Know the Relationships Between Kilometres and Metres, Metres and Centimetres, Kilograms

Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements. (Objective repeated in Block C Units 1, 2 & 3 and Block D Units 1 & 2)  Ask the children to discuss in pairs what they know about the topic of length. Take feedback and create a list or web of ideas, terms and concepts on a large piece of paper.

Pull out key terms, especially the standard units of measurements m, cm, km, mm.

 Ask children to use their fingers to show their estimates for 1 cm.

Repeat this activity asking them to draw a line of 1 cm on the whiteboard. Show children the actual measurement of 1 cm using a ruler. Ask them to decide how accurate their estimate was, and ask them to draw another line of 1 cm in length, based on their new knowledge from seeing the ruler.

Q Why is estimating so important?

Ask the children to discuss in pairs why we might need to estimate lengths. Take feedback. Agree with the children that estimation is an important skill. Sometimes, we are not able to measure lengths but need to know approximately how long something is. For example, if we were wrapping a present, we would not measure around the present and then measure the wrapping paper, we would make an estimate.

 Give each group of children a set of 6 objects on their table. These objects can be the same or different for each group.

Ask children to work in groups to estimate the lengths of the objects in centimetres and record on one piece of paper.

Take feedback from each group.

Q What strategies did you use for estimating the length of the objects?

Q Which object was the easiest to estimate the length of? Why?

Explain to the children that they are going to measure the length of the objects that they have just estimated.

Q What equipment do we need to measure the objects?

Discuss children’s responses. Demonstrate to the children the correct place to put the ruler when measuring the length of an object.

Ask the children to work in pairs to measure each of the items with a ruler and record their findings.

Q What units can we use to estimate and measure? Take feedback. Ask children to show with their fingers approximately 1 mm. Show children what 1 mm looks like on a ruler. Ask children to show with their fingers approximately 1 m. Show children what a metre stick looks like and explain that this measures 1 metre. Explain that there are 100 cm in 1 metre. Q Can you show me what 1 km looks like using your hands? Why not? Take feedback. Explain to children that 1 km is the same as 1000 metre sticks laid end to end.  Give each child/pair of children a set of cut up cards with km, m, cm and mm on from Resource sheet Y3 16. Explain that you will give them different distances and that they should hold up the card that they think will be the most appropriate unit of measurement. length of classroom (m) width of £1 coin (mm) length of pencil (cm) height of chair (cm) length of car (m) length of school field (m) distance from school to nearest town (km) etc  Explain to children that sometimes, we cannot just use one measurement, and that we have to mix them. Put a metre stick up alongside one of the children. Put another metre stick above it to show 2m. We can say that … is taller than 1 m but shorter than 2m. Q If we want to be more accurate, what could we measure the bit above 1m in? Take feedback. Centimetres. Show child’s measurement in mixed units, e.g. 1m 26 cm.

Children should work in pairs to measure the length, height or width of objects around the classroom/school and record their measurements in mixed units. Using Activity sheet Y3 17 cut up into pieces, explain to the children that on these strips of paper are a problem and some information.

Put one of the pieces of paper on the board at random.

Q Does this piece of information help us?

Allow children time to discuss and take feedback.

Repeat with other 5 strips of paper, one at a time.

Ask a child to come and sort the information into that which is needed and that which is not. - 1 - Q Why do we not need to know that Ben has blonde hair?

Explain that because we know the question is asking us about their height, that the colour of their hair does not matter.

Q Would we have been able to throw this clue away before we knew what the question was?

Take feedback. No, because the question could have been about hair colour.

Ask children to work in pairs to find a solution to the problem.

Ask a pair of children to go through their solution explaining their method and reasoning.

Children to work in groups to solve the problems on Activity sheets Y3 18, Y3 19 and Y3 20 in the same way as has been modelled in the whole class group.  Ask the children to discuss in pairs what they know about the topic of mass. Take feedback and create a list or web of ideas, terms and concepts on a large piece of paper. Pull out key terms, especially the standard units of measurements kg, g.

 Show children boxes (A-E) with sand inside. Explain that these boxes all weigh different amounts. Children have to put them in order from lightest weight to heaviest weight.

Children to work in groups to order boxes.

 Bring groups back together to take feedback from activity and confirm order of boxes.

Q How did you decide which order the boxes went in?

Q Which box was the most useful?

 Remind children of the units of measurement from the web of ideas at the beginning of the lesson.

Q Which of the boxes do you think weighs the same as 1 kilogram?

 Give children time to discuss this with a partner and take feedback.

Ask children:

Q Why did you think that box weighed 1kg?

 Pass round 1 kg masses. Ask children whether they would like to change their mind about which box they chose.

Q Why?

 Children to go back into groups with their 1kg weight. They should sort their 5 boxes into groups of ‘Weighs less than 1kg’, ‘Weighs about the same as 1kg’ and ‘Weighs more than 1kg’.

 Take feedback from groups.

Q Do we just measure things as more/less/the same as 1kg?

Q What other weights might we use?

 Introduce ½ kg weight and repeat sorting activity, they should sort their 5 boxes into groups of ‘Weighs less than ½ kg’, ‘Weighs about the same as ½ kg’ and ‘Weighs between ½ kg and 1kg’, ‘Weighs about the same as 1 kg’, ‘Weights more than 1 kg’.

 Take feedback.

- 2 - Using Activity sheet Y3 21 cut up into pieces; explain to the children that on these strips of paper are a problem and some information.

Ask a child to come and sort the information into that which is needed and that which is not.

Q Why do we not need to know that Mr Green grows roses?

Explain that because we know the question is asking us about how much compost is needed, what Mr Green is growing does not matter.

Take feedback. No, because the question could have been about what Mr Green grew.

Ask children to work in pairs to find a solution to the problem.

Children to work in groups to solve the problems on Activity sheets Y3 22, Y3 23 and Y3 24. In the same way as has been modelled in the whole class group.  Ask the children to discuss in pairs what they know about the topic of capacity. Take feedback and create a list or web of ideas, terms and concepts on a large piece of paper.

Pull out key terms, especially the standard units of measurement, l and ml.

 Show children a variety of containers labelled A-E, and ask them to put the containers in order from smallest capacity to largest capacity. Please note – try to use a variety of container types, eg bottles, jugs, plastic boxes etc to promote thought and discussion.

Children to work in groups to order containers.

Bring groups back together to take feedback from activity and confirm order of containers. Q How did you decide which order the containers went in? Q Which container was the most useful?  Remind children of the units of measurement from the web of ideas at the beginning of the lesson. Q Which of the containers do you think holds the same as 1 litre?  Give children time to discuss this with a partner and take feedback. Ask children: Q Why did you think that container held 1 litre?  Pass round a range of containers which hold 1 litre – eg measuring , bottle, cylinder, jug. Ask children to discuss in pairs their observations about the size and shape of containers. Take feedback.  Children to go back into groups with their 1 litre container. They should now sort their 5 containers into groups of ‘Holds less than 1 litre’, ‘Holds about the same as 1 litre’ and ‘Holds more than 1 litre’.  Take feedback from groups.

Q Do we just measure things as more/less/the same as 1 litre?

Q What other measures might we use?

 Introduce ½ litre and repeat sorting activity, they should sort their 5 containers into groups of ‘Holds less than ½ l, ‘Holds about the same as ½ l’ and ‘Holds between ½ l and 1l’’, ‘Holds about the same as 1l ’, ‘Holds more than 1l ’.  Take feedback. Teacher can demonstrate with a measured amount that the containers are correctly sorted.

- 3 -  Using Activity sheet Y3 25 cut up into pieces; explain to the children that on these strips of paper are a problem and some information.

 Ask a child to come and sort the information into that which is needed and that which is not.

Q Why do we not need to know that Sam doesn’t like cola?

Explain that because we know the question is asking us how much pop is in the glass, the flavour does not matter.

Take feedback. No, because the question could have been about what flavour pop the children liked..

 Ask children to work in pairs to find a solution to the problem.

Children to work in groups to solve the problems on Activity sheets Y3 26, Y3 27 and Y3 28. In the same way as has been modelled in the whole class group.  Draw a rectangle on the board with dimensions of 22 cm and 16.5 cm. (Do not write the dimensions on the board).

Q How could you give instructions for somebody to create an identical rectangle? Take feedback. Children should identify that they need to know the lengths of the sides. Q How could we find out the length of the sides? Children should identify that they need to measure the sides to find the lengths. Q Do we need to measure all four sides? Children should be aware that as opposite sides of a rectangle are equal, they only need to measure one in each pair. Q What equipment do we need to measure each side? Ask a child to come and accurately measure the shorter side and annotate on the diagram. Explain that the line measures exactly halfway between 16 cm and 17cm so it is 16 and a half cm long. We can also write this as 16.5 cm as 0.5 means the same as one half. Show how to write 16.5 Ask them to fill in the measurements for all of the sides they know from this one measurement. Repeat for other sides.

 Ask children to work in pairs to discuss how they would describe this shape for somebody who could not see it to draw. Take feedback.  Children to work in pairs with one child having Activity sheet Y3 29 and the other having Activity sheet Y3 30. Children sit back to back and take it in turns to measure the lengths of the sides of the shape and describe it for their partner to draw. There is also a blank space on the bottom of each activity sheet for each child to draw and measure their own shape and describe to their partner.

- 4 -  Present the children with the statement:

‘The total length of all someone’s fingers is the same as the length of one of their arms.’

Q Is this statement likely to be true? How can we find out?

Clarify that the statement is referring to fingers and thumbs, so 10 digits altogether, and that length of arm is from shoulder to wrist.

 Explain to the children that they are going to investigate the statement to see if it is correct.

Q What equipment will you need?

Ask children to discuss in pairs what equipment will be needed for this experiment.

Demonstrate use of tape measure as an alternative to a ruler as it is more accurate for measuring items that are not perfectly straight.

Q What measurements will you need to take, and what will you need to do with the measurements.

Children to discuss in pairs / groups. Take feedback.

Q What will you do if the length is not an exact cm?

Discuss issues of recording to the nearest whole or half cm.

 Children to work in groups to take appropriate measurements from each other and record measurements in a method of their choice to decide whether the original statement is true or false. Recap use of vocabulary, g, kg. Ask children how many grams are in 1 kg.

Show the children a house brick.

Q What units would you use to measure this?

Give children time to discuss with partners and take feedback.

Allow children to handle the house brick and work in pairs to estimate the weight.

Take feedback of estimates.

Q How could we find out how much this brick weighs?

Introduce pan balance. Put brick in one side.

Q What do we do now?

Demonstrate use of pan balance. Add kg until the brick side drops.

Q Do I need to keep adding kg weights?

Tell the children that the brick weighs between …kg and … kg.

Q How could we be more accurate with our weight?

Ask children to discuss in pairs and take feedback.

Use 500g weight to make more accurate. Record measurement as nearly … and a half kg.

Children to work in groups to estimate first and then record the measurements of a variety of objects with weights between 500g and 5 kg.

Children to record estimates and measurements as e.g. nearly 3 and a half kg, or 3.5 kg. or about the same as 2 kg. Show Measuring Scales ITP. Set the scale to show half and whole kilograms. Maximum 10, interval 1.

Remove pointer. Teacher to draw various points on to show different amounts, e.g. - 3kg, 6 ½ kg, 10kg, 0kg, ½ kg etc.

Children to show amount on whiteboards. They should record measurement as 6 ½ kg or 6.5 kg etc. or in the case of ½ kg this could be recorded as 500g.

Remove pointer and ask children to draw the pointer on the board to show various amounts, e.g. - 4kg, 2 ½ kg, 7kg, 1 ½ kg etc.

Keep the pointer removed, and add various weights to the scale pan. Ask questions such as; - how much weight is in the pan? - what mass would I add to make the scale pan weigh …?

Children to work in groups using kitchen scales to estimate first and then record the measurements of a variety of objects with weights below the maximum of the kitchen scales.

Children to record estimates and measurements as e.g. nearly 3 and a half kg, or 3.5 kg. or about the same as 2 kg.

- 5 - Q What units can we use to estimate and measure mass?

Take feedback.

Q Which will be the heaviest, one brick or ten bricks? How do you know?

Take feedback.

Q If I know how much one brick weighs, how can I find out what 10 bricks weigh?

Take feedback.

Explain to children that we do not need to weigh the bricks as it would be difficult to find scales that would hold 10 bricks. Instead we can multiply or use repeated addition.

Draw the following table on the board and ask children to recall the weight of one brick.

Q How can we find the weight of 2 bricks without weighing?

Ask children to work in pairs to calculate.

Repeat with finding the weight of 3 and 10 bricks.

Number of items 1 2 3 10 Brick

Children to work in groups using kitchen scales to record the measurements of a variety of objects with weights below the maximum of the kitchen scales.

Children to record estimates and measurements as e.g. nearly 3 and a half kg, or 3.5 kg. or about the same as 2 kg.

Children to record how much one item weighs and scale this to find out the weight of multiple items to record in a table. Show Measuring Cylinder ITP. Set the scale to maximum 1000, scale 50 and hide the scale display. Use the fill facility to show different amounts and ask the children to read the scale, e.g., - 4l, 2 ½ l, 7 l, 1 ½ l etc.

Show answers on whiteboards. Children can be encouraged to use 1½ litres or 1 litre 500 ml.

Set the scale to maximum 1000/ Scale 100. Show the scale display. Use the fill facility to show different amounts and ask children to read the scale.

Children to show amount on whiteboards.

Children to work in groups using measuring cylinders and containers to estimate first and then record the capacity of each container using sand/water. Children should fill each container first, then transfer the sand to a measuring cylinder and read the scale.

Children to record estimates and measurements as e.g. nearly 1 and a half l, or 1.5 l. or about the same as 600 ml. Recap use of vocabulary, l and ml. Ask children how many millilitres are in 1 litre.

Show children a range of containers of different capacities including those where the capacities are labelled on the bottle, e.g. medicine spoon, drinks bottles, shampoo bottles, fabric conditioner etc.

Discuss in pairs how much each container holds, then show the children where the capacity is displayed on the container.

Give each group of children a set of containers, which hold whole/half litres and other familiar amounts. (Try to include different-shaped containers, which have the same capacity.) Explain that today they are going to find out exactly how much one holds.

Q What units would you use to measure this?

Give children time to discuss with partners and take feedback.

Firstly, allow groups to make predictions of each capacity. Take feedback of estimates. Ask groups to place estimates on a blank number line displayed on wall.

Explain to children that they are now allowed to choose one of their containers, and measure its capacity, using sand and a calibrated measuring jug or cylinder. Ensure a range of sizes of cylinders or jugs are available.

Q How could we find out how much this container holds?

Teacher to model filling container (i.e. level), pouring this amount into a measuring cylinder and reading the scale.

Explain to children that knowing the capacity of this container, and using the sand it contains will help them to revise their estimates for their other containers.

Ask children to place their revised estimates on number line.

- 6 - Q What units can we use to estimate and measure capacity? Take feedback. Litres, half-litres and millilitres.

Ask children to estimate the capacity of a variety of containers.

Explain that they are going to use the measuring cylinders and sand to find the actual capacity of each of their containers. Allow the children to use sand and measuring cylinders to accurately measure the capacity of each of their containers.

Ask children to place post-its of actual estimates on number line.

Take feedback from the activity.

Q Were your estimates very different from your actual measurements?

Q Why do you think this is?

- 7 - RESOURCE SHEET Y3 16

- 8 - ACTIVITY SHEET Y3 17

- 11 - - 12 - ACTIVITY SHEET Y3 20

- 25 -