- selecting and justifying referents
- generalizing the relationship between cm and m
- estimating length and perimeter using referents
- measuring and recording length, width, height, and perimeter.
[C, CN, ME, PS, R, V]
| (a) |
Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m. |
| (b) |
Measure and compare different lengths on 3-D objects to select personally relevant referents for 1 cm, 10 cm, and 1 m. |
| (c) |
Create models to generalize a numerical relationship between cm and m (i.e., 100 cm is equivalent to 1 metre). |
| (d) |
Pose and solve situational questions that involve the estimating or measuring of length (including perimeter) using cm or m. |
| (e) |
Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object. |
| (f) |
Explain why sometimes different names are used for different length measurements (e.g., height, width, or depth). |
| (g) |
Sketch a line segment of an estimated length and describe the strategy used. |
| (h) |
Draw a line segment of a given length and explain the process used. |
| (i) |
Relate measuring using a referent for 10 cm to skip counting quantities by 10s. |
| (j) |
Create a picture of a 2-D shape with specified length and width (or length and height) and explain whether the 2-D shape was constructed using estimates or actual lengths. |
| (k) |
Measure and record the perimeter of regular 2-D polygons and circles located on 3-D objects, and explain the strategy used. |
| (l) |
Measure and record the perimeter of a given irregular 2-D shape, and explain the strategy used. |
| (m) |
Construct or draw more than one 2-D shape for the same given perimeter (cm, m). |
| (n) |
Estimate the perimeter of a given 2-D shape (cm, m) using personal referents and explain the strategies used. |
| (o) |
Critique the statement "perimeter is a linear measurement". |
| (p) |
Sort a set of 2-D shapes into groups with equal perimeters. |
