Mathematics and English progression

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Step 6 Objective

Use units of measure to estimate, calculate and solve problems in everyday contexts involving length, area, volume, capacity, mass, time, angle and bearings; know rough metric equivalents of imperial measures in daily use (feet, miles, pounds, pints, gallons).

Examples of what pupils should know and be able to do

• Conversion from grams to ounces using a scale - Rtf (rich text format) document (44Kb)

• Problem - converting between ml and l - Rtf (rich text format) document (20Kb)

• FTMY789 p. 229 - Acrobat pdf document (28Kb)
• FTMY789 p. 231 - Acrobat pdf document (28Kb)
• FTMY789 p. 233 - Acrobat pdf document (36Kb)

Probing questions

What rough metric equivalents of imperial measurements do you know?

How would you change metres into feet, kilometres into miles, etc.?

Which is better value for money, £4 for a gallon of petrol or 80p for a litre?

Explain. What information do you need to explore this problem?

Could you do it in a different way? How?

What if pupils find this a barrier?

Ask pupils to devise problems for given answers, e.g. 18 m², 36 seconds, 5.3 kg. Challenge pupils further by asking them how they could make their questions more difficult, e.g. by including information with measurements given in different units.

Emphasise 'rough' metric equivalents to imperial rather than ratio and proportion problems involving 'exact' equivalents.

TL4Y7 Shape, space and measures 3 S3.4 - Acrobat pdf document (48Kb) is a helpful resource for exploring rough metric equivalents of imperial measures.