Step 2 Objective
Know and use the relationship between familiar units of length, mass and capacity.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
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?