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Measurement

Skapad 2020-11-03 09:49 i Rödabergsskolan Stockholm Grundskolor
Grundskola 4 – 6 Matematik
This unit will help us understand how to measure different objects in different ways. We will look at the metric system, the American system and different shapes!

Innehåll

Lesson Content

  • We will use our normal Scott Foresman textbook and Practice Masters workbook

  • All work is marked individually, but of course you can help and get help from other people!

 

Goals

  • You can convert different units to other units of measure

  • You can understand the Metric System and how it is based on 10

  • You can measure objects using a ruler

  • You can understand how to measure elapsed time

  • You can measure and figure out perimeter and area

  • You can measure the perimeter and area of different shapes

  • You can measure circumference and make some calculations with circles

  • You can identify different solids

  • You can calculate surface area

  • You can calculate volume

 

Key Terms

  • Capacity

  • Metric System: meter, liter, gram, mass, kilo-, centi-, milli-

  • Ruler

  • Elapsed time

  • Perimeter

  • Circle: Circumference, diameter, radius, pi

  • Solids: polyhedron, face, edge, vertex, prism, pyramid, cylinder, cone, sphere, net

  • Surface area

  • Cubic units

Länktips - om du vill. 

Till elever och /eller föräldrar. 

 

Bedömningsunderlag: 

  • Your work during lessons

  • Diagnostic Checkpoints

  • A final test

 

 

Kopplingar till läroplanen

  • Syfte
  • formulera och lösa problem med hjälp av matematik samt värdera valda strategier och metoder,
    Ma
  • använda och analysera matematiska begrepp och samband mellan begrepp,
    Ma
  • välja och använda lämpliga matematiska metoder för att göra beräkningar och lösa rutinuppgifter,
    Ma
  • Centralt innehåll
  • Grundläggande geometriska objekt däribland polygoner, cirklar, klot, koner, cylindrar, pyramider och rätblock samt deras inbördes relationer. Grundläggande geometriska egenskaper hos dessa objekt.
    Ma  4-6
  • Konstruktion av geometriska objekt, såväl med som utan digitala verktyg. Skala och dess användning i vardagliga situationer.
    Ma  4-6
  • Metoder för hur omkrets och area hos olika tvådimensionella geometriska figurer kan bestämmas och uppskattas.
    Ma  4-6
  • Jämförelse, uppskattning och mätning av längd, area, volym, massa, tid och vinkel med vanliga måttenheter. Mätningar med användning av nutida och äldre metoder.
    Ma  4-6
  • Strategier för matematisk problemlösning i vardagliga situationer.
    Ma  4-6
  • Matematisk formulering av frågeställningar utifrån vardagliga situationer.
    Ma  4-6

Matriser

Ma
Math Year 4-6 Simplified (English)

E Level
C Level
A Level
Problem Solving
Pupils can solve simple problems in familiar situations in a basically functional way by choosing and applying strategies and methods with some adaptation to the type of problem.
Pupils can solve simple problems in familiar situations in a relatively well functioning way by choosing and using strategies and methods with relatively good adaptation to type of problem.
Pupils can solve simple problems in familiar situations in a well functioning way by choosing and using strategies and methods with good adaptation to the type of problem.
Concept
Pupils have basic knowledge of mathematical concepts and show this by using them in familiar contexts in a basically functional way. Pupils can also describe different concepts using mathematical forms of expression in a basically functional way. In the descriptions, pupils can switch between different forms of expression and also apply simple reasoning over how the concepts relate to each other.
Pupils have good knowledge of mathematical concepts and show this by using them in familiar contexts in a relatively well functioning way.Pupils can also describe different concepts using mathematical forms of expression in a relatively well functioning way. In the descriptions, pupils can switch between different forms of expression and also apply developed reasoning over how the concepts relate to each other.
Pupils have very good knowledge of mathematical concepts and show this by using them in new contexts in a well functioning way. Pupils can also describe different concepts using mathematical forms of expression in a well functioning way.n the descriptions, pupils can switch between different forms of expression and also apply well developed reasoning over how the concepts relate to each other.
Method
Pupils can choose and apply basically functional mathematical methods with some adaptation to the context to carry out simple calculations and solve simple routine tasks in arithmetic, algebra, geometry, probability, statistics and also relationships and change with satisfactory results.
Pupils can choose and apply appropriate mathematical methods with relatively good adaptation to the context to carry out simple calculations and solve simple routine tasks in arithmetic, algebra, geometry, probability, statistics, and also relationships and change with good results.
Pupils can choose and apply appropriate and effective mathematical methods with good adaptation to the context to carry out simple calculations, and solve simple routine tasks in arithmetic, algebra, geometry, probability, statistics, and also relationships and change with very good results
Communication
Pupils can account for and discuss their approaches in a basically functional way and use diagrams, symbols, tables, graphs and other mathematical forms of expression with some adaptation to the context.
Pupils can account for and discuss their approaches in an appropriate way and use diagrams, symbols, tables, graphs and other mathematical forms of expression with relatively good adaptation to the context.
Pupils can account for and discuss their approaches in an appropriate and effective way and use diagrams, symbols, tables, graphs and other mathematical forms of expression with good adaptation to the context.
Rationale
Pupils describe their approach in a basically functional way and applysimple and to some extent informed reasoning about the plausibility of results in relation to the problem situation, and can also contribute to making some proposals on alternative approaches. In their accounts and discussions, pupils can apply and follow mathematical reasoning by putting questions, putting forward and responding to mathematical arguments in a way which to some extent takes the reasoning forward.
Pupils describe their approach in a relatively well functioning way and apply developed and relatively well informed reasoning about the plausibility of results in relation to the problem situation, and can make some proposals on alternative approaches. In their accounts and discussions, pupils apply and follow mathematical reasoning by putting questions, putting forward and responding to mathematical arguments in a way which takes the reasoning forward.
Pupils describe their approach in a well functioning way, and apply well developed and well informed reasoning about the plausibility of results in relation to the problem situation, and can make proposals on alternative approaches.In their accounts and discussions, pupils can apply and follow mathematical reasoning by putting questions, putting forward and responding to mathematical arguments in a way which takes the reasoning forward and deepens or broadens them.
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