Measure

1
Measure
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Objectives

• Look at progression and development in measure
  across key stages.

• Know the end of key stage expectations in
  measure.

• Develop their own subject knowledge and
  understanding of measures.

3
Measure concentrates on the following aspects

• Mass and weight

• Volume and Capacity

• Surface area

• Length

• Time

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Stages in Development

• Direct comparison using no actual measuring.

• Using non standard units.

• Using standard units.

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By the end of the foundation stage most children
will be able to

• Use language such as greater ,smaller
  heavier lighter to compare numbers or
  quantities.

• Use developing mathematical ideas and methods to
  solve practical problems.

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During Key Stage 1 children will be taught to

•  Estimate the size of objects and order them by
  direct comparison using appropriate language

• Put familiar events in chronological order

• Compare and measure objects using uniform
  non-standard units, then with a standard of
  length, weight, capacity

• Compare the duration of events using a standard
  of time

• Understand angle as a measure of turn using
  whole, half, and quarter turns

• Estimate, measure and weigh objects

• Choose and use simple measuring instruments

• Read and interpret numbers and scales to the
  nearest labelled division

•  

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During Key stage 2 children will be taught to

• Recognise the need for a standard unit of length,
  mass and capacity, choose which ones are suitable
  for a task and use them to make sensible
  estimates in everyday situations
• Convert one metric unit to another and know the
  rough metric equivalents of imperial units still
  in use today
• Recognise that measures are approximate
• Choose and use suitable measurement for a task
• Interpret numbers and read scales with increasing
  accuracy
• Recognise angles as greater or less than a right
  angle or half turn, estimate their size and order
  them, measure and draw acute, obtuse, and right
  angles to the nearest degree

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cont

• Record measurements using decimal notation
• Read the time from analogue and digital 12 and
  24hr clocks, use units of time and know the
  relationships between them
• Find perimeters of simple shapes
• Find areas of rectangles using the formula
  understanding the connection to counting squares
  and how it extends this approach
• Calculate the perimeter and area of shapes
  composed of rectangles

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Remember

• Because time is one aspect of measurement that
  has not gone metric the relationships between the
  units are particularly challenging (Haylock
  1995)

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Something to think about You ask one of your
pupils this question if we leave for our holiday
at 0943 hours and arrive at our destination at
13.15 hours, how long did our journey take? Your
pupil answers 3 hours and 72 minutes and shows
you her method   1315 0943 0372 Is her method
appropriate?
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Interactive teaching programmes on the standards
site

• Measuring Cylinder

• Measuring Scales

• Ruler

• Tell the time

• Thermometer

http//www.standards.dfes.gov.uk/numeracy/publicat
ions/
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Activity
Take one year 4 objective for Measures and track
back to year 1, identifying the prior teaching
and learning that will have had to have taken
place in order to understand this objective (also
consider Vocab).
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One of the main issues at Key Stage 2 is metric
and imperial measures. We still live in a society
where both are widely used so children need to be
able to use both. This means that so do
you!However because we use two systems problems
do sometimes arise.
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The units and measures that you will need to
know/be familiar with are
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Metric and Imperial
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But it is not just a case of knowing these. You
will need to be familiar with these and be able
to convert between them.
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(No Transcript)
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Have a go at these

• Convert 37 inches into cm

We know that 1 inch 2.5 cm.
So 37 inches would be 37 x 2.5 92.5cm.

• How many litres in 3 ½ gallons?

We know 1 gallon 5 litres.
So 3 ½ gallons would be 3 ½ x 5 17 ½ litres.

• A car travels at 65 mph. What is its speed in
  km/h?

We know that 1 mile 1.6km.
So 65 mph would be 65 x 1.6 104km/h.
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Some more
1. A litre of petrol costs 75p. How much does one
gallon cost?
2. A map has a scale of 1cm to 10km. A road
measured on a map is 6.6cm long. What is the
length of the road in kilometres?
3. A teacher needs 30 booklets. Each booklet
weighs 48g. How much do 30 booklets weigh
altogether?
4. Northampton is 55 miles from Birmingham, what
is the distance in km?
Answers
1. 3.75
2. 66km
3. 1440
4. 88km
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Approximations

• In terms of measures there is the concept that
  practical measure is approximate and not exact,
  and no matter how accurate the measuring
  instrument it will always only ever be
  approximate. Therefore we need to be able to
  decide on a degree of accuracy.

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Davids Height

• Davids height is 158 to the nearest centimetre
  that means his height could actually anywhere
  within 0.5cm either side of 158cm.
• The smallest he could be is 157.5 cm because this
  is the smallest measurement that rounds up to
  158cm.

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But what about the tallest?

• He must be less than 158.5 cm because this rounds
  up to 159 cm. But anything less than this would
  round down

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So the possible range of heights (h) for David is
157.5cm ? h lt 158.5cm
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Find the range of measurements for David given
the following information.         Weight
48 kg        Waist 47cm        Neck
32 cm        Leg 70 cm       
Chest 50 cm
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Time

• The first aspect is telling the time. This
  involves not only the skill of understanding what
  is shown on a clock or watch face, but also
  includes the knowledge of days, weeks, months and
  years. The second aspect is the measuring of time
  intervals

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For example if a train leaves a station at 9.46
and reaches its destination at 15.33, how long
was the journey, in minutes?

• So from 9.46 to 10.00 it is 14 minutes
• And from 10.00 to 15.00 it is 5 hours (or 5 x 60
  300minutes)
• And from 15.00 to 15.33 it is 33 minutes
• So total time is 14 300 33 347 minutes

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What about seconds?
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There are 168 hours in a week. What is the number
of hours between a clock striking 2200 on 5th
April and the clock striking midday on the
following 4th May?
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To summarise We have looked at Progression in
aspects of measurementNC/FS and NNS requirements
and recommendations Imperial/metric
conversionsApproximationsTime