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Elaboration (1) ACMMG110

using units hours, minutes and seconds

Elaboration ACMMG085

identifying and using the correct operation for converting units of time

Elaboration (1) ACMMG195

recognising that the conversion factors for area units are the squares of those for the corresponding linear units

Elaboration (2) ACMMG195

recognising that the conversion factors for volume units are the cubes of those for the corresponding linear units

Elaboration (1) ACMMG136

recognising the significance of the prefixes in units of measurement

Elaboration (1) ACMNA014

understanding two-digit numbers as comprised of tens and ones/units

Elaboration (1) ACMNA028

understanding three-digit numbers as comprised of hundreds, tens and ones/units

Elaboration (2) ACSIS087

using familiar units such as grams, seconds and meters and developing the use of standard multipliers such as kilometres and millimetres

Elaboration ACSIS104

using familiar units such as grams, seconds and metres and developing the use of standard multipliers such as kilometres and millimetres

Elaboration ACMMG061

recognising the importance of using common units of measurement

Elaboration ACSIS039

using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations

Elaboration (1) ACMMG160

understanding and using cubic units when interpreting and finding volumes of cubes and rectangular prisms

Elaboration ACSIS055

recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm)

Elaboration ACMMG195

choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3

Elaboration ACMMG087

comparing areas using metric units, such as counting the number of square centimetres required to cover two areas by overlaying the areas with a grid of centimetre squares

Elaboration ACMMG108

recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns

identifying and using the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres

Elaboration ACSIS026

using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and record observations with teacher guidance

Elaboration ACSIS066

making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)

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