','sans-serif';">Students work in pairs to find three items in the classroom which have a total length of 1 metre/30 centimetres. Students record their findings by drawing the items, labeling with the measurements in centimetres, and showing how the three lengths were added to make a total of 25 centimetres. <span style="font-family: 'Arial','sans-serif';">(p. 30-31 //Teaching Measurement Stage 2 and Stage 3//)
 * //<span style="font-family: 'Arial','sans-serif';">Any three items //**

<span style="font-family: 'Arial','sans-serif';">Students work in pairs or small groups to measure, cut and label lengths of streamer: <span style="font-family: 'Arial','sans-serif';">one 1m strip <span style="font-family: 'Arial','sans-serif';">two 0.5m (m) strips <span style="font-family: 'Arial','sans-serif';">four 0.25m (m) strips <span style="font-family: 'Arial','sans-serif';">five 0.2m (m) strips <span style="font-family: 'Arial','sans-serif';">ten 0.1m (m) strips <span style="font-family: 'Arial','sans-serif';">On a large piece of paper at least 1 m x 20 cm, students paste the smaller strips under the 1 m strip, so that each line is equal to 1 metre. Label each line, e.g. 50 cm + 50 cm = 1 m or 0.5 m + 0.5 m = 1m ||   ||
 * //<span style="font-family: 'Arial','sans-serif';">Centimetres, centimetres, centimetres! //**