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Measures and Data Unit 1Whole Class Teaching Input DAY 1Objectives Y3: Measure and compare lengths; Know that there are 100cm in a metre.Y4: Measure in metres and centimetres; Convert between units.ResourcesPeople outlines, metre stick, whiteboards, ‘Height recording table’ (see resources).TeachingBefore the lesson, choose children to visit other classes in school to draw around 2 younger children and a teacher. Cut out and label each of the outlines.Teaching with Y3 and Y4Hold up a metre stick. How long is this? Write 1m on the board. How many cm are there in 1m? Show children the divisions along the stick. Where would 50cm be?Hold up 1 of the templates. Discuss how tall they think this person is. Show metre stick to help estimate. Choose a child to measure the height in cm. Record the measurement in a table (see resources). Repeat for each template. Look at the table, pick a measurement, e.g. 134cm. How could we record this in m and cm? Agree that this person is 1m and 34cm tall and ask Y3 to write this in the table. Explain how we can also write the height in metres only, 1.34m. Ask Y4 to write this in the table. Point to another height e.g. 167cm. On whiteboards Y3 children convert it to m and cm (1m 67cm), and Y4s to metres only (1.67m). Y3 Group activity notes DAY 1 Y3 Group activity notes DAY 1Measuring heights using cm. Convert to m and cm.Measuring heights using cm. Convert to m and cm.Objectives: Measure, compare, add and subtract lengths; Know that there are 100cm in a metre; Use a ruler to measure lines.Objectives: Measure, compare, add and subtract lengths; Know that there are 100cm in a metre; Use a ruler to measure lines.You will need: Tape measures, Recording table (see resources).You will need: Tape measures, Recording table (see resources).Groups of 4 or 5 – independent or with TA Working at ARE/ Greater DepthOrganise children into groups of 4 or 5 and provide each group with a tape measure. Reinforce starting to measure from the 0 using cm. Get children to take turns to measure each other’s height and record in cm in the table (see resources). Children collaborate to order the heights from shortest to tallest before converting the cm into m and cm, e.g. 135cm becomes 1m and 35cm. Children find the difference between the tallest person and the shortest person in their group. Get children to join another group to compare the heights and ask them questions such as: Who is the tallest? Name a child that is taller than Sam? Who is 10cm taller than Jilly? Who is 3cm shorter than Anya?Groups of 6 – with TA Working towards AREShow children the tape measure and confirm understanding of the different units of measurement. Explain they will be using cm. Talk through where 1cm, 10cm and 60cm would be. In pairs children measure each other. Check accuracy, ensuring that they start measuring from 0. Record measurements in cm in the table (see resources) beside the name of the child. When done, swap results to record all of the group’s heights. Who is the tallest? The shortest?Model converting a height into m and cm by showing children on the tape measure, e.g. How many cm more than 1m is Harry?Outcomes: I can measure lengths in m and cm and record.I can convert cm into m and cm.I can find a difference between lengths.Outcomes: I can measure lengths in m and cm. Y4 Group activity notes DAY 1 Y4 Group activity notes DAY 1Convert height measurements from cm to m and cm.Convert distance measurements (aeroplane heights) from m to km.Objectives: Measure in metres and centimetres. Convert between units.Objectives: Convert from metres to kilometres.You will need: Blank cards, height outlines, sticky tack.You will need: Blank cards.Pairs – with T Working at ARE On 3 blank cards, write the 3 different height measurements from the whole class teaching. Reinforce that 100cm = 1m.Hold up 1 of the cards. If this child measures 113cm, how many whole metres tall are they? (1) How many more centimetres than 1m are they? (13) So, they are 1m and how many centimetres? (13).In pairs, children convert each of the centimetre measurements into metres and write the conversion onto each card. They then order the cards so that the heights are arranged from the smallest child to the tallest child/teacher. If time allows, mark the height of 1 of the children in the group. Use it to repeat measuring/ converting.Working towards ARE As above, choosing a child to write each conversion onto the actual outline. Using the outlines, children collaborate to physically order the child/ teacher images from smallest to tallest and stick them on the wall.Groups of 6 – with T Greater DepthHow many metres in 1km? Kilo is from the Greek word for 1000. 1000m = 1km. An aeroplane typically cruises at an altitude of about 10,500m. How many kilometres is this?How many whole kilometres? How many metres left over? What fraction of 1km is 500m…? (101/2km or 10.5km)Other planes are flying at these heights: 4500m, 3600m, 2300m, 7250m, 100m, 8080m. What is their altitude in kilometres? Children discuss how they would convert each of these into kilometres. Agree they need to divide by 1000, so each digit needs to move three places to the right.Children write each measurement and conversion on a card and, together, arrange the distances from shortest to longest.Challenge! Investigate what places are 10.5km in a straight line from your school…Outcomes: I can convert height measurements from cm to m and cm.Outcomes: I can convert distance measurements from m to km.Whole Class Teaching Input DAY 2Objectives Y3: Measure and compare lengths; Know that there are 10mm in a centimetre.Y4: Measure in centimetres and millimetres; Convert from millimetres to centimetres.ResourcesRulers marked in millimetres.TeachingTeaching with Y3 and Y4Explain that today we are going to be measuring our feet. What unit of measurement is going to be best to use to do this? Children discuss and give reasons for their decisions. Agree that centimetres are good, as hopefully nobody’s feet are going to be longer than 1m!What happens if some children both have feet 12cm long? How can we tell if 1 is slightly longer than the other? Establish that a more accurate/smaller unit of measurement will be needed – the millimetre. Ask children to each look a ruler and point out the divisions that represent millimetres. With the class, physically count them up to 1cm to demonstrate 1cm = 10mm. Measure your foot – record in mm, e.g. 163mm then convert to cm and mm, e.g. 16cm and 3mm. Show Y4s how we can write this in cm only, i.e. 16.3cm. Ask Y3s to write 125mm in cm and mm (12cm 5mm). Y4s write it in cm only (12.5cm). Y3/4 Group activity notes DAY 2 Are both our feet the same size? Measuring feet in mm and comparing. Convert to cm and mm (Y3) or cm only (Y4).Objectives: Y3: Measure and compare lengths; Know that there are 10mm in a centimetre.Y4: Measure in centimetres and millimetres; Convert from millimetres to centimetres.You will need: ‘Are both our feet the same size?’ recording sheets 1 and 2 (Sheet 1 Y3: mm to cm and mm; Sheet 2 Y4s mm to cm only - see resources), rulers, paper, pencils and scissors.Whole class activity – groups of 4, independent or with T or TA Working towards ARE / Working at ARE / Greater DepthIn pairs, children measure each other’s feet to answer the question – Are both our feet the same size? Children draw carefully around each foot, cut them out, then measure. They need to measure in mm. If there is a difference, children calculate how much longer 1 foot is than the other. They record the 4 pairs of measurements from their group in the recording table (see resources).Then Y3s convert the measurements into mm and cm (sheet 1) and Y4s convert into cm only (sheet 2).Children then decide – Are both our feet the same size? They share their findings and discuss. Can any conclusions be drawn? Was 1 foot (left or right) more commonly bigger than the other? Y3: Working towards ARE: Children draw around their feet and cut out to create templates. They use the templates to compare the size of each foot to answer the question. They then use a ruler to measure each foot to the nearest cm.Y4: Greater Depth: As above, but also challenge children to repeat the investigation with hands. They measure from the bottom of the palm to the top of the middle finger and record in mm, then convert to cm.Outcomes: I can measure lengths in mm. I can find a difference between lengths.Y3: I can convert lengths from mm to cm and mm.Y4: I can convert lengths from mm to cm.Whole Class Teaching Input DAY 3Objectives Y3: Measure and compare lengths; Use a ruler to measure; Interpret and represent data on scaled bar charts and tables.Y4: Measure and compare lengths; Use a ruler to measure; Interpret and represent data on scaled bar charts and tables.ResourcesToys, books, rulers, tape measures, metre sticks, squared paper background on the IWB.TeachingTeaching with Y3 and Y4Today children will be carrying out their own measurement investigations. They can choose what their investigation will be about but it must be simple and answer a question about length/ height/ distance.Give an example of a good and not so good investigation, e.g. ‘Which is the tallest tree in our local park?’ Or ‘Who has the biggest head circumference?’ Both would make good investigations, however, the first wouldn’t be very practical to do in this maths lesson! Use the second question as an example and model how it could be carried out, e.g. What equipment would be needed, how would they record the results (table), how many children should they pick? Finally, they will need to display data in a bar chart. Model creating a chart with some made-up head-circumference lengths to show children. Make the interval 1 step = 2 units (Y3) and 1 step = 4 units (Y4). How could we mark 35cm on our bar chart?Discuss how it would be impossible for every child to measure every other child in the class, so different groups need to think about different things they could measure.Have a variety of toys and books available for some groups to measure (length) as well as rulers, tape measures and metre sticks. Discuss what sort of things they could measure, e.g. finger lengths, arm lengths, hair length, book lengths, the lengths of the arms of coats, lengths or widths of shoes.... Organise children into groups of 3. Ask them to agree what to investigate and how many measurements to take (keep it manageable, e.g. 5 or 6). Discuss as a class, and make sure each group has an idea in mind that is practical. Y3/4 Group activity notes DAY 3Use the in-depth problem-solving investigation for this unit – Hands and fingers – as today’s group activity, or use the investigation below.Measuring investigation and data presentation.Objectives: Measure and compare lengths; Use a ruler to measure; Interpret and represent data on scaled bar charts and tables.You will need: Toys, books, rulers, tape measures, metre sticks, cm2 paper.Pairs – independent or with T or TA Working at AREIn 3s, children choose and attempt an investigation question suggested during the whole class teaching. They decide how to collect their data and what unit of measurement to use. Children create their own results table and collect data, measuring to the nearest cm (Y3) or mm (Y4). When 5 or 6 measurements have been made, children create a bar chart to interpret the data. Help children to decide what scale to use, e.g. 1 square for each 2cm or 1 square for each 5mm. What’s the longest length/height/width? How can you fit that on your paper? Y3 Working towards ARE: Decide/vote as a group the question they want to answer. Set each child the task of measuring 1 object/person. Come together and discuss the best format to record the results in. Construct a group table and input their measurements. In pairs, children construct their own bar charts where 1 step = 2 units.Ask some groups of children to present their investigations and the conclusions they draw from them, e.g. Who has the longest hair? Who has hair of similar length? What is the difference between the longest and shortest finger?Outcomes: I can choose appropriate units of measurement to measure objects.I can collect, record, interpret data in a bar chart where 1 step represents several units.ADDITIONAL RESOURCESPeople outlines.Metre sticks.Whiteboards.Height recording table (see resources).Tape measures.Recording table (see resources).Blank cardsHeight outlines.Sticky tack.Rulers marked in millimetres.Are both our feet the same size? Sheets 1 and 2 (see resources).Rulers.Paper, pencils and scissors.ToysBooks.Squared paper background on the IWB.cm2 paper.The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. ................
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