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U NI T 5
Measures,
including
Problems
This week we are going to work on and discuss
problems connected with units of measure for
capacity and weight. Most of the work will be
practical with only a minimum of recording. It is
suggested that pupils be shown how to measure
accurately when they reach the stage of using
standard units. It is essential that they are aware
of where exactly to measure from, and that they
realise that accuracy is most important – just
estimating is not good enough; the children must
check by measuring accurately.
OBJECTIVES
• To solve simple word problems and to explain
how the problem was solved.
• To be able to select and use appropriate
measuring equipment.
• To start to interpret number scales.
• To begin to appreciate the need for standard units.
• To estimate, measure and compare masses and
capacities.
L ANGUAGE
guess, estimate, about, between, close to • grams,
kilograms, litres • balances, weighs, heaviest, lightest,
standard unit • capacity, full
RESOURCES
Interlocking cubes, bucket balance, objects for balancing
(books, bricks, 25 g to 1 kg weights), containers of
different shapes and sizes, bucket, beakers and cups,
}1} -litre and 1-litre jugs, sand.
2
• Can anyone tell me what units we use to
measure capacity?
Teaching Input 1
o
containers of different shapes and sizes,
1}}
2 -litre and 1-litre jugs
You might suggest the children work in pairs
for this activity.
Adult supervision recommended
• Can anyone tell me what unit we use to
measure capacity?
Ask the children to work in pairs.
• Can you find two containers that you think
hold the same amount of water? Check by
recording how many cups of water will fill
the container. Can you suggest other ways
of checking?
• Try again, this time using a 1}2} - litre measure.
Are your results the same as before?
• Were you correct? Were you surprised? Why?
Teaching Input 2
10
selection of bottles or containers of different
shapes and sizes, bucket, sand, beakers and
cups, 1}2} -litre and 1-litre jugs
• What do we mean by capacity?
• When you measure and fill jugs or bottles,
be careful not to spill any liquid by
standing the container in a bowl and
making sure spilled water is re-used.
o
p
• Find two containers you think might hold
the same amount of water. Now test them
out. Was your guess correct?
• Now choose two different containers and
try the experiment again. How close was
your estimate this time?
Now suggest one of the pair lines up four or
five containers (making sure they have
selected two that will hold 1 litre). They then
ask their partner to pick out the two that they
think might hold exactly a litre, before
checking to see if they were correct. (Remind
them to stand the container being filled in a
bowl and use up all the spilled water.)
They then swap roles and repeat the activity
with different containers.
• How many millilitres are there in a litre?
• Were your estimates correct this time?
• Does anyone know what we mean by
capacity? Capacity is the amount something
will hold.
Bring out the bucket and sand.
• How many beakers, cups or jugs do you
think will be needed to fill the bucket?
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MEASURES, INCLUDING PROBLEMS
UNIT 5
Give each child a 50 g weight. Ask them to find
three things in the room that are heavier than
50 grams, then ask them to find three things
that are lighter than 50 grams. They should
record their answers in the table. Repeat the
exercise with 100 g, 500 g and 1 kg weights.
Note their estimates on the board before filling
the bucket with each of the chosen containers.
• Were you correct? Which was most
appropriate to fill the bucket? Why?
d
• What have you discovered? What was
important? How did you check your work?
Teaching Input 4
Teaching Input 3
p
Adult supervision recommended
c
bucket balance, objects for balancing (books,
bricks, interlocking cubes, 25 g to 1 kg weights)
• If an exercise book weighs 50 g, how much
do four books weigh?
Suggest the children work in pairs for this
activity.
• I have a bag of oranges which weighs 1 kg.
How much would three bags weigh?
• We are going to try balancing and weighing
different things. Remember, when you
balance something, you must be careful
how you do it, and you must be accurate.
• I go into a shop and buy 100 g of toffee, a
50 g bar of chocolate, a lollypop that
weighs 25 g, and a 25 g packet of crisps.
How much do they weigh altogether?
• I would like you to find out which of the
two things is heavier by balancing:
• Write down as many words to do with
weights and measures as you can in the
next five minutes. Time the children – make
sure they write neatly.
– a shoe or ten cubes;
– a library book or ten cubes;
– a pencil or ten cubes;
• I need a container that will hold half a litre
of milk, one litre of milk and another half
litre of milk. How much must my
container hold altogether?
– an empty container or ten cubes.
• In each case, estimate which is heavier
first, then check. Were you correct? Did
everyone get the same answers? How
could we ensure that all answers would be
the same?
i
Now ask the children to think up some
similar questions for a partner. They should
be about weight or capacity and the
questioner must make sure they know the
correct answer!
50 g weight
Ask the children to copy the table below into
their books.
weight
object
heavier?
50 g
shoe
✓
lighter? the same?
This activity provides consolidation work for
the children whereby they record their
answers in their books.
d
• What units might you use to measure
weight or capacity? Was it easier to measure
using standard units? What questions did
you think up for your partner? Did they
work them out correctly?
11
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U NI T 11
Measures and
Time, including
Problems
This week we are going to use vocabulary related
to time. We will be able to order the months of
the year and read the time to the hour, half hour
and quarter hour, on both an analogue and a 12hour digital clock. There will be lots of practical
work based on length.
OBJECTIVES
• To solve simple problems involving time.
• To know and be able to order months of the year
and days of the week.
• To understand and use vocabulary related to
time and length.
• To suggest suitable units and equipment for
measuring.
L ANGUAGE
long, longer, shorter, taller • estimate, check, about,
nearly • centimetres, metres, hours, seconds, minutes,
days of the week, months of the year • ruler, metre rule
• analogue, digital
RESOURCES
PCM 10, different clocks, pages from a calendar, cards
with the days of the week and months of the year
written on, interlocking cubes, matchsticks, string in
various lengths, metre sticks, infant rulers, tape
measures.
• Estimate the length of the table in hands
(or cubes, shoes, books) and then check by
measuring. Was your estimate correct?
• Now estimate it in cubes (or shoes or books).
Did you get the same result? If not, why not?
Make sure that the children are measuring
accurately.
• Estimate then check several other measures
in the classroom, using a tape measure or
ruler. You might try the length of the
blackboard, the width of the blackboard or
the height of the door, and so on.
Teaching Input 1
o
p
• What do you think is a suitable unit to
measure:
– the height of the table?
– the width of the window?
• What could we measure in centimetres?
• What could we measure in metres?
• How many centimetres are there in a metre?
interlocking cubes, tape measures,
matchsticks, infant rulers, string in various
lengths
Give the children a selection of different units
to measure with, for example, cubes,
matchsticks, string, tape measures and rulers,
and ask them to copy the following table in
their books.
d
Teaching Input 2
o
measure
estimate
check
correct?
table in hands
6
9
no
As pupils work in pairs, ask them questions,
such as:
• How could you measure the length of the
table? What units could you use? For
instance, hands, cubes, shoes, books.
22
• Did everyone get the same results? If not,
why not?
p
• Can you tell me how many months are in a
year?
• How many days are there in a week?
• How many minutes are in an hour?
• How many seconds are there in a minute?
PCM 10, different clocks
• What does a digital clock look like? Can
you give me an example of where you
might find one?
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MEASURES AND TIME, INCLUDING PROBLEMS
U N I T 11
• What are the months of the year? Can you
put the cards into sets for the four seasons
– spring, summer, autumn and winter?
Now order the cards starting with January.
Are they all correct? Are you sure? Can
anyone see anything that needs moving?
• If it says 4:30 on a digital clock, where
would the hands be on an analogue one?
Then ask the children to complete PCM 10,
providing some example clocks to help them,
if necessary.
d
• Which do you find is easier to read – an
analogue or a digital clock? Why? Did
everyone get the same answers to the
questions?
p
Ask the children to copy these incomplete
lines into their books and to fill in the missing
days or months.
Saturday
Teaching Input 3
o
Monday
Tuesday
Friday
• If it is three o’clock, what time will it be in
three hours? What time will it be in two
hours thirty minutes?
January
March
August
May
September
December
p
pages from a calendar
In pairs, ask the children to answer these
questions by writing complete sentences in
their books. Make sure each pair has a page
from a calendar to refer to.
• Which month are you working with?
• How many Tuesdays are there in your
month? How many Saturdays?
• Which is your favourite month? Why? Do
you also like the season in which it falls?
Teaching Input 5
o
• Which unit do you think would be most
suitable to measure a table? To measure the
width of the classroom? To measure the
distance to the school?
• Write down the dates for:
– the first Monday in your month
– the third Friday in your month
– the last Thursday
• If a doll is twenty-five centimetres tall and a
robot is forty centimetres tall, which is the
taller? What is the difference in their heights?
– the second Sunday
– the fourth Saturday.
• What is the first day in your month?
• My cat is twenty-eight centimetres tall and
my dog is twenty centimetres taller. How
tall is my dog?
• What is the last day in your month?
• How many days are there in your month?
• What days are the fourteenth, twenty-third,
second and sixth days of your month?
p
Teaching Input 4
o
cards with the days of the week and months
of the year written on
metre sticks, infant rulers, tape measures
Working in pairs, ask the children to use a
metre stick or tape measure to measure the
height of their chairs and tables, and the
height of their partner, recording the answers
in their books.
• Now find three things taller and shorter
than one metre.
Give out the cards with days of the week to
the children and ask them to sort and order
them, starting with Sunday.
• Find two things that measure exactly one
metre.
• Which day comes after Sunday? After
Saturday? Between Wednesday and Friday?
Now hand out the cards with months of the
year on.
• How many centimetres are there in a metre?
How many metres are there in a kilometre?
d
• What have you learned? Can you tell me
about your work? How do you know your
measurements are correct?
23
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U N I T 17
OBJECTIVES
Measures,
including
Problems
• To suggest and use simple equipment, and be able
to interpret number scales with some accuracy.
This week most of our work is practical,
involving capacity and weight. Children must
always be careful to measure accurately – ‘about
half a litre’ is not good enough.
L ANGUAGE
weight, weighs, heavy, light, balances • full, empty,
holds • guess, estimate • kilograms, litres, grams,
half-litres
• To be able to suggest suitable units to estimate
and measure mass and capacity.
• To solve word problems involving measures, and
explain how they were solved.
RESOURCES
Selection of scales (not balances) and materials to weigh
(sand, books, bricks, rice, beans, dried peas), 1 litre and
1
}} -litre jugs or cups, cups and beakers, bucket, water.
2
allow them to use more than one of whatever
they are working with.
Teaching Input 1
o
1 kg scales, materials to weigh (rice, beans,
dried peas, sand)
• How much does a cup of sand weigh?
The children work in pairs with each child
weighing the materials each time, so there are
two recordings per measure.
• How much do three bricks weigh?
• How much does a book weigh?
• How much does one shoe weigh? How
much do two shoes weigh?
• Each take turns to scoop about 25 grams of
rice (or beans, peas, sand). Now weigh it.
Was your estimate correct or was your
friend more accurate?
• Choose three things which each weigh less
than 200 grams. How much do they weigh
altogether?
• Choose three things which each weigh
more than 200 grams. How much do they
weigh altogether?
• Now try to scoop 100 grams of rice. Now
weigh it. Was your estimate correct or was
your friend more accurate?
• Now find three things that each weigh
exactly 200 grams. What did you choose?
Did everyone choose the same things to
weigh?
• Now try to scoop 400 grams of rice. Were
you or your friend close when you
weighed it accurately?
• Repeat the activity for 500 grams, 600
grams, 900 grams and 1 kilogram.
d
• Was it easier to be the second person to
weigh?
• Did you look very carefully at the amounts
and the marks?
• What have you discovered?
Teaching Input 2
i
selection of scales (not balances) and
materials to weigh (sand, books, bricks)
Adult supervision recommended
Suggest children work in pairs to carry out
these activities. Also, when weighing objects,
34
Teaching Input 3
o
1
}}
2
-litre jugs, 1-litre jugs, cups and beakers,
water, bucket
Adult supervision recommended
The children work in pairs to estimate how
many cups of water will be needed to fill the
1
}} -litre jug. Make sure they are careful not to
2
spill any. Limit the number of pairs if
necessary.
• Were you correct?
• Now estimate how many beakers are
needed to fill the 1}2} -litre jug. Were you
correct? Were you surprised?
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MEASURES, INCLUDING PROBLEMS
• Repeat for the 1-litre jug.
• Now guess how many jugs of water it will
take to fill a bucket. Find out exactly how
many it takes, being careful to fill it slowly.
Did you count correctly? Did you need to
check?
d
• How many cups were needed to fill the
1
}} -litre jug? How many for the 1-litre jug?
2
Did you get the same answers? Why?
Why not?
Teaching Input 4
p
1-litre and 1}2} -litre jugs or cups, water
Adult supervision recommended
Once again, allow the children to work in
pairs.
U N I T 17
• Pour some water into a jug, but do not fill
it, and ask your friend to guess how
much water is in the jug. With your jug
on a flat surface, look carefully at the
measure to see how many millilitres there
are in it. How close was your friend’s
guess? Repeat this several times,
recording the estimates and amounts you
can see.
• Now decide how much to fill the jug.
Estimate how many cups of water you
can get from the jug before trying it out,
being careful not spill any. Were you
correct?
• Now let your friend fill the jug and see if
you can estimate how much water there
is accurately. Repeat this several times.
35