Measurement
Length, weight, area
and volume
Teaching for mastery in
primary maths
Contents
Measurement: Length, weight, area and volume
Introduction3
01. Introduction to length4
02. Introduction to weight (or mass)
4
03. Introduction to capacity and volume
5
04. Units of length5
05. Exploring weight (or mass)6
06. Capacity, volume and temperature
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07. Length and perimeter7
08. Length, weight, capacity and volume
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09. Area by counting shapes8
10. Perimeter of simple shapes8
11. Converting between different units of measure
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12. Converting metric and simple imperial units 9
13. Perimeter and area9
14. Exploring capacity and volume10
15. Area and volume10
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Measurement: Length, weight, area and volume
Introduction
In these chapters, pupils will be introduced to the concepts of length, weight, area and
volume. They will have the opportunity to explore these using both non-standard and,
later, standard units of measurement.
Throughout this learning journey, it is vital that pupils build their understanding of each
concept using varied concrete representations and measuring equipment (eg, using water
and vessels to show the connection between litres and pints).
In later chapters, pupils will start to generate formulae and use them to find the perimeter,
area and volume of simple 2D and 3D shapes.
Each chapter will reinforce pupils’ understanding of place value and other topic areas.
Usefully, the concepts covered in this topic allow for word problems to be set in real-life
contexts, ensuring pupils see the application of their previous work on number.
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Chapter 1:
Introduction to length
In this chapter, pupils are exposed to the concept of length as a measurement through
real-life, relatable examples, which will help them to build the foundations of their
understanding.
Pupils compare, describe and solve practical problems dealing with length and height.
They use language such as “long”, “short”, “tall”, “longer”, “shorter” and “taller” and make
statements such as, “The teacher is taller than…”
Additionally, pupils measure and record lengths and heights using both non-standard and
standard measuring equipment. For example, they use bricks or cubes to measure the
length of a particular object and may start to use a ruler.
Chapter 2:
Introduction to weight (or mass)
In this chapter, pupils meet the concept of weight (or mass) as a measurement. They use
the terms “weight” and “mass” interchangeably.
Once again, pupils are introduced to the concept through real-life, relatable examples and
should be encouraged to handle different objects to get a feel for and an understanding of
what is meant by weight (or mass).
Pupils will compare, describe and solve practical problems for weight (or mass). They use
language such as “heavy”, “light”, “heavier than” and “lighter than” and make statements
such as, “The tennis ball is heavier than the feather”.
Additionally, pupils measure and record weight (or mass) using both non-standard and
standard measuring equipment. For example, they use balance scales to determine the
weight of an object in cubes.
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Chapter 3:
Introduction to capacity and volume
In this chapter, pupils are exposed to the concepts of capacity and volume as
measurements through real-life, relatable examples, which will help them to build the
foundations of their understanding.
Pupils handle and fill a variety of objects, such as jars, bottles, jugs and cups, and compare,
describe and solve practical problems involving capacity and volume. They should use
language such as “full”, “empty”, “more than” and “less than”, and link to their work on
fractions by using language such as “half”, “half-full” and “quarter”.
Additionally, pupils measure and record capacity and volume using non-standard
measuring equipment, such as cups.
Chapter 4:
Units of length
In this chapter, pupils measure lengths and heights in metres (m) and centimetres (cm)
using rulers.
Pupils build on previous learning by using standard equipment and units to measure
lengths and heights. They use the standard measurements of metres (m) and centimetres
(cm) and measure to the nearest unit. They choose the most appropriate unit to estimate
and measure a given length or height in any direction.
As before, pupils use common language to compare lengths and heights and start to put
them in order. First introduced in the place value chapters, pupils use symbols such as < , >
and = to form comparison statements (eg, 1m > 1cm).
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Chapter 5:
Exploring weight (or mass)
In this chapter, pupils measure weight (or mass) in grams (g) and kilograms (kg).
Pupils build on previous learning by using standard equipment and units to measure
weight (or mass). They use the standard measurements of grams (g) and kilograms (kg)
and measure to the nearest unit. They choose the most appropriate unit to estimate and
measure a given weight (or mass).
As before, pupils use common language such as “heavier than” and “lighter than” to
compare the weight (or mass) of particular objects. They also put the weight of several
objects in order, including those that are not physically in the classroom (eg, in comparing
a pillow and an elephant).
Continuing on from their work on comparing lengths in the previous chapter, pupils use
the symbols < , > and = to form comparison statements (eg, 1kg > 1g). This also reinforces
work on place value and ordering.
Chapter 6:
Capacity, volume and temperature
In this chapter, pupils measure capacity and volume in litres (l) and millilitres (ml)
and begin to measure temperature.
Pupils build on previous learning by using standard equipment and units to measure
capacity and volume. They use the standard measurements of litres (m) and millilitres (cm)
and measure to the nearest unit. They choose the most appropriate unit to estimate and
measure a given capacity or volume.
Pupils are introduced to the concept of temperature and start to estimate and measure
temperatures in degrees centigrade (°C) using a thermometer.
As before, pupils use common language to compare and order different capacities and
volumes. They use symbols such as < , > and = to form comparison statements (eg, 2l > 1l).
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Chapter 7:
Length and perimeter
In this chapter, pupils add and subtract lengths and measure the perimeter of simple 2D
shapes.
Pupils continue to measure and compare lengths. They now use millimetres (mm), as well
as centimetres and metres, in real-life contexts and discuss the connection between them.
This reinforces work on place value.
Using their existing understanding of addition and subtraction, pupils solve problems in
which they add and subtract different lengths. Linked to this, they find the perimeter of
simple 2D shapes by measuring the lengths of their sides.
Chapter 8:
Length, weight, capacity and volume
In this chapter, pupils use measurements of length, weight (or mass), capacity and
volume in word problems involving addition and subtraction.
Pupils measure and compare lengths, weights, capacities and volumes using standard units
of measurement at all times. It is essential that all work on measurement is linked to place
value. For example, pupils know that 1,000 millilitres is equal to 1 litre.
Using their existing understanding of addition and subtraction, pupils solve problems in
which they add and subtract different lengths, weights, capacities and volumes. Where
possible, problems should be presented in authentic, real-life contexts.
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Chapter 9:
Area by counting shapes
In this chapter, pupils find the area of simple shapes by counting squares.
Using concrete examples, pupils meet the concept of area for the first time. They
understand that area is the amount of space bounded by a flat 2D object. Pupils find and
compare the areas of simple rectilinear shapes by counting squares.
Chapter 10:
Perimeter of simple shapes
In this chapter, pupils measure and calculate the perimeter of rectilinear shapes.
Building on their earlier work on perimeter, pupils measure and calculate the perimeter of
rectilinear shapes in both centimetres and metres.
When calculating the perimeter, they may be presented with shapes including given
measurements on all sides, or of particular sides only.
Chapter 11:
Converting between different units of measure
In this chapter, pupils convert between different units of measure, using concrete objects
and visual representations.
In doing so, pupils reinforce their understanding of each measure and explore the links to
previous work on place value, multiplication and division.
Pupils solve problems in which they convert between different units of measure (eg,
converting between centimetres and metres to determine whether 146cm is greater or
less than 1.4 metres). They see how number work can be applied to measure in authentic
contexts.
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Chapter 12:
Converting metric and simple imperial units
In this chapter, pupils understand approximate equivalents between metric and
common imperial units.
Pupils reinforce their work on the previous chapter by converting between different units
of metric measure. They convert between millimetres, centimetres and metres for length,
millilitres and litres for capacity and volume and grams and kilograms for weight (or mass).
Although pupils may have an awareness of simple imperial units both in other subjects
and in real life, this chapter sees these concepts formalised. They start to understand and
use approximate equivalences between metric units and common imperial units, such as
inches, pounds and pints.
In order to understand the difference and connection between metric and imperial units of
measure, pupils should be given the opportunity to use concrete materials and measuring
equipment.
Chapter 13:
Perimeter and area
In this chapter, pupils calculate the area of rectangles (including squares) and solve
problems that involve measures.
Pupils reinforce work on perimeter and area by measuring and calculating the perimeter of
composite rectilinear shapes. They calculate and compare the area of rectangles (including
squares) using square centimetres (cm2) and square metres (m2) and estimate the area of
irregular shapes.
Using existing knowledge from previous chapters and other topics, pupils solve problems
involving length and area with all four operations. These problems may involve decimal
notation and scaling.
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Chapter 14:
Exploring capacity and volume
In this chapter, pupils estimate volume and solve problems involving capacity
and volume.
Pupils begin to estimate capacity (eg, using water) and volume (eg, using 1cm3 blocks to
build cubes and cuboids). In addition, they solve problems involving capacity and volume
using all four operations. In doing so, they apply existing number and calculation skills.
Chapter 15:
Area and volume
In this chapter, pupils bring together their existing knowledge of length, area and volume
to find the area and volume of simple 2D and 3D shapes.
Continuing work on metric and imperial units, pupils solve problems involving the
calculation and conversion of units of measure (eg, between miles and kilometres), using
decimal notation up to three decimal places where appropriate.
They also use, read, write and convert standard measurements of length, weight and
volume from a smaller unit to a larger one (and vice versa), also using decimal notation up
to three decimal places.
Pupils calculate, estimate and compare the volume of cuboids (including cubes) using
standard units, including cubic centimetres (cm3) and cubic metres (m3), later extending
this to other units, such as cubic millimetres (mm3) and cubic kilometres (km3).
In time, pupils realise that shapes with the same areas can have different perimeters (and
vice versa) and start to recognise when it is possible to use formulae in the calculation of
the area and volume of shapes.
Pupils build on their previous knowledge to find the area of other shapes, including
parallelograms and triangles. They deduce and explain the formulae for these new shapes.
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Measurement: Length, weight, area and volume
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Measurement: Length, weight, area and volume
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