Examples of what pupils should know and be able to do
Probing questions
Which is bigger, 200 cm or 20 000 mm? Explain how you worked it out.
What clues do you look for when deciding which metric unit is bigger?
Can you make up a practical problem that requires use of square metres?
Estimate the answer to your problem.
Explain how you convert metres to centimetres. How do you change grams into kilograms, millilitres into litres, kilometres into metres, etc.?
When reading scales how do you decide what each division on the scale represents?
What if pupils find this a barrier?
Have they a secure understanding of place value?
Give pupils opportunities to explore maximum area and perimeter, using a given, small number of square tiles.
TL4Y7 Number 3 N3.6 - Acrobat pdf document (60Kb) provides good visual images for converting from one metric unit to another.
TL4Y7 Number 3 N3.7 - Acrobat pdf document (72Kb) is a good source for reading number scales.
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