Download Measures - Planet Maths

TOPIC
Measures
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Estimate, compare, measure and record lengths of a wide variety of objects
using appropriate metric units (m, cm).
Rename units of length in metres and centimetres.
Solve and complete practical tasks and problems involving the addition and
subtraction of lengths (m, cm).
1. Measuring using non-standard units of measurement.
2. Renaming units of length.
1. Applying and problem-solving: Select appropriate materials and processes for mathematical
tasks and applications.
2. Communicating and expressing: Discuss and explain the processes used or results of
mathematical activities/projects/ problems.
3. Integrating and connecting: Understand the connections between mathematical procedures
and concepts. Represent mathematical ideas and processes in different modes: verbal,
pictorial, diagrammatic, symbolic.
4. Reasoning: Explore and investigate mathematical patterns and relationships.
5. Implementing: Execute standard procedures efficiently with a variety of tools.
6. Understanding and recalling: Understand and recall terminology, facts and definitions.
Ruler, metre stick, trundle wheel
Centimetre, metre, estimate, measure, ruler, convert
1. Estimating length is a very important skill. Choose items of varying lengths and allow the pupils
to estimate what the lengths of the items are. Also, look at metre sticks and rulers to give the
children a benchmark against which to estimate the lengths of other things.
2. Spend time allowing the children to estimate their own height using a metre stick as a guide
and then allow them to measure each other.
3. Spend time writing length questions vertically, changing them from horizontal. The children can
easily place unit numbers in the tens column. For example, in sums such as 5m 35cm + 7m 2cm
the 2 is often placed incorrectly under the 3 instead of the 5, changing its value to 20cm.
Fans:
How many cm in a metre, in half a metre, quarter of a metre, threequarters of a metre, etc. Simple addition of cm, e.g. 20cm + 40cm. Simple
subtraction of cm, e.g. 60cm – 10cm. Repeat with different numbers.
Target board 4:
In row 1, what is the longest measurement? What is the smallest measurement? Repeat with the
other rows and columns. How many cm must I add or subtract to each number to make a metre?
Express each number in metres and centimetres. How many centimetres in each number?
Real-life maths:
Take children out to the playground with measuring instruments and encourage them to select the
correct units and instruments to measure certain things. They can measure the length and width of
the playground, the length of a blade of grass, etc. Get them to measure and draw large shapes in
chalk, for example a rectangle that is 5m x 3m.
Body investigation:
This investigation requires the children to measure different parts of their body and discover the
relationship between the various measurements. These relationships include:
Height = span of outstretched tip of one hand to the other as well as 3 times the
circumference of the head.
Length of face = span of thumb to little finger.
Length of foot = length from elbow to wrist.
Neck = double the distance around the wrist.
Waist = double the distance around the neck.
Measure Olympics:
Set up a mini Olympics in the hall or outdoors using a ball of wool for a shot put, a paper plate for a discus
and a straw for a javelin. Children can measure throws using a metre stick or trundle wheel and record
results. Encourage the children to make up questions about the results, e.g. ‘What was the difference
between the farthest and shortest throw?’, ‘How much farther was Jenny’s throw than Peter’s?’
Target board
Call out the following questions and instruct the children to find the answer and cover it with a
cube or counter.
5. I would use this to measure a table. (metre stick)
1. 1m + 1m = ___ (2m)
2. We measure distance from one
6. This allows you to measure in millimetres. (ruler)
town to another in these. (kilometre)
7. 20cm + 40cm = ___ (60 cm)
3. This would be about 20cm long. (maths book) 8. I would use this to measure a line on a page. (ruler)
4. How many centimetres in a metre? (100 cm)
9. Athletes run this length in a sprint race. (100 m)
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Lower attainers:
Separate activity sheet
Higher attainers:
Separate activity sheet
Topic
Topic
1. Measure the following lines.
1. Start
(a)
________ cm
(b)
________ cm
(c)
________ cm
Each square is 1 cm in length. She can travel along
(d)
________ cm
the edges of the boxes but she cannot go back over a
(e)
________ cm
path or go diagonally.
Allie the ant wants to get from the start to the finish.
To do so she must travel through the grid of squares.
Finish
2. There are 3 paths winding through the park. Measure the length of each.
(a)
(a) Find a route that is exactly 14cm long. Draw your route on the grid. Remember you cannot
go back over your path.
(b) Find a route on the grid that is exactly 20 cm long.
(b)
(c) How long is the shortest route from start to finish? ________
(d) How long is the longest route you can find from start to finish? ________
(e) Can you complete a distance that is an odd number? ________
(c)
2. Find the perimeter of these shapes. To find the perimeter you need to add all sides.
(d) Which path is the shortest? ________
3. (a) m cm
(b) m cm
(c) m cm
(d) m cm
35
3
27
4
48
6
68
2
89
52
+4
61
+2
37
+1
52
+4
45
4m
4m
(f) m cm
(g) m cm
(h) m cm
(i) m cm
(j) m cm
8m
5
67
7
48
5
28
9
41
4
61
–2
36
–3
39
–2
38
–5
89
–2
75
Perimeter = ______________
(k) 3m 27 cm + 1m 35 cm = ________
(m) 5m 46 cm – 2m 87cm = ________
(n) 7m 31 cm – 6m 5cm =
________
7cm
9mm
Perimeter = _____________
9mm
9mm
5cm
Perimeter = _____________
10cm
3cm
4m
3cm
4cm
4cm
7cm
2m
Perimeter = _____________
Perimeter = _____________
Perimeter = _____________
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© Folens Photocopiables
________
7cm
Rough work!
© Folens Photocopiables
(l) 2m 49 cm + 5m 3cm =
9mm
8m
(e) m cm
2
+1
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Data: Create graphs of results
Measures: Area and perimeter
Art: Drawing and measuring lines
SESE Science: Living things, ourselves
SESE Geography: Distances between places
Parents can encourage and help children to measure themselves and compare their height with
that of their brothers and sisters or their previously measured height. They could measure the
perimeter of their bedroom and or garden as well as investigating and identifying distances on
journeys and signposts.
Notes
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