Measures Measure using a uniform unit Objectives Day
Measures Measure using a uniform unit Objectives Day 1 Measure length using a uniform non-standard unit. Day 2 Estimate/measure length using a uniform non-standard unit. Day 3 Measure and estimate by comparing with a metre stick. © hamilton-trust. org. uk 1 Year 1
Measures Measure using a uniform unit Starters Day 1 Estimation (pre-requisite skills) Day 2 Comparing numbers to 20 (simmering skills) Day 3 Comparing numbers (simmering skills) © hamilton-trust. org. uk 2 Year 1
Measures Measure using a uniform unit Starter Estimation © hamilton-trust. org. uk 3 Year 1
Measures Measure using a uniform unit Starter Comparing numbers to 20 © hamilton-trust. org. uk 4 Year 1
Measures Measure using a uniform unit Starter Comparing numbers © hamilton-trust. org. uk 5 Year 1
Measures Measure using a uniform unit Objectives Day 1 Measure length using a uniform non-standard unit. © hamilton-trust. org. uk 6 Year 1
Day 1: Measure length using a uniform non-standard unit. Talk to your partner. How many cubes high do you think the chair will be? © hamilton-trust. org. uk 7 Year 1
Day 1: Measure length using a uniform non-standard unit. Make a tower of cubes to measure the height of the chair: use towers of 10 and then single cubes. Let’syou count in Were close? tensitthen ones to Was more or less measure than you height of the chair. imagined? © hamilton-trust. org. uk 8 Year 1
Day 1: Measure length using a uniform non-standard unit. Look around the Can room. you. Can seeyou anything find something about the that same might height be shorter as the than chair? the chair? Use towers of cubes to check. © hamilton-trust. org. uk 9 Year 1
Day 1: Measure length using a uniform non-standard unit. Look around the Try to estimate the room. Find some length before other things to measuring it. . . measure. Remember to use towers or snakes of cubes to check. © hamilton-trust. org. uk 10 Year 1
Challenge © hamilton-trust. org. uk 11 Year 1
Measures Measure using a uniform unit Objectives Day 2 Estimate/measure length using a uniform non-standard unit. © hamilton-trust. org. uk 12 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Use a 20 -bead string to measure a child’s hand span. How many beads wide is it? © hamilton-trust. org. uk 13 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Record the hand span measurement on a sticky note. Amy 11 beads © hamilton-trust. org. uk 14 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Work in pairs to measure each other’s hand spans. Write your name and hand span on sticky notes then stick them on the flipchart. © hamilton-trust. org. uk 15 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Work together to put the hand spans in order: smallest at the bottom and largest at the top. 8 beads 10 beads 9 beads Put any identical measurements alongside one another. © hamilton-trust. org. uk 11 beads 10 beads 9 beads 11 beads 16 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Now work in pairs to measure each other’s foot length. (keep your socks on) Use the 20 -bead string. Whose foot is longer? © hamilton-trust. org. uk 17 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Again, write your name and foot length on sticky notes. Tommy 15 beads © hamilton-trust. org. uk 18 Year 1
Day 2: Estimate/measure length using a uniform non-standard unit. Work together with another pair and order all four foot length measurements, shortest to longest. © hamilton-trust. org. uk 19 Year 1
Challenge © hamilton-trust. org. uk 20 Year 1
Measures Measure using a uniform unit Objectives Day 3 Measure and estimate by comparing with a metre stick. © hamilton-trust. org. uk 21 Year 1
Day 3: Measure and estimate by comparing with a metre stick. Take children to the hall and pass metre sticks around, encouraging children to feel the length of them. Explain that these are 1 metre long and are a ‘standard’ length, used all over the world for measuring. Challenge children to suggest how many metres long they think the hall might be. © hamilton-trust. org. uk 22 Year 1
Day 3: Measure and estimate by comparing with a metre stick. More than 100 m More than 2 m More than 10 m Less than 10 m © hamilton-trust. org. uk 23 Year 1
Day 3: Measure and estimate by comparing with a metre stick. Get children to work together to lay metre sticks along the hall. Problem solve if you run out of metre sticks… … put a marker to show, for example, where 5 metres come to then reuse the sticks to continue measuring. © hamilton-trust. org. uk 24 Year 1
Day 3: Measure and estimate by comparing with a metre stick. Now challenge children to suggest how wide they think the hall might be. Less than 15 m? More than 15 m? © hamilton-trust. org. uk Ask children to work together to lay metre sticks across the hall. 25 Year 1
Investigation: Adult Sheet © hamilton-trust. org. uk 26 Year 1
Investigation: Child Sheet © hamilton-trust. org. uk 27 Year 1
Challenge © hamilton-trust. org. uk 28 Year 1
Measures Measure using a uniform unit Well Done! You’ve completed this unit. Objectives Day 1 Measure length using a uniform non-standard unit. Day 2 Estimate/measure length using a uniform non-standard unit. Day 3 Measure and estimate by comparing with a metre stick. © hamilton-trust. org. uk 29 Year 1
Problem solving and reasoning questions Find a book which is… (a) 9 cubes long (b) more than 16 cubes long (c) between 10 and 12 cubes long Draw the number of cubes which will fit along your shoe length. Draw or write the name of a creature in each place on the table. Taller (or longer) than 1 metre Shorter than 1 metre Has 4 legs No legs © hamilton-trust. org. uk 30 Year 1
Problem solving and reasoning questions answers Draw or write the name of a creature in each place on the table. Find a book which is… (a) (b) (c) 9 cubes long more than 16 cubes long between 10 and 12 cubes long Check children’s strategies. Are they lining up the end of their cube stick with the ‘top’ or ‘bottom’ edge of the book? Is the stick placed straight in line with the length of the book? Do they check the number of cubes carefully? Taller (or longer) than 1 metre Shorter than 1 metre Has 4 legs e. g. elephant e. g. cat No legs e. g. whale e. g. goldfish Draw the number of cubes which will fit along your shoe length. See above for strategies. © hamilton-trust. org. uk 31 Year 1
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