UNIT 6: MEASUREMENT (perimeter, area and time) 

Dear Parents/Guardians, 
Below are a list of the expectations that will be addressed in our current unit. Assessments will take place 
throughout the unit. Students and parents will be notified prior to “Check-Ins” and the final Unit 
Tests/Tasks.  
 
Expectations: 

Area and Perimeter 

● select and justify the most appropriate standard unit (i.e., mi imetre, centimetre, decimetre, metre, 
kilometre ) to measure the side lengths and perimeters of various polygons 
 
● estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, 
centimetre, metre, kilometre )of various objects  
 
● draw items using a ruler, given specific lengths in millimetres or centimetres 
 
● Describe the relationship between various units of length (i.e., millimetre, centimetre, decimetre, metre, 
kilometre) 
 
● pose and solve meaningful problems that require the ability to distinguish perimeter and area (e.g.,“I 
need to know about area when I cover a bulletin board with construction paper. I need to know about 
perimeter when I make the border.”) 
 
● Compare two-dimensional shapes that have the same perimeter or the same area (Sample problem: 
Draw, using grid paper, as many di erent rectangles with a perimeter of 10 units as you can make on a 
geoboard.) 
 
● Determine the relationship between the side lengths of a rectangle and its perimeter and area  

Time 
● estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute 
 
● estimate and determine elapsed time, with and without using a time line, given the durations of events 
expressed in five-minute intervals, hours, days, weeks, months, or years (Sample problem: If you wake up 
at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes 
to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you 
be at school by 9:00 a.m.?) 
 
● solve problems involving the relationship between years and decades, and 
between decades and centuries (Sample problem: How many decades old is 
Canada?) 

 
 
 
 
 
 
 

UNIT 6: MEASUREMENT (perimeter, area and time) 

 
Dear Parents/Guardians, 
Below are a list of the expectations that will be addressed in our current unit. Assessments will take place 
throughout the unit. Students and parents will be notified prior to “Check-Ins” and the final Unit 
Tests/Tasks.  
 

Expectations: 

Area and Perimeter 

● select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, 
kilometre) to measure length, height, width, and distance, and to measure the perimeter of various 
objects  
 

● solve problems requiring conversion from metres to centimetres and from kilometres to metres  
 

● estimate and measure the perimeter and area of regular and irregular polygons, using a variety of 
tools (e.g., grid paper, geoboard) and strategies 
 

● create, through investigation using a variety of tools (e.g., grid paper) and strategies, 
two-dimensional shapes with the same perimeter or the same area) (Sample problem: Using dot 
paper,how many di erent rectangles can you draw with a perimeter of 12 units? With an area of 12 
square units?) 
 

● determine, through investigation the relationships between the length and width of a rectangle and 
its area and perimeter, develop the formulas  
 
Area of rectangle = length x width 
Perimeter of rectangle = (2 x length) + (2 x width) 
 
● solve problems requiring the estimation and calculation of perimeters and areas of rectangles  
 
Time 
● estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest second 
● estimate and determine elapsed time, with and without using a time line, 
given the durations of events expressed in minutes, hours, days,weeks, 
months, or years  
● solve problems involving the relationship between a 12-hour clock and a 
24-hour clock (e.g., 15:00 is 3 hours after 12 noon, so 15:00 is the same as 
3:00 p.m.)