K-2 Maths Series: Measurement Activities

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Measurement Activities © ReadyEdPubl i cat i ons

f orr ev i ew pu r p oseso nl y• A• practical resource for teachers of junior primary classes.

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Provides students with written activities to help develop and enhance their use of early measurement skills and processes.

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Written by Merryn Whitfield. Illustrated by Terry Allen. © Ready-Ed Publications - 2004 Published by Ready-Ed Publications (2004) P.O. Box 276 Greenwood Western Australia 6024 Email: info@readyed.com.au Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.

However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 607 8

Introduction The “K-2 Maths Measurement Activities” resource book contains a set of learning opportunities which enable students to access, use and understand increasingly more difficult strategies and thinking processes when attempting mathematical tasks. It is designed to support and enhance the use of concrete materials within the classroom.

This book provides K-2 students with written activities to help develop, consolidate and enhance their use of early mathematical skills and strategies, including:

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measuring the length, area, mass and capacity of objects using informal and formal units;

sequencing events in time; reading the time and date on clocks and calendars;

choosing the most appropriate unit of measurement as well as the most appropriate form of recording the results and findings of a particular task.

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understanding the language used to estimate, identify, describe and compare the length, area, mass and capacity of objects;

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“K-2 Maths Measurement Activities” contains 38 activity pages suitable for a range of student abilities, covering the broad subsections of mathematical learning such as the measurement of length, area, mass, time, volume and capacity. Some of these areas have graded activities to suit differing levels of student understandings and experiences, making this a valuable resource for composite classes or those classes with diverse mathematical profiles.

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Many of the pages also contain “Think About It” boxes which pose questions of students, aiming to involve them, individually or in groups, verbally or in written form, to examine, respond to and evaluate the processes they and their peers used to attempt a number of mathematical tasks.

This analysis is designed to promote the use of varied strategies by students, encouraging them to participate in cooperative learning. Many of the questions are open-ended in nature and provide useful discussion points for future lessons and activities.

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Mathematics is not a system of right or wrong. It is a process of developing understandings and being able to apply these understandings to new situations and relationships.

Involving students in critically analysing their thinking processes, even at the most early stages of mathematical study, is a critical component in engaging and challenging all students and ensuring personal success and self motivation.

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K-2 Maths Measurement Activities

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Contents Introduction ................................................................................................................... 2 Links to Student Outcome Statements ............................................................................ 4 Skills Checklist ................................................................................................................ 6 Teaching Notes .............................................................................................................. 7

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Activity P ages Maths Concept Pages Measuring Length ............................................. Length............................................... 10 Straight and Curvy Lines ................................... Length............................................... 11 Alphabet Length ................................................ Length............................................... 12 I’m Bigger Than You! ........................................ Length............................................... 13 Come Closer ...................................................... Length............................................... 14 Measuring Up ................................................... Length............................................... 15 Feet ................................................................... Length............................................... 16 Shaping Up ....................................................... Area .................................................. 17 It’s a Cover Up! ................................................. Area .................................................. 18 Side By Side ...................................................... Area .................................................. 19 Alphabet Shapes ............................................... Area .................................................. 20 If the Shoe Fits .................................................. Area .................................................. 21 Area Challenge .................................................. Area .................................................. 22 Equal Areas ....................................................... Area .................................................. 23 What is Full? ..................................................... Volume and Capacity ........................ 24 Cubed Combinations ......................................... Volume and Capacity ........................ 25 Compare and Label ........................................... Volume and Capacity ........................ 26 Fill It Up ............................................................ Volume and Capacity ........................ 27 Dump and Pack ................................................ Volume and Capacity ........................ 28 Water, Water Everywhere ................................... Volume and Capacity ........................ 29 Ordering Volume ............................................... Volume and Capacity ........................ 30 Heavier or Lighter? ............................................ Mass ................................................. 31 Mass Match Up ................................................. Mass ................................................. 32 Measuring Mass ................................................ Mass ................................................. 33 All About Balance ............................................. Mass ................................................. 34 Up, Down or Level............................................. Mass ................................................. 35 Solve it .............................................................. Mass ................................................. 36 Size and Mass ................................................... Mass ................................................. 37 Seasons Through the Year ................................. Time ................................................. 38 Four Step Sequence .......................................... Time ................................................. 39 Six Step Sequence ............................................. Time ................................................. 40 Time’s Up! ........................................................ Time ................................................. 41 Is It Time Yet? .................................................... Time ................................................. 42 It’s That Time Again ......................................... Time ................................................. 43 When? ............................................................... Time ................................................. 44 Make a Calendar............................................... Time ................................................. 45 Real Life Maths ................................................. Measurement .................................... 46 Challenge Page ............................................................................................................ 47

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Answers ........................................................................................................................ 48

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Links to Student Outcome Statements National Curriculum - Mathematics L evel 1: W orking Mathematically Working • Investigating, conjecturing, using problem solving strategies, applying and verifying, using mathematical language, working in context.

• Understands that change occurs with different life stages.

• Identifies similarities and differences between themselves and others.

Level 1 & 2: Measurement • Choosing units; Measuring; Estimating; Time.

1.1, 1.2, 1.3 1.4

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1.18, 1.19, 1.20, 1.21

New South Wales - Mathematics

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WM ES1.1, ES1.2, ES1.3, ES1.4, ES1.5

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Early Stage 1: W orking Mathematically Working • Students ask questions about mathematics; select and use a range of strategies to solve problems; develop and use appropriate language; give reasons to support their conclusions and reflect on their mathematical experiences.

Stage 1: W orking Mathematically Working • Students ask questions about mathematical situations; develop strategies and use objects to solve problems; use mathematical language to formulate and express ideas; explain how answers were obtained; reflect on their experiences and understanding of mathematics.

Early Stage 1: Measurement • Students describe and compare lengths and distances; use everyday language to describe area; compare the capacities of containers and volumes of objects; compare the masses of two objects; sequence events using everyday language.

Stage 1: Measurement • Students estimate, measure and record lengths and distances; use informal units to measure area; estimate, measure, compare and record volumes and capacities; use informal units to measure and record the mass of two or more objects; compare the duration of events and read clocks.

WM S1.1, S1.2, S1.3, ES1.4, S1.5 MES1.1, MES1.2, MES1.3, MES1.4, MES1.5

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MS1.1, MS1.2, MS1.3, MS1.4, MS1.5

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Measurement: LLength, ength, Mass, Area and V olume Volume • Foundation Level: Students show an awareness of everyday language related to measurement.

• Level 1: Students select the appropriate attribute to compare and order the size of objects and measure with non-standard units.

Measurement: Time • Foundation Level: Students associate common words with familiar time of the day or week.

• Level 1: Students sequence familiar events related to days and weeks, and directly compare the durations of events.

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Queensland - Mathematics M F.1

M 1.1

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M F.2

M 1.2

(Early Years Band R-2)

Measurement R-2 Key Ideas Children construct concepts of size and measurable attributes by comparing a wide variety of familiar figures, objects and events drawn from the world around them.

Children develop strategies that directly compare and quantify measureable attributes of a wide variety of familiar figures, objects and events drawn from the world around them.

• Students compares and orders the measurable attributes of distance, surface, space, mass, turn/angle and time to describe the size of a wide range of familiar figures, objects and events.

• Students chooses and uses a variety of strategies to measure the size of a wide variety of figures, objects and events drawn from the world around them.

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1.4 1.5

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Links to Student Outcome Statements Victoria - Mathematics

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1.1, 1.2, 1.3,1.4, 1.5

2.1, 2.2, 2.3, 2.4, 2.5 2.1 2.2

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Level 1: Measurement and Data Students: • Identify attributes of objects and describe those attributes in the everyday language of measurement.

• Estimate, measure and compare the size of objects using informal methods.

• Relate time to, and describe time in terms of, familiar recurring phenomena within own life.

• Relate the function of clocks to the telling of time.

Level 2: Measurement and Data Students: • Choose and use the appropriate attribute when responding to measurement questions and select units of measure which relate well to the attribute.

• Use everyday language to describe and compare distances, mass, capacity and area.

Level 2: Time Students: • Describe, order and sequence events with respect to the time of day or time of the year they usually occur.

• Tell the time using analogue and digital clocks and describe time elapsed (duration) in everyday language and common units of time.

Western Australia - Mathematics

M F.1 M F.2a M F.2b

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Foundation Outcomes: Measurement • The student begins to respond appropriately to simple comparative language.

• The student compares the size of two objects.

• The student shows some awareness of the passing of time.

Level 1: Measurement • The student understands everyday comparative language associated with length, mass, capacity and time.

• The student directly compares and orders “straight” lengths and events in time and counts informal units of length, capacity, mass and time to decide “how many fit or match”.

• The student makes non-numerical estimates of size involving everyday movements and actions.

New Zealand - Mathematics (Achievement Objectives)

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Measurement: Level 1 Strand Strand: Estimating and measuring • order and compare lengths, masses, and volumes (capacities), and describe the comparisons, using measuring language.

• measure by counting non-standard units.

• compare the values of coins and notes.

• read prices.

Strand Strand: Developing concepts of time, rate and change: • read aspects of time, including days of the week and clocks (to hours and half hours).

Measurement: Level 2 Strand Strand: Estimating and measuring • carry out practical measuring tasks, using appropriate metric units for length, mass, and capacity.

• give change for sums of money.

• represent a sum of money by two or more different combinations of notes and coins.

Strand Strand: Developing concepts of time, rate and change • read time and know the units of time: minute, hour, day, week, month and year.

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Level 1

Level 2

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Skills Checklist K-2 Student Name

Skills

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estimate and measure length using informal units compare the length of two or more objects identify objects that are near or far from themselves estimate, identify and measure a 1 metre line use centimetres to accurately measure the length of an object cover the area of a shape using informal units compare the areas of two or more shapes identify the best unit for measuring the area of a shape identify closed and open shapes estimate the area of a given shape

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create shapes with equal areas

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identify containers that are full and not full fill, pack and pour different materials into a variety of containers measure volume and capacity using informal units understand the difference between volume and capacity record and compare volume and capacity measurements identify objects that are heavier or lighter than other objects use an equal arm balance to measure mass estimate and record mass measurements identify the best unit for measuring the mass of an object understand the difference between size and mass sequence the months of the year and the seasons sequence a series of events

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measure the amount of time it takes to complete a task read hour, half hour and quarter hour time use and sequence time related vocabular y identify real life examples of measurement

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K-2 Maths Measurement Activities

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Teaching Notes Following are some ideas to help you get the most out of the written activities in “K-2 Maths Measurement Activities”. All activities are flexible in terms of their grouping strategy. They can be completed in teacher guided groups, student led groups, or independently, according to teacher discretion.

Length Preliminar y Activities:

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Involve students in informal play situations where they are required to use the language of length. Ideas include: construction with blocks, cubes, straws, paddle pop sticks and threading beads; craft activities such as drawing or painting thick, thin, long, short, straight or curved lines; sport activities such as running or throwing distances and targets.

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As with all areas of mathematics, estimation is an important element. However, before this learning can occur, students need to have a basic understanding and level of experience in dealing with the attribute to be estimated as well as the attributes of the unit being used in the measurement process.

Measuring Length, Straight and Curvy Lines, Alphabet Length, Feet (Pages 10, 11, 12, 16) This series of activity pages involves students in using informal units to measure the length of a variety of different shaped lines. As an introduction to this type of activity, examine with the students some of the different types of units that may be used to measure length. Discuss their features, their good points (such as they join together easily), and their negative points (may not have enough of them when measuring the length of long or tall objects). It is important that students are aware that when measuring length, the units of measurement must be placed end to end and with no gaps appearing. This may involve some extra practice and teacher modelling.

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Come Closer (Page 14) This activity is best completed outside, however it can be done in the classroom or school hall. Before beginning the activity, play a game of “Here, There, Where?” so that the students gain a physical idea of the size and dimensions of the space they are asked to work in. It is a good idea to complete the two parts of this activity at separate times, to allow for a group or class discussion at the end of each section.

Area

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Measuring Up (Page 15) Students do not necessarily need to use a formal ruler marked in centimetres for this activity. They can make their own ‘ruler’ using cardboard or similar material. It is important that students have a good understanding of length vocabulary to distinguish between length, height and width.

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Preliminar y Activities:

Focus students’ attention on what area is, by looking at and labelling areas in the classroom and playground such as the reading area, craft area, grass area and eating area. Discuss how these areas have boundaries that may be curved or straight. With the students, examine and compare the sizes of these areas. For example, the grass area is much bigger than the class reading area.

As students start to measure the area of shapes and surfaces, the use of tessellating units is important. To make sure that students have an adequate understanding of tessellation, this topic needs to be covered through the study of patterns and 2D shapes.

Activity P ages: Pages: Shaping Up (Page 17) As an introduction, discuss the features of the shapes used in this activity. Demonstrate using two classroom objects (e.g. two different sized, but the same shape, books), how to overlay the objects or shapes on top of each other to gain an accurate comparison of their areas.

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It’s a Cover Up, Side by Side, Alphabet Shapes, If the Shoe Fits, Area Challenge (Pages 18-22) This series of activities deals with using formal or informal units of measurement, to cover the surface of an object to measure its area. Students need to be aware that the units of measurement must be placed side by side. Some units they choose may indeed leave gaps (such as counters). This is an important topic for group discussion and experimentation using different units of measurement, so that by the time the students are involved in activities where they need to choose their own unit of measurement, they are able to make an accurate and informed decision.

Equal Areas (Page 23) Students will benefit from completing some lead-up grid work before completing this activity. Working with bar and column graphs will help, as will playing games such as modified battleships and snail pace race.

Encourage students to colour in the surface of each shape to assist with the measurement of its area. It is important also at this stage to look at half a square being used, and discuss how this impacts upon the area of the shape.

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Preliminar y Activities:

Involve students in a variety of informal play situations such as the filling, packing and pouring of a variety of different materials into a variety of different containers. Sand/dry pasta play and water play are ideal. In addition, provide students with a variety of different objects (blocks, toy boats, kitchen utensils) that they can immerse in different materials (water, sand, soap slime) to observe and discuss what happens, i.e. the level of water rises, or bubbles may emerge and so on.

When using containers for the purposes of measuring volume, try to include some sizes and shapes that do not meet the students’ normal expectations, for example, those which may be tall, but hold less than a shorter container, or those which are quite different sizes but hold the same amount.

© ReadyEdPubl i cat i ons What is Full? (Page 24) Any unit of measurement may be used for this activity, however, choose one that o will fill some containers but • f o r r e v i e w p u r p o s e s n l y • will not fill others. Discuss the idea of capacity being how much a container can hold.

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Fill It Up, Dump and Pack (Pages 27, 28) Students will be involved in choosing containers to be filled, the units of measurements and the filling material, and then recording their results. Prior to these activities, students should have had many opportunities to practise filling and packing different types of containers.

Compare and Label (Page 26) As with the above activities students will be experimenting with capacity. This time they will need to use the language of capacity by comparing two or more containers. As an introduction, the teacher should provide the group with a demonstration and modelling of the correct language use in context.

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Cubed Combinations, Water, Water Everywhere, Ordering Volume (Pages 25, 29, 30) Before commencing these activities, encourage students to play with the construction materials and experiment with different ways of joining them together and making new and interesting shapes and objects.

During the activities, the students will be limited to the number of blocks they can use at a time. It is important that they are able to use volume testing containers that are clear plastic, so as to ensure the accuracy of their results.

Mass Preliminar y Activities: As an introduction to mass, set up a weightlifting area in the classroom. Have a number of bags and containers that are not see through, containing a variety of different objects or combination of objects, for the students to heft and lift one at a time, or in pairs – leading to informal discussions and comparisons of weight.

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In the classroom, label common items using the broad categories heavy/light. From this, begin to discuss what happens if a stapler and a pencil are both labelled light. Do they weigh the same if they are both “light” or can one still be heavier than the other? During mass activities it is important to involve students in tasks which challenge their normal or preconceived notions of size and mass. Items that are big are not always heavy, and items that are small are not always light.

Activity P ages: Pages: Measuring Mass, All About Balance, Up, Down or Level (Pages 33-35) These three activities require the use of an equal arm balance. Prior to its formal use, give students the opportunity to play and discover how an equal arm balance works informally – this allows more focused attention when competing the formal tasks and activities. Some students may be involved in making their own equal arm balance using rulers and buckets. Compare the accuracy of their own balances compared to the commercial variety.

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Mass Match Up, Solve It, Size and Mass (Pages 32, 36, 37) This series of activities involves the use and understanding of mass vocabulary. Students should have had many and varied opportunities to use and be exposed to this specific terminology in the context of mathematics before attempting the written activities. When completing the written word problems, encourage students to have some concrete materials in front of them to use and manipulate while listening to the question. Identify and locate the key points of mathematical information required to answer each question.

Time

Preliminar y Activities:

Students will be familiar with much of the specific language used in the topic of time. However much of it will not be accurate mathematical usage. For example, people often say, “I’ll be back in a minute” when really they may take a much longer or even shorter time. Students may also encounter difficulty in making connections between the different ways in which the same time can be expressed: for example 4:30, four thirty, half past four, thirty minutes past four, half an hour before five o’clock. It is important that students develop a good understanding of the duration of time in a practical sense, through the use of everyday activities and events.

It is also important, when working with calendars and the months of the year, that students are exposed to special times and events from a variety of different cultural and religious backgrounds.

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Activity P ages: Pages:

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Seasons Through the Year, Four Step Sequence, Six Step Sequence (Pages 38-40) Begin these sequencing activities by examining and discussing the relevant vocabulary first. Make a class list of “when” words on the board and sequence them. For example: first, second, next, then, after that, later, finally. Role play some simple procedural sequences in class. For example: “Line up at the door, walk in the room, sit on the floor, listen to the teacher” – focusing on the words which sequence these events in time.

Time’s Up! (Page 41) Students may use one of many different units for measuring the duration of time, depending upon their level of experience in this area. For example, egg timer, stop watch, clock, pendulum and so on.

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Is It Time Yet?, It’s That Time Again (Pages 42, 43) Before attempting these written activities, provide students with daily time indicators for routine class and school activities. For example: It’s twelve thirty so it must be lunch time; Play time will finish at 2 o’clock.

Have a series of large clocks in the room (both analogue and digital) with set displays to show the time of significant daily events (label using a variety of language formats).

Measurement These two activity pages are open-ended and can be used in a variety of ways.

Real Life Maths, Challenge Page (Pages 46, 47) These are for advanced and experienced students. The questions involve higher order thinking skills as well as a degree of creativity. It is suggested that the questions not be completed all at once, but over a series of lessons to enable students to return and further develop their answers and to work cooperatively in a group situation.

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Name:

Length

Date:

Measuring Length 3 Look carefully at the lines below. Measure each line twice, using different units of measurement. Record your results in the space provided under each line.

r o e t s B Unit: ____________________ r e oo p Measurement: ____________ Measurement: k ____________ u S

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Unit: ____________________

Unit: ____________________

Unit: ____________________

Measurement: ____________

Measurement: ____________

Unit: ____________________ Unit: © ReadyEdP ub____________________ l i cat i ons Measurement: ____________ •f orr evi ew pur posesonl y•

Measurement: ____________

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Unit: ____________________

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Measurement: ____________

. te Unit: ____________________ Unit: ____________________ o c . che e Measurement: ____________ Measurement: ____________ r o r st super THINK ABOUT IT • Did each unit give the same answer? Why or why not?

• Which unit do you think was the best for measuring the length of these lines? Why? Do your friends agree? Why or why not?

• What was the most difficult unit to use when measuring the length of these lines? Why?

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Name:

Length

Date:

Straight and Curvy Lines

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3 Below are a number of boxes with lines drawn in them. Cut out the boxes. Estimate the length of each line and on a separate piece of paper glue the boxes in order from your estimation of the shortest line to the longest line. Now, choose a single unit of measurement and measure each of the lines. Record these measurements under each box. Share your results with your group.

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o c . chITe e THINK ABOUT r o t r s • Were your estimates of s length correct?

Why or why not? up er • • • • •

What did you use for your unit of measurement?

Why did you choose this unit?

Were there any problems with using this unit? If so, what were they?

What else could you have used as a unit of measurement?

When comparing length, why is it important that you use the same unit of measurement each time?

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Name:

Length

Date:

Alphabet Length 3 On your class computer, type your first name using large font size (e.g. Arial 72) and glue it into the box below. Choose a unit of measurement to measure the length of the lines in each letter of your name. Add up the total of each letter to find out who in your group has the longest name.

• Before you measure your name: Estimate who in your group will have the longest name:

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Estimate who in your group will have the shortest name:

____________________________________________________

Name Box:

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My unit of measurement is: ________________________________ The longest letter in my name is: ___________________________

. te o The total length of my name is: ____________________________ c . c e r The longest name in h mye group was:_________________________ o t r s super The shortest letter in my name is: ___________________________

The shortest name in my group was: ________________________ THINK ABOUT IT • Would your answers to the questions above change if you used a different unit of measurement? Why or why not?

• What would happen if you wrote your name all in capitals?

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Name:

Length

Date:

I’m Bigger Than You!

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3 Each box below contains a picture. At the bottom of the page are labels to match each picture. Cut out the pictures and the labels to match them up. When you have done this, paste them on a new page, pairing the opposites, e.g. tall and short.

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Name:

Length

Date:

Come Closer 3 With your group, go out into the playground and find a spot to sit. Look around you. What are you close to? What is nearby? What can you see in the distance? Record your observations on the chart below.

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Something closer than the tree:

Something further than the library:

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Something nearby:

Two things that are far apart:

Two things that are close together:

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THINK ABOUT IT • Did everyone in your group have the same results? Why or why not?

3 With a piece of chalk, draw a line on the playground that is about © ReadyEdPubl i cat i ons 1 metre long. Measure your line. Was it a metre? How close were you?• Redraw line tow make itr exactly 1e metre long. f oryour r ev i e pu pos son l yUsing • this metre line, estimate how far or close some objects in your playground are. Record your results on the chart below. garbage bin seat tree library litter

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About 1 metre More than 1 metre

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Object

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THINK ABOUT IT • Did everyone in your group get the same results? Why or why not?

How can you check your estimates? How accurate where they?

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Name:

Length

Date:

Measuring Up 3 Below are a number of different pictures. Using a measurement device marked with centimetres, measure the length, height and width of each picture and record your results in the space provided.

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r o e t s Bo r e p ok Heightu = ________ S Width = ________

Height = ________

© ReadyEdPubl i c at i o s Width =n ________ orr evi ew pur posesonl y• Width• =f ________

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Height = ________

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• • • •

THINK ABOUT IT What is the difference between length and height?

Did everyone in your group get the same results? Why or why not?

What is the benefit of using centimetres to measure length?

Are centimetres good for measuring objects of any length? Why or why not?

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Name:

Length

Date:

Feet 3 In this box, trace around your foot.

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Then cut out this outline. In your group, compare the lengths of each person’s foot and order them from the shortest to the longest.

Join with another group and compare your results.

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THINK ABOUT IT • Who had the shortest foot?

• Who had the longest foot?

• Were there any similarities between the people in each group who had the longest feet, or the shortest feet? If so, what were they?

• What did you notice about the width of each person’s foot?

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Name:

Area

Date:

Shaping Up 3 Below are a number of shapes. There are four of each shape, but only two of each shape are the same size and have the same area. Cut out the pictures to find which two shapes are the same.

r o e t s Bo r e p ok u S

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Teac he r

Squares:

Triangles:

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Diamonds:

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© ReadyEdPubl i cat i ons Circles: •f orr evi ew pur posesonl y•

o c . che e r o t r s super

THINK ABOUT IT Which shape was the easiest to match? Why? How did you find the two shapes that were the same size?

Did everyone use this method? If not, what did they do?

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Name:

Area

Date:

It’s a Cover Up!

r o e t s Bo r e p ok u S

Unit 1: _____________

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Teac he r

3 Below are some different shapes. Choose two different units to use to cover each shape’s area. You do not have to use the same units for each shape. Record your results in the space provided.

Unit 1: _____________

Unit 2: _____________ © ReadyEdP ubl i cat i ons •f orr evi ew pur posesonl y•

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Unit 2: _____________

. te Unit 1: _____________ Unit 1: _____________ o c . che e Unit 2: _____________ Unit 2: _____________ r o t r s super • • • • Page 18

THINK ABOUT IT Were the units you used accurate? Why or why not?

What problems were there in measuring the area of these shapes?

Which unit was the best to use for these shapes? Why? Which unit was the worst to use for these shapes? Why? K-2 Maths Measurement Activities

Ready-Ed Publications

Name:

Area

Date:

Side By Side

r o e t s Bo r e p ok u S

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Teac he r

3 In the box below, draw a large shape. You may use straight lines, curved lines or both. Cut out the two squares at the bottom of the page and use these to cover and measure the area of your shape.

Repeat this using the two circles cut out from the bottom of the page.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. tABOUT IT o THINKe c . cheto cover the whole area ofr • How did you manage your shape using only e o two objects? t r s s r u e p • How else could this problem be solved?

• Which is the best way? Why?

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

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Name:

Area

Date:

Alphabet Shapes

Area: ____

r o e t s Bo r e p ok u S Area: ____

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Teac he r

3 Using centicubes or MAB blocks (1’s), cover the letters of the alphabet with closed areas. Record your results in the space provided.

Area: ____

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Area: ____

Area: ____

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Area: ____

. te o c Closed shaped letters: ____________________________________ . che e r o Closed and open shaped letters:____________________________ t r s super Open shaped letters: _____________________________________

THINK ABOUT IT • Could you measure the area of all of the letters? Why or why not?

• Why can’t you measure the area of an open shape?

• Were the centicubes you used a good unit of measurement for these letter shapes? Why or why not? What else could you have used?

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Name:

Area

Date:

If the Shoe Fits

r o e t s Bo r e p ok u S

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Teac he r

3 In the space below (or a separate piece of paper if needed), trace around your shoe. Choose a unit of measurement. Estimate the area of your shoe using this unit and then check by measuring.

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• • • • •

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THINK ABOUT IT Why did you choose that unit of measurement?

Was your estimate accurate? Why or why not?

Who had the shoe with the largest area?

Will that person have the largest hand area as well? Why or why not?

Order the shoe outlines from the smallest to the largest in area.

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K-2 Maths Measurement Activities

Page 21

Name:

Area

Date:

Area Challenge

r o e t s Bo r e p ok u S

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Teac he r

3 At the bottom of the page is a collection of lines and corners.

Cut them out and arrange them to create a shape with the largest possible area. Paste the lines (or trace/draw the shape) in the space provided and measure its area. Share your shape with others in your group.

My Shape’s Title: ___________________________________

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te is: _____________________________________ Area of my shape o c . che e r o t r s super THINK ABOUT IT Unit used for area measurement: ___________________________

• What strategies did people use to create a shape with the largest area?

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Name:

Area

Date:

Equal Areas

r o e t s Bo r e p ok u S

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Teac he r

3 Using the grid below, draw two shapes (regular or irregular) that have the same area as the shape already drawn for you.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te

o c .

What is the area c of the shape? _____________________________ e her r o t s up How did you measure the s area of this shape?_________________ er ______________________________________________________ THINK ABOUT IT • What happens if only part of a grid square is used?

• What is the most interesting shape a person in your group drew? Why? Ready-Ed Publications

K-2 Maths Measurement Activities

Page 23

Name:

Date:

Volume and Capacity

What is Full?

3 Before you start this activity, make sure that you have everything that you need. Using a single cup, fill it with water (or sand). Then use this cup to pour into a variety of different containers and record the results using the table below. Remember to use the cup ONCE only with each container.

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Teac he r

r o e t s Bo r e p ok Over full Container Not full Full u S Tub of margarine Ice cream container Egg cup

Lunch box

Drink bottle

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

What does full mean? ____________________________________

w ww

m . u

What does overfull mean? _________________________________ Which container held the smallest amount of water? _____________

. teheld the largest amount of water? ______________ Which container o c . e How do you know?c ______________________________________ her r o t s super How do you know? ______________________________________

• • • • Page 24

THINK ABOUT IT Was the cup you used a good way of measuring the capacity of the containers? Why or why not?

What else would have been good to use?

Why do we need to know how much a container will hold?

How did you fill containers with small openings?

K-2 Maths Measurement Activities

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Name:

Volume and Capacity

Date:

Cubed Combinations

r o e t s Bo r e p ok u S

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3 Take four identical cubes. Join them in as many different ways as you can. Record your results in the space below.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te How many combinations did you get? ___________ o c . c e he r What is the maximum number of combinations using four cubes? o t r s s r u e p ____________ How do you know? ______________________________________ What can you say about the volume of each of your combinations? ______________________________________________________ Why? __________________________________________________ Ready-Ed Publications

K-2 Maths Measurement Activities

Page 25

Name:

Volume and Capacity

Date:

Compare and Label 3 You need to collect six different containers. Draw a picture of each

container in the boxes below. Find a material that can be used to fill each of your containers, e.g. sand or water. Measure the capacity of each container using the same method for each. Cut out the labels at the bottom of the page and match them with your pictures of each container.

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Teac he r

r o e t s Bo r e p HINT HINT:: You will need to compare the capacity of each of o your containers. u k S

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. te

Labels:

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Holds more than

Holds less than

Holds more than

Holds less than

Holds the same as

Holds the most.

Holds the least.

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Name:

Volume and Capacity

Date:

Fill It Up 3 Before you start this activity, have all your containers and units of measurement ready. Record your results using the table below.

I am using __________________________ to fill the containers.

Container

Teac he r

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Tub of margarine Ice cream container

r o e t s BCup r Spoone Egg Cup Ladle oo p u k S

Lunch box

Drink bottle

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Tissue box Sauce bottle

w ww

m . u

Balloon

. te

o c . ______________________________________________________ che e r o t r s super

Why did you choose _____________________to fill the containers?

• • • • •

THINK ABOUT IT What was the easiest container to fill? Why? What was the most difficult container to fill? Why? Was the filling material you chose a good one to use? Why? What else could you have used?

What problems did you have when filling the containers? Why?

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K-2 Maths Measurement Activities

Page 27

Name:

Date:

Volume and Capacity

Dump and Pack 3 You will need a variety of different containers as well as a variety of different filling materials for this activity.

Take one container at a time and fill it first by dumping material into it, then by carefully packing material into it. Count how much it holds using both methods and record your results below.

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Container

r o e t s Bo r e pmaterial Dump ok Pack Filling u S

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Which container had the largest capacity? ____________________

. te o Which container had the smallest capacity? __________________ c . che e r o How do you know? ______________________________________ t r s super How do you know? ______________________________________

• • • • Page 28

THINK ABOUT IT Which filling material was the easiest to dump? Why? Which filling material was the easiest to pack?

When measuring capacity, is it better to pack or dump?

Are there any materials you can dump but not pack? If so, what are they?

K-2 Maths Measurement Activities

Ready-Ed Publications

Name:

Volume and Capacity

Date:

Water, Water Everywhere 3 You will need to use 30 cubes or blocks that connect with each other.

Put these blocks into three groups of ten blocks each. With these ten blocks, join them together in any way you like. NOTE: You must use all ten blocks. Draw your constructions in the spaces below.

r o e t s r Construction 2B Construction 3 e o p ok u S

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Teac he r

Construction 1

3 Now, half fill a large, clear container with water. Mark the level of the water on the outside of the container. Carefully place your block © Re dwater yE datPautime. bl i c t i o ns constructions in a the one If a they float, gently push them down into the water using a small pencil or ruler. Mark the new •f or r e vi ew pu r p oseusing son l y •block water level on the container and repeat the other constructions. Record your results by drawing the water levels (both before and after) on each container below.

. te

Construction 2

Construction 3

m . u

w ww

Construction 1

o c . che e r o t r s super

THINK ABOUT IT • What happened to the water when the blocks were submerged? Why? • What is this called?

• Did all the block constructions change the water level in the same way? Why or why not?

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K-2 Maths Measurement Activities

Page 29

Name:

Volume and Capacity

Date:

Ordering Volume 3 In your group, collect five different items or objects. (NOTE: NOTE: They must be able to fit into your water container.) Estimate their volume by ordering the objects from smallest volume (number 1) to largest volume (number 5). Test your estimations and record the results using the table below.

Results table:

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Object

r o e t s Bo r e p ok u Volume Water test picture Real volume Sestimation order

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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THINK ABOUT IT • How did you test the volume of each object?

• Were your estimates close? Why or why not?

• Are there any other ways to measure volume? If so, what are they?

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Name:

Mass

Date:

Heavier or Lighter?

r o e t s Bo r e p ok u S

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3 In the space below, draw a picture of one object. Then share it with a friend.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Which object is heavier?

Which object is lighter?

m . u

My friend drew a

w ww

My drawing is a

. t o How do youe know?

How do you know? c . che e r o t r s super • • •

THINK ABOUT IT What is mass?

Can you tell the mass of an object just by looking at it? Why or why not?

How can you tell if an object is heavy or light?

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Name:

Mass

Date:

Mass Match Up

r o e t s Bo r e p ok u S

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3 Below are some pictures of different objects. Look at them carefully and cut out the squares they are in. At the bottom of the page are mass labels. Cut them out and match them withthe pictures they belong to. Paste these match ups on a new page.

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Page 32

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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K-2 Maths Measurement Activities

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Name:

Mass

Date:

Measuring Mass 3 You will need to use an equal arm balance, a variety of objects to be weighed and a unit of measurement. Before you measure the mass of each object, estimate its mass in the units you are using.

Record your results using the table below.

r o e t s Bo r e p ok u S Object Estimate Measurement

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Teac he r

My unit of measurement is _______________________________ .

Results table:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

The heaviest object was ___________________________________ The lightest object was ___________________________________ Was your unit of measurement a good one to use for your objects?

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o c . ______________________________________________________ che e r o t r s super

Why or why not? ________________________________________

THINK ABOUT IT Talk with your friends and discuss the different units of measurements used.

• Which was the best and why? Which was the worst and why?

• Why is it important to use a single unit of measurement?

• Does the best unit of measurement work for measuring the mass of all objects? Why or why not?

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K-2 Maths Measurement Activities

Page 33

Name:

Mass

Date:

All About Balance 3 You will need to use an equal arm balance and a unit of measurement.

In this activity you will be experimenting with the changes in mass (if any) when you change the form of the object in some way. For example water as a liquid, or as an ice cube. Remember when measuring mass, do not add or take away any of the object. Record your results using the table below.

Teac he r Object

water jelly

chocolate

Form

ice cube liquid liquid set block melted raw cooked ball snake

Estimate

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r o e t s Bo r e p o u k My unit of measurement is _______________________________ .

S Measurement

Plasticine

m . u

© ReadyEdPubl i cat i ons egg - cracked •f orr evi ew pur posesonl y•

w ww

Why did you choose that unit of measurement? _______________ Did it work well? __________ Why or why not? _______________

. te o c What problems were there when measuring the mass of the liquids? . che e r o ______________________________________________________ t r s super ______________________________________________________

How did you solve this problem? ___________________________ THINK ABOUT IT • Does the mass of an object change when its form is changed? Why or why not?

• What factors do change the mass of an object?

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Name:

Mass

Date:

Up, Down or Level

r o e t s Bo r e p ok u S

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Teac he r

3 Cut out the pictures at the bottom of the page and paste them on the equal arm balances to make them true.

w ww

. te

Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

K-2 Maths Measurement Activities

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Name:

Date:

Mass

Solve it 3 Below are some questions about the mass of objects. Read each question carefully and answer it in the space provided.

A pencil has a mass of two blocks. A ruler has a mass of four blocks. How much heavier is the ruler?

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Teac he r

r o e t s Bo r e ____________________________________________________ p ok u A brick has aS mass of nine rocks. A book has a mass of five rocks.

How much lighter is the book? ____________________________________________________

A ball has a mass of three cubes. A bat has a mass of eleven cubes. What is the mass of the bat and ball together? ____________________________________________________

©of R adisy E dPu bl i c at i on The mass twoe pens six counters.

What is the mass ofs one pen?

•f orr evi ew pur posesonl y• ____________________________________________________

m . u

A pair of scissors has a mass of eight blocks. A pot of glue has a mass of four blocks. Which object is heavier?

w ww

____________________________________________________ A piece of paper has a mass of one cube. A book has a mass of five cubes. Which object is lighter?

. te o c ____________________________________________________ . che e r o One glue stick has a mass of two counters.

What will be the mass t r s s r u e p of four glue sticks? ____________________________________________________

Challenge Question A mouse has a mass of ten counters. A rat has a mass of four cubes. If one cube has a mass equal to three counters, does the rat or the mouse have a greater mass? How do you know?

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K-2 Maths Measurement Activities

Ready-Ed Publications

Name:

Mass

Date:

Size and Mass

r o e t s Bo r e p ok u S

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Teac he r

3 Look around your classroom. Find and draw pictures of objects to match the labels below.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

THINK ABOUT IT • Which object was the easiest to find? Why? • Which object was the hardest to find? Why? • How are size and mass different?

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K-2 Maths Measurement Activities

Page 37

Name:

Time

Date:

Seasons Through the Year

r o e t s Bo r e p ok u S

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Teac he r

3 Cut out and sequence the months of the year. Cut out the season symbols and paste them in the correct months.

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K-2 Maths Measurement Activities

Ready-Ed Publications

Name:

Time

Date:

Four Step Sequence

r o e t s Bo r e p ok u S

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Teac he r

3 Look carefully at the four pictures below. Cut them out and paste them in the correct order to tell the story. In your group, list some words which may be useful to describe WHEN the steps in the story take place.

WHEN word list:

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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THINK ABOUT IT • On the back of the page, use words from your WHEN word list to write about what happens in the pictures to tell the story.

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K-2 Maths Measurement Activities

Page 39

Name:

Time

Date:

Six Step Sequence

r o e t s Bo r e p ok u S

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Teac he r

3 Look carefully at the pictures below. Cut them out and paste them in the correct order to tell a story. In your group, make a list of useful words to describe WHEN the events in the pictures take place.

WHEN word list:

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

THINK ABOUT IT • On the back of the page, use your list of WHEN words to write a story describing the events in the pictures in the correct sequence.

Page 40

K-2 Maths Measurement Activities

Ready-Ed Publications

Name:

Time

Date:

Time’s Up! 3 Play this game with a friend or in a small group. You will need to decide upon a unit of measurement for time, such as a sand timer, water timer, or even a clock. See how many activities you can do in the given time. Record your results in the table below.

r o e t s Bo r e p ok Timed results for: u Person 1 Activity SPerson 2 Person 3 •

• Writes own name.

• Jumps on the spot.

• Counts to ten.

• • •

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Teac he r

Unit of measurement for time: __________________________

Re adyEd Pub i cat i osame nsamount Did each © person complete the activities inl about the of time? ___________ • f orr evi ew pur posesonl y•

What factors affected how much time it took a person to complete

m . u

the activities? ___________________________________________

w ww

Which activity took the shortest amount of time overall? ___________ How do you know? ______________________________________

. te o c Which activity took the longest amount of time overall? ___________ . c e r How do you know?h ______________________________________ er o t s super Why was it the quickest? __________________________________

Why was it the slowest? ___________________________________ THINK ABOUT IT • Was your unit of measurement for time a good one to use in this activity? Why or why not?

• What else could you have used?

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K-2 Maths Measurement Activities

Page 41

Name:

Time

Date:

Is It Time Yet? 3 Cut out the analogue and digital times at the bottom of the page and paste them in the correct spaces to make the clocks tell the time.

12 12 12 1 1 1 11 11 11 10 2 10 2 10 2

8

7

6

5

7

6

5

7

3 4

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Teac he r

9

r o e t s Bo r e 3p 9 3 9 o u k S4 8 4 8

6

5

© ReadyEd Publ i cat i on s 12 12 1 1 1 11 11 11 • f o r r e v i e w p u r p o s e s o n l y • 10 2 10 2 10 2 12

3 9

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8

7

6

4 5

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3 9 4

8 7

6

5

3 8

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9

7

6

4

5

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four half past half past ten half past six o’clock seven five o’clock two o’clock Page 42

K-2 Maths Measurement Activities

Ready-Ed Publications

Name:

Time

Date:

It’s That Time Again 3 Cut out the analogue and digital times at the bottom of the page and paste them in the correct spaces to make the clocks tell the time.

7 6

10 9 8

11 12 1

11 12 1

r o e t s Bo r e p o u k 5 7 6 5 7 S

11 12 1

2 3 4

2 3 4

10 9 8

10 9 8

11 12 1

2 3 4

2 3 4

10 9 8

6 5

2 3 4

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Teac he r

10 9 8

11 12 1

10 9 8

11 12 1

2 3 4

© ReadyEd u l i cat i on 5 b 7 6P 7 s 6 5 •f orr evi ew pur posesonl y• 2 3 4

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7 6 5

10 9 8

11 12 1

10 9 8

o c . che e r o t r s super 7 6 5

twelve o’clock

one o’clock

half past three

nine o’clock

quarter to two

quarter past five

Ready-Ed Publications

2 3 4

11 12 1

m . u

11 12 1

w ww

10 9 8

7 6 5

7 6 5

2 3 4

quarter quarter half past to eight past seven eleven

K-2 Maths Measurement Activities

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Name:

Time

Date:

When?

r o e t s Bo r e p ok u S

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Teac he r

3 Cut out the words at the bottom of the page. Read them carefully and put them in order according to when they happen. Paste them at the top of each box and then draw a picture of something you do at these times.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Soon

Now

Later

Yesterday

Today

Tomorrow

Tonight

Last Night

K-2 Maths Measurement Activities

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m . u

Name:

Make a Calendar

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Time

3 Use the grid below to create your own calendar. You will need to include the days of the week, dates, weather information and special events. Create your own pictures and illustrations to decorate your monthly calendar.

o c . che e r o t r s super

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Teac he r

r o e t s Bo r e p ok u S

Name:

Measurement

Date:

Real Life Maths

r o e t s Bo r e p ok u S

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Teac he r

3 Look through a newspaper or a magazine. Cut out a picture showing an example of the measurement of length, mass, volume and capacity, area and time in real life. Paste them in the spaces provided and share them with your group.

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K-2 Maths Measurement Activities

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Name:

Date:

Challenge Page 1. Research some other written languages that use different written characters (letters) than English, for example, Greek or Japanese. Find the longest and shortest characters in their alphabet.

r o e t s Bo Shortest character: ____________ r e pused: ___________________________________ ok Unit of measurement u S 2. In the space below, draw the largest closed shape you can, with the smallest Language: _________________________________________________

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Teac he r

Longest character: ___________

area. Estimate the area of your shape using centicubes, then measure it.

Who had the smallest area shape? How did they do it? __________________________________________________________ __________________________________________________________

3. Research how the volume of materials can change when they are frozen or melted. Conduct experiments with water, chocolate, eggs and ice cream.

Design a table or chart to show your results.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Does the volume of a material always stay the same? ______________ Why or why not? ____________________________________________

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What factors can affect volume? _______________________________

4. Find out four different ways we use mass and the measurement of mass in everyday life.

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o c . ________________________________________________________ che e r o t r s super ________________________________________________________ ________________________________________________________

________________________________________________________ 5. We usually use clocks and watches to help us tell and measure time. List four other ways in which people can tell or measure time. _________________________

_________________________

_________________________

_________________________

Ready-Ed Publications

K-2 Maths Measurement Activities

Page 47

Answers 10) 11) 12) 13)

-

Measuring Length: Length .............................................................................

Straight and Curvy Lines: Length ...................................................................

Alphabet Length: Length ...............................................................................

I’m Bigger Than You: Length .........................................................................

(Page 14) - Come Closer: Length ......................................................................................

(Page 15) - Measuring Up: Length ....................................................................................

Teac he r

(Page 18) - It’s a Cover Up: Area ......................................................................................

(Page 19) - Side By Side: Area .........................................................................................

(Page 20) - Alphabet Shapes: Area ..................................................................................

21) - If The Shoe Fits: Area ....................................................................................

22) - Area Challenge: Area .....................................................................................

23) - Equal Areas: Area ..........................................................................................

24) – What is Full?: Volume and Capacity ..............................................................

25) – Cubed Combinations: Volume and capacity ..................................................

26) – Compare and Label: Volume and Capacity ...................................................

27) – Fill It Up: Volume and Capacity ....................................................................

28) – Dump and Pack: Volume and Capacity .........................................................

29) – Water Water Everywhere: Volume and Capacity ............................................

30) – Ordering Volume: Volume and Capacity .......................................................

31) - Heavier or Lighter: Mass ................................................................................

32) - Mass Match Up: Mass .....................................................................................

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(Page 16) - Feet: Length ..................................................................................................

(Page 17) - Shaping Up: Area ..........................................................................................

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Answers will vary.

Answers will vary.

Answers will vary.

Snake – long; gate – wide; ladder – short; mouse – small; tree – tall; pencil – thick; flag – thin; path – narrow.

Answers will vary.

Ladder – height 5cm, width 2cm; house – height 5cm, width 5cm; snake – length 8cm, height 1cm; watermelon – height 4cm, width 2cm; brick wall – length 8cm height 2cm.

Answers will vary.

First and fourth squares, first and third triangles, third and fourth circles, second and third diamonds.

Answers will vary.

Answers will vary.

Open – F, H, K, M, S, T; Closed – B, D, O; Open and Closed – Q, R, P. Answers will vary.

Answers will vary.

Area of shape = 10cm squared.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Leaf – lightest; elephant – heaviest; pencil – lighter; book – light; table – heavier; brick – heavy.

Answers will vary.

Answers will vary.

Scissors and scissors balance; heavier objects – book, brick, glue pot; lighter objects – leaf, pencil, balloon.

2 blocks, 4 rocks, 14 cubes, 3 counters, scissors, paper, 8 counters, the rat because its mass is twelve counters.

Answers will vary.

January – sun; February – sun; March – leaf; April – leaf; May – leaf; June – snowflake; July – snowflake; August – snowflake; September – flower; October – flower; November – flower; December – sun.

Child in bed; child getting dressed; child eating breakfast; child walking to school.

Dad doing shopping; dad putting shopping in car; dad unpacking shopping at home; dad preparing food; family eating dinner; doing the washing up.

Answers will vary.

Four o’clock – 4:00; ten o’clock – 10:00; half past two – 2:30; half past seven – 7:30; six o’clock – 6:00; half past five – 5:30.

Nine o’clock – 9:00; half past three – 3:30; twelve o’clock – 12:00; half past eleven – 11:30; one o’clock – 1:00; quarter to eight – 7:45; quarter past five – 5:15; quarter to two – 1:45; quarter past seven – 7:15.

Yesterday, Last night, Today, Now, Soon, Later, Tonight, Tomorrow.

Answers will vary.

Answers will vary.

Answers will vary.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

(Page 33) - Measuring Mass: Mass ....................................................................................

(Page 34) - All About Balance: Mass ................................................................................

(Page 35) - Up, Down or Level: Mass ...............................................................................

(Page 36) - Solve It: Mass .................................................................................................

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(Page 37) - Size and Mass: Mass .......................................................................................

(Page 38) - Seasons Through the Year: Time ...................................................................

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(Page 39) - Four Step Sequence: Time ............................................................................

(Page 40) - Six Step Sequence: Time ...............................................................................

(Page 41) - Time’s Up!: Time ...........................................................................................

(Page 42) - Is it Time Yet?: Time ......................................................................................

(Page 43) - It’s That Time Again: Time ............................................................................

(Page 44) - When?: Time .................................................................................................

(Page 45) - Make a Calendar: Time .................................................................................

(Page 46) - Real Life Maths: Measurement .......................................................................

(Page 47) - Challenge Page: Measurement ......................................................................

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K-2 Maths Measurement Activities

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