## US 26627 version 4: Use measurement to solve problems

Updated October 2024 for version 5.

### Naturally occurring evidence (Guidance Information 2)

Evidence for this standard can come from formative and summative assessments, so long as the main purpose of those assessments is not a one-off assessment of standard 26627.

### Appropriate technology (Guidance Information 5)

Any technology used must allow the learner to demonstrate the skills and understanding required by the standard. This includes selecting an appropriate measuring device, taking measurements, and using them to solve problems. An example of acceptable technology would be the use of a clinometer application, because this involves setting levels and holding the device at the appropriate angle to take an accurate measurement.

An example of unacceptable technology use would be reading the distance between two locations from an application or service such as Google maps, as the learner has not actually taken the measurements.

### Conducting the measurement versus reading off a measurement device (Guidance Information 5)

Where in real contexts a person would actually conduct the measurement (for example, line up the rule against a length of wood, or pour the required amount of milk into a measuring jug), it is necessary to do this for 26627. In some contexts it may be appropriate for a learner to use informal measurements (such as hand-spans or paces).

Where in real contexts a person would read information from a measurement device (such as a clock face or odometer), and use that information to solve a problem, it is acceptable to do this for standard 26627 as long as the student has provided evidence of selecting the device.

Reading an image of a measurement device, for example, an image of a stop watch or thermometer, is not acceptable as evidence for taking a measurement.

### Reasonable solutions resulting from effective methods (Guidance Information 5 and 7, Performance criterion 1.2 and 1.3)

Evidence is needed that the learner has determined the solution to the problems they have solved is appropriate. This applies regardless of the measurement tools or technology used, and whether or not the learner used a calculator (or other technology), traditional algorithms, or mental strategies to complete the calculations and solve the problems.

### How competence is demonstrated (Guidance Information 6)

Assessors are reminded that where competence has been demonstrated orally or visually, sufficient evidence of this competence must be captured and presented in submissions for national external moderation to allow moderation to occur.

### Definition of a problem (Guidance Information 7)

The intention of the standard is that problems have a purpose, and are relevant to the learner and their everyday life.

### Problems solved (Outcome 1 range)

The problems solved using measurement must involve at least four range items (length, capacity, etc.). The acceptable evidence is not limited to the range items listed in the standard. Evidence could come from other measurements such as a measurement of humidity used in a calculation to solve a problem. This does not mean that each range item must be measured. For example, taking measurements of length (cake tin dimensions) to calculate the capacity (how much the cake tin holds) would provide acceptable evidence of solving a problem involving both capacity and length.

### Evidence of four calculations derived from the measurements (Outcome 1 range)

Generally, calculations will be derived from the measurements learners take (as specified in the range statement). However, within a portfolio it may be acceptable for **one** of the four calculations to be connected to the measurements, but not necessarily derived from them – e.g. the calculation may be completed before the measurement is taken.

### Capacity (Outcome 1 range item)

Capacity (with measurement units such as litres) is the measure of the space within a container, and how much it holds. Volume (with measurement units such as cubic metres) is the measure of space occupied by a three-dimensional object (or liquid). Learners may solve a problem involving either volume or capacity as evidence for this range item, but not both.

### Conversions within the metric system (Outcome 1 range item)

Evidence for conversion must be in the context of a problem, but does not need to be directly associated with a calculation. For measurement units that are included in the metric system, refer to the International System of Units (SI), available from the International Bureau of Weights and Measures.

### Estimation (Outcome 1 range item)

Estimation of a measurement is required, such as a length or a volume. The estimation needs to be to a reasonable degree of accuracy. Estimation is not rounding a number up or down to reach a sensible solution after completing a calculation.

### Location defined in terms of directions and distances (Outcome 1 range item)

This range item addresses learners’ spatial knowledge and awareness. Directions refer to compass directions (eight point) or bearings. Formal measurement units must be used for distance.

Unless required for the problem, it is not necessary for learners to define location in terms of directions and distances (e.g. “Mt Victoria is 2.55 km from The Beehive, on a bearing of 117 degrees”). However, learners must demonstrate understanding of location (defined in terms of directions and distances), for example by identifying the landmark located 4.65 km from The Beehive on a bearing of 088 degrees.

### Selection of methods to solve a problem (Guidance Information 7, Performance criteria 1.2)

Learners must have the opportunity to select the method to use to solve the problem (as opposed to being guided to the method). This may rule out some sources of evidence (e.g. if step-by-step instructions as to what measurements to take or how to solve the problem are provided).