# The Awfullest Australian Curriculum Measurement Lines

Continuing with our Best Worst Of series, and following on from Number and Algebra, here are the awfullest Measurement lines, chosen from the many, many awful lines on offer.

### FOUNDATION

identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning  (AC9MFM01)

directly comparing pairs of everyday objects from the kitchen pantry to say which is heavier/lighter; for example, hefting a tin of baked beans and a packet of marshmallows; comparing the same pair of objects to say which is longer/shorter and discussing comparisons (AC9MFM01)

### YEAR 1

measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end (AC9M1M02)

comparing the length of 2 objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit (AC9M1M02)

### YEAR 2

measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary (AC9M2M01)

using addition and a calendar to model and solve the problem “How many days there are in left in this year?” by identifying the number days left in this month and in each of the remaining months, and using addition to model and solve the problem (AC9M2M03)

### YEAR 3

estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time (AC9M3M03)

describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute (AC9M3M04)

### YEAR 4

recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units (AC9M4M02)

recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes, using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; comparing the total areas by combining the fractional parts to make whole units (AC9M4M02)

### YEAR 5

choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure (AC9M5M01)

using a physical or a virtual “geoboard app” to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter (AC9M5M02)

### YEAR 6

convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem (AC9M6M01)

using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides (AC9M6M02)

### YEAR 7

describe the relationship between π and the features of circles including the circumference, radius and diameter (AC9M7M03)

modelling and solving practical problems involving ratios of length, capacity or mass, such as in construction, design, food or textile production; for example, mixing concrete, the golden ratio in design, mixing a salad dressing (AC9M7M06)

### YEAR 8

solve problems involving the volume and capacity of right prisms using appropriate units (AC9M8M02)

deducing that the area of a circle is between 2 radius squares and 4 radius squares, and using 3 × radius2 as a rough estimate for the area of a circle (AC9M8M03)

### YEAR 9

investigating objects and technologies of First Nations Australians, analysing and connecting surface area and volume, and exploring their relationship to their capacity (AC9M9M01)

use mathematical modelling to solve practical problems involving direct proportion, rates, ratio and scale, including financial contexts; formulate the problems and interpret solutions in terms of the situation; evaluate the model and report methods and findings (AC9M9M05)

### YEAR 10

using mathematical modelling to provide solutions to problems involving surface area and volume; for example, ascertaining the rainfall that can be saved from a roof top and the optimal shape and dimensions for rainwater storage based on where it will be located on a property; determining whether to hire extra freezer space for the amount of ice cream required at a fundraising event for the school or community (AC9M10M01)

interpret and use logarithmic scales  in applied contexts involving small and large quantities (AC9M10M02)

### YEAR 10 OPTIONAL

the effect of increasingly small changes in the value of variables on the average rate of change and in relation to limiting values

using the gradient of the line segment between two distinct points as a measure of rate of change to obtain numerical approximations to instantaneous speed and interpreting ‘tell me a story’ piecewise linear position-time graphs

## One Reply to “The Awfullest Australian Curriculum Measurement Lines”

1. Oh well says:

What’s wrong with ‘tell me a story’ 🙁