Examples of what pupils should know and be able to do
- Measure length of diagonal of square in centimetres - Rtf (rich text format) document (12Kb)
- Give most likely capacity of a pan - Rtf (rich text format) document (180Kb)
- FTMY456 p. 90 - Acrobat pdf document (20Kb)
- FTMY456 p. 92 - Acrobat pdf document (20Kb)
- FTMY456 p. 94 - Acrobat pdf document (28Kb)
Probing questions
Ask pupils to sort a set of cards with different measurements (including units) into sets for measuring mass, length and capacity. Which did you find easy? Which are you not sure about?
Ask pupils to select one set and sort them in order from smallest to largest. How did you order the cards? Were any hard to order? Why?
Can you write 2 km, 4 m or 5 cm in another way?
Which would you rather have, ½ litre or 625 ml of orange juice? Why?
What if pupils find this a barrier?
Adapt and use TL4Y7 Number 3 N3.6 - Acrobat pdf document (60Kb).
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