How Big?

This learning sequence explores measurement and geometry. Throughout the sequence, students are encouraged to estimate and test their estimates. Students transition from measuring and comparing different lengths, masses, capacities, and temperatures of common items to measuring perimeter, area of two-dimensional shapes and area and volume of three-dimensional objects. Students will have opportunities to acquire the knowledge and skills to investigate, demonstrate, classify, and compare. 

This sequence provides opportunities for students to explore the metric system and when possible, compare it to the imperial system of units. There is a strong focus within this sequence on supporting students to develop the four mathematical proficiencies set out in the curriculum: Understanding, Fluency, Problem Solving and Reasoning, as well as extend their capacity for critical and creative thinking. Students will move through this learning process at different pace and from differing starting points. 

This sequence has been written by teachers for teachers. It has been designed to provide students with rich, engaging learning experiences that address the Victorian Curriculum. The sequence consists of five flexible stages, including suggested learning intentions.

Before you commence this sequence, it is recommended that students are familiar with the use of scaled instruments to measure and compare length, mass, capacity, and temperature. Students should be familiar with using metric units of length, mass and capacity to measure, order and compare objects. Students would also benefit from a basic understanding of two-dimensional and three-dimensional shapes. 

You can find support for building students understanding of these concepts in The Mathematics Curriculum Companion.

The Mathematics Curriculum Companion provides teachers with content knowledge, suggested teaching and learning ideas as well as links to other resources. Resources are organised by Mathematics strands and sub-strands and incorporate the proficiencies: Understanding, Fluency, Problem Solving and Reasoning. The Companion is an additional resource that you could refer to when you are planning how you might use the sequence in your school.

The sequence highlights opportunities to apply the High Impact Teaching Strategies (HITS), which are a component of the Victorian Teaching and Learning Model.  

The sequence highlights the use of a variety of scaffolding practices to help support students in the learning process.

This sequence employs the following teaching strategies:

• Concrete manipulatives
• Differentiated teaching
• Student collaboration
• Questioning
• Feedback
• Multiple exposures
• Structured lessons
• Student choice
• Metacognition.

Students should be able to understand and use the following concepts and terms by the end of the learning sequence:

You can find definitions of some of these terms in the F-10 Victorian Curriculum Mathematics Glossary.

It is recommended that the explicit teaching of vocabulary occur throughout the learning sequence. The Literacy in Mathematics section of the Literacy Teaching Toolkit provides several teaching strategies with worked examples demonstrating how teachers can use literacy to support student understanding of mathematical language. A further set of strategies demonstrate how teachers can develop students' literacy skills to support their mathematical problem solving. Teacher delivery suggestions in this sequence will help you maximise learning with the activities in this learning sequence. 

Opportunities for formative and summative assessment are identified at different stages of the learning sequence. Look for the 'Assessment Opportunity' icon.

You may want to develop a rubric to assess students’ progress. A range of Formative Assessment resources are available from the Victorian Curriculum and Assessment Authority. This includes a Guide to Formative Assessment Rubrics, a series of modules to support you to develop your own formative assessment rubrics, and sample rubrics across six curriculum areas that demonstrate how you can put formative assessment rubrics into practice in the classroom.

In developing a rubric, you may wish to co-construct assessment criteria with your students. Each stage of the sequence provides sample success criteria for students working at Level 6.

The Victorian Curriculum and Assessment Authority has published annotated student work samples that provide teachers with examples of student learning achievement at multiple levels for each strand of the Mathematics curriculum.