Before they enter preschool, children have acquired the rudiments of measurement in that they have begun to evaluate and compare size. In preschool, they begin to measure things using instruments such as a rope or growth chart.
Establishing a relationship between two geometric figures means recognizing similar shapes or identical measurements (congruence) but also realizing that a figure can fit inside another repeatedly to completely cover it (tessellation, measurement). Measuring therefore involves much more than merely taking a reading on an instrument. Measurement sense is developed by making comparisons and estimates, using a variety of conventional and unconventional units of measure. To develop their sense of measuring (of time, mass, capacity, temperature, angles, length, area and volume), students must participate in activities that allow them to design and build instruments, to use invented and conventional measuring instruments and to manipulate conventional units of measure. They must learn to calculate direct measurements (e.g. calculate a perimeter or area, graduate a ruler) and indirect measurements (e.g. read a scale drawing, make a scale drawing, measure the area of a figure by decomposing it, calculate the thickness of a sheet of paper when the thickness of several sheets is known).
The table below presents the learning content associated with measurement. The concepts and processes targeted will provide students with increasingly complex tools that will help them develop and use all three mathematics competencies.
Student constructs knowledge with teacher guidance.
Student applies knowledge by the end of the school year.
Student reinvests knowledge.

Elementary  

Cycle One 
Cycle Two 
Cycle Three 


1  2  3  4  5  6 






















Width, length, height, depth Unit of measure, centimetre, decimetre, metre Symbols m, dm, cm 

Perimeter, millimetre Symbol mm 

Kilometre Symbol km 


1  2  3  4  5  6 






Surface, area 

Square centimetre, square decimetre, square metre Symbols m^{2}, dm^{2}, cm^{2} 


1  2  3  4  5  6 






Volume 

Cubic centimetre, cubic decimetre, cubic metre Symbols m^{3}, dm^{3}, cm^{3} 


1  2  3  4  5  6 


Angle, right angle, acute angle, obtuse angle 



Degree, protractor Symbols ∠, ° 


1  2  3  4  5  6 






Capacity, litre, millilitre Symbols L, mL 


1  2  3  4  5  6 






Mass, gram, kilogram Symbols g, kg 


1  2  3  4  5  6 




Day, hour, minute, second Symbols h, min, s, representation of time: 3 h, 3 h 25 min, 03:25, 3:25 a.m. 

Daily cycle, weekly cycle, yearly cycle 


1  2  3  4  5  6 


Degree Celsius Symbol °C 