Content description: interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units
E1: reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
Teach and model: Read the analog scale above (350 g), saying that each line after zero or another label advances by 50 g. Compare a zeroed digital scale showing 1.25 kg with 1250 g: they are the same mass. Measure two objects with real kitchen scales and record readings with units. Evidence: an actual reading, correct unit and an explanation of the analog interval or digital display.
E2: deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; explaining the use of units such as grams or millimetres to give accurate measures when needed
Teach and model: For a toy car’s travel distance use a tape measure and centimetres; for a paperclip’s mass use suitable scales and grams. Seedlings 34 mm and 38 mm tall differ by 4 mm, so millimetres make the small length difference clear. Student does: choose and use a real instrument to compare two objects; justify attribute, unit and instrument.
E3: using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers, recording measures using whole units; for example, 560 millimetres, or whole and part units; for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius
Teach and model: Rotate through ruler/tape, jug, scales and thermometer stations. Record examples such as 560 mm, 5.25 m, 1.75 L, 2.5 kg and 28.5 °C, explaining the whole and part units. Use actual classroom objects as well as diagrams. Look for: starting labels, equal-space counts, unit labels and honest approximate readings between marks.
E4: reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
Teach and model: Use the unmarked-minute clock model to estimate 9:42, then count about 8 minutes to 9:50. Ask a partner to explain the minute-hand position. Quick check: about two minutes before the next hour means the minute reading is about 58, with the short hand still before the next hour.
E5: using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time; for example, the different activities of an exercise routine
Teach and do: Set 00:30 on a minutes : seconds timer for a quiet activity, then 00:20 for a rest. Observe each alert and record a 50-second planned total. Also set a finishing alarm from a given starting time, such as 10:20 plus 15 minutes = 10:35. Evidence: actual operation and observed alert, not only selecting a setting.
E6: making a scaled measuring instrument such as a tape measure, ruler, sand timer, sun dial or measuring cup using scaled instruments and direct comparisons
Make and check: Copy an accurate ruler onto a paper strip: 0–10 cm, equal centimetre intervals and half-centimetre marks. Measure an object with the homemade and original rulers and compare the records. Alternatively, use a jug to add measured 100 mL portions to a clear container and mark 100, 200, 300 and 400 mL. A widening cup may have unequal height gaps for equal volumes. Evidence: the actual calibrated instrument, direct comparisons and a trial reading.
E7: exploring the different types of scaled instruments used by First Nations Ranger Groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts
Public context: JCU TropWATER’s seagrass project describes work with First Nations Land and Sea Rangers and Traditional Owners to deploy temperature loggers. Its named Ranger image credits include Wuthathi, Yuku Baja Muiliku, Gidarjil and Darumbal Rangers. Use this specific published account to discuss temperature instruments; do not present it as one practice of all First Nations communities.
Local classroom model: Compare two safe classroom temperatures with a thermometer and a two-minute observation timer. Invented example: 27.5 °C then 28.5 °C shows a rise of 1 °C. Label invented readings and classroom observations clearly. Discuss how a logger can repeatedly record the same attribute over time. A classroom temperature difference alone does not establish the condition of a real seagrass site.