Measuring space 4 lessons Key concepts (National Curriculum statements) The Big Picture: use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places Possible themes Possible key learning points Solve problems involving measurement Convert between non-adjacent metric length and mass from the smaller unit to the larger unit; e.g. centimetres to kilometres Bring on the Maths+: Moving on up! Convert between non-adjacent metric units length and mass from the larger unit to the smaller unit; e.g. Measures: #3 kilometres and centimetres Convert between non-adjacent time e.g. hours to seconds problems involving converting between measures Prerequisites Mathematical language Pedagogical notes Convert between adjacent metric units of length, mass and capacity Length, distance Weight and mass are distinct though they are often confused in everyday Mass, weight language. Weight is the force due to gravity, and is calculated as mass Know rough equivalents between inches and cm, feet and cm, kg and lb, Volume multiplied by the acceleration due to gravity. Therefore weight varies due to pint and ml Capacity location while mass is a constant measurement. Use decimal notation to two decimal places when converting between Metre, centimetre, millimetre The prefix means one hundredth, and the prefix means one ‘centi-‘ ‘milli-‘ metric unit Tonne, kilogram, gram, milligram thousandth. These words are of Latin origin. Litre, millilitre The prefix means one thousand. This is Greek in origin. ‘kilo-‘ Hour, minute, second Conversion of volumes will be covered in the space’ unit. ‘calculating Inch, foot, yard NCETM: Pound, ounce Pint, gallon Common approaches Every classroom has a sack of sand (25 kg), a bag of sugar (1 kg), a cheque Notation book (1 cheque is 1 gram), a bottle of water (1 litre, and also 1 kg of water) Abbreviations of units in the metric system: m, cm, mm, kg, g, l, ml and a teaspoon (5 ml) Abbreviations of units in the Imperial system: lb, oz Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Measuring space 4 lessons Key concepts (National Curriculum statements) The Big Picture: use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places Possible themes Possible key learning points Solve problems involving measurement Bring on the Maths+: Moving on up! Measures: #3 Convert between non-adjacent metric length and mass from the smaller unit to the larger unit; e.g. centimetres to kilometres Convert between non-adjacent metric units length and mass from the larger unit to the smaller unit; e.g. kilometres and centimetres Convert between non-adjacent time e.g. hours to seconds problems involving converting between measures Prerequisites Mathematical language Pedagogical notes Convert between adjacent metric units of length, mass and capacity Know rough equivalents between inches and cm, feet and cm, kg and lb, pint and ml Use decimal notation to two decimal places when converting between metric unit Length, distance Mass, weight Volume Capacity Metre, centimetre, millimetre Tonne, kilogram, gram, milligram Litre, millilitre Hour, minute, second Inch, foot, yard Pound, ounce Pint, gallon Notation Abbreviations of units in the metric system: m, cm, mm, kg, g, l, ml Abbreviations of units in the Imperial system: lb, oz Weight and mass are distinct though they are often confused in everyday language. Weight is the force due to gravity, and is calculated as mass multiplied by the acceleration due to gravity. Therefore weight varies due to location while mass is a constant measurement. The prefix ‘centi-‘ means one hundredth, and the prefix ‘milli-‘ means one thousandth. These words are of Latin origin. The prefix ‘kilo-‘ means one thousand. This is Greek in origin. Conversion of volumes will be covered in the ‘calculating space’ unit. NCETM: Common approaches Every classroom has a sack of sand (25 kg), a bag of sugar (1 kg), a cheque book (1 cheque is 1 gram), a bottle of water (1 litre, and also 1 kg of water) and a teaspoon (5 ml) Reasoning opportunities and probing questions Suggested activities Possible misconceptions
St6_sow.docx