# Unit 4 Measures time, mass and area

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1 Unit 4 Measures time, mass and area Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Estimate/check times using seconds, minutes, hours. Page 98 Know and use the relationships between familiar units of mass. Page 90 Know the equivalent of a quarter, a half, three- quarters and onetenth of 1 in grams. Page 90 Suggest suitable units and measuring equipment to estimate or measure mass. Pages Record estimates and readings from scales to suitable degree of accuracy. Page 94 Measure and calculate the perimeter and area of rectangles and other simple shapes, using counting methods and standard units (cm, cm 2 ). Page 96 Year 3 Link Objectives Year 5 Use units of time and know the relationships between them (second, minute, hour, day, week, month, year). Read and begin to write the vocabulary related to mass. Know the relationships between kilograms and grams. Read scales to the nearest division. Record, estimate and measure to the nearest whole or half unit. Use units of time; read the time on a 24-hour digital clock and use 24-hour clock notation, such as 19:53. Use, read and write standard metric units (, grams) including their abbreviations, and relationships between them. Convert larger to smaller units. Suggest suitable units and measuring equipment to estimate or measure mass. Understand area measured in square centimetres (cm 2 ). Understand and use the formula in words length breadth for the area of a rectangle. This Unit Plan is designed to guide your teaching. You will need to adapt it to meet the needs of your class. Resources needed to teach this unit: Resource sheet 4.1 Activity sheet 4.1 Activity sheet 4.2 OHT 4.1 OHT 4.2 OHT 4.3 OHT 4.4 OHT 4.5 OHT 4.6 Clock with second hand 1 minute timers Sets of items for weighing Weighing scales Counting stick 1cm 2 paper Arrow card Number fans Card

3 Planning Day Two Unit 4 Measures time, mass and area Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Suggest suitable units of measurement for time, length, mass. mass kilometre metre centimetre kilogram gram RESOURCES OHT 4.2 number fans Revise familiar units of measurement for time, length and mass. Introduce mass as another word for weight. Display OHT 4.2. Discuss the units on the display. Give children number fans. Ask children to show the number of the box on the OHT that shows the unit they would use to measure the following. Q Which unit would you use to measure: the length of the classroom the length of time usually spent in assembly how heavy a lunch box is the length of the playground the distance to the moon the mass of an elephant the mass of a 1p coin how long it takes to watch a video the thickness of a rubber the mass of six tennis balls how long it would take you to count to 1000 in tens. Discuss children s responses. Suggest suitable units and measuring equipment to estimate or measure mass. Record estimates and readings from scales to a suitable degree of accuracy. mass lightest heaviest kilogram () gram(g) scales RESOURCES Card OHT 4.3 a set of six items for each group to weigh: each set should include one benchmark, e.g. a kilogram weight or a bag of sugar. Blank out any written measurements on all items apart from the benchmark. a set of weighing scales per group Divide children into small groups. Provide each group with a selection of items. Ask each group to estimate and identify the lightest and heaviest objects, then compare the others, placing all the items in order of weight. Draw on the board: 0 Explain that it represents a scale for measuring weight from 0 to 1. Q What weight is the middle division? What are the other divisions worth? Write 220g on a post-it: Q Where would 220g go on the scale? Stick the post-it where the children say and help them to place it in the correct position. In groups each child will hold a /weight as a benchmark. Ask each group to estimate the mass of one of their items, write their estimate in grams (g) on a card and place on the number line. Q Why have you put your estimate there? Q What helped you make your estimate? Repeat with other items. Working in their groups with a set of scales, pupils take turns to weigh items accurately and record the actual mass on their own number line similar to the one on the board. Discuss results. Compare estimates to some recorded results. Q What was the difference between the estimate and actual mass? Q Did our estimates get better? 1 Plenary / Focus Questions Display OHT 4.3 showing a range of different scales. Discuss labelled divisions and strategies to read the dials. Ask questions such as: Q What step is the scale going up in? Q How did you work it out? Q What does each division represent? Remind the children of the key points: Work out what each division stands for. Use what you know to work out what you don t know. HOMEWORK Find three things at home which weigh more than 1 and three things which weigh less than 1. By the end of the lesson the children should be able to: Estimate and measure the mass of an object; Read and approximate scales, for example: (Refer to supplement of examples, section 6, pages )

4 Planning Day Three Unit 4 Measures time, mass and area Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Read measuring scales to the nearest division. Use a counting stick. Label the stick in 100g divisions. 0g 100g 200g 300g 400g 500g 600g 700g 800g 900g 1000g/1 Ask the class to count forward and back in hundreds. Remove all labels except 0g, 500g and 1000g. Repeat. 0g 500g Pointing to different divisions, ask: Q What measurement is this? Q How did you work it out? Ask children to estimate points in between divisions. 1000g Q What is that to the nearest 100g? Know and use the relationship between familiar units of mass. Know the equivalent of 1 4, 1 2, 3 4 and 1 10 of 1 in grams. Refer to previous day s homework. Ask children to identify three things they found at home that weighed more than 1 and three things less than 1. Continue to use the counting stick. Point to 500g. Q Can you tell me another way of saying 500g? ( 1 2; 0.5) Record on board. Q Where would 1 4 be? Q How do you know? Q How many grams is that? Q What other strategies could you use to find the same answer? Repeat to illustrate 3 4. Each time, record equivalences on board. Remind children that halves give two equal parts and quarters give four equal parts. Q What do we call ten equal parts? Q How many grams are there in 1 10? Q What other tenths of 1 do we know now? Plenary / Focus Questions On the board write 500g. Q If we add 1 4 to 500g how many grams is this? Give children time to work through answer. Refer to the equivalences they have found to agree that 500g = 750g. Repeat using other combinations. By the end of the lesson the children should know that: 1 = 1000g 1 4 = 250g 1 2 = 500g 3 4 = 750g 1 10 = 100g (Refer to supplement of examples, section 6, page 90.) Display OHT 4.4. With class identify one equivalence e.g and 1250g. Record on board = 1250g. Children work in pairs to find all equivalent pairs. Collect answers, discuss methods and correct errors and misunderstandings. Ask questions such as. equivalent convert mass heavier lighter Q Which is heavier, 3 4 or 700g? Q Which is lighter, 1 4 or 400g? Q Why is more than 1000g? RESOURCES counting stick RESOURCES counting stick OHT 4.4

7 Unit 4 Year 4 (Spring Term) Activity sheet 4.1 Just a minute How much can you do in a minute? Which number will you reach? Estimate Answer Count in 10s Count in 5s Count in 5s and write the numbers Count in 2s and write the numbers Own Activity:

8 Unit 4 Year 4 (Spring Term) Activity sheet squares

9 Unit 4 Year 4 (Spring Term) Resource sheet 4.1 Follow-me cards I am 100 What is 2 3? I am 6 What is 3 4? I am 12 What is 16 2? I am 8 What is 4 4? I am 16 What is 17 0? I am 0 What is 15 3? I am 5 What is 7 3? I am 21 What is 5 10? I am 50 What is 4 4? I am 1 What is 5 5? I am 25 What is 9 10? I am 90 What is 12 4? I am 3 What is 14 2? I am 7 What is 5 4? I am 20 What is 9 5? I am 45 What is 3 9? I am 27 What is 7 2? I am 14 What is 9 3?

10 Unit 4 Year 4 (Spring Term) Resource sheet 4.1 Follow-me cards I am 45 What is 8 4? I am 32 What is 7 4? I am 28 What is 5 2? I am 10 What is 6 5? I am 30 What is 12 6? I am 2 What is 20 5? I am 4 What is 6 3? I am 18 What is 1 11? I am 11 What is 18 2? I am 9 What is 10 4? I am 40 What is 6 4? I am 24 What is 6 10? I am 60 What is 5 3? I am 15 What is 7 5? I am 35 What is 10 10? I am 100 What is 4 9? I am 36 What is 10 8? I am 80 What is 9 4?

11 Unit 4 Year 4 (Spring Term) OHT 4.1 Time sheet How long will it take to complete each activity? Activity Estimate Time taken Say the 3 times table up to 20 3 Say the alphabet Hop across the classroom Bounce a ball 5 times Bounce a ball 10 times Hold your breath Stand on one leg with your eyes closed Write your name 20 times

12 Unit 4 Year 4 (Spring Term) OHT 4.2 Units of Measure metres seconds centimetres g kilograms grams minutes hours millimetres kilometres

13 Unit 4 Year 4 (Spring Term) OHT 4.3 Scales g 0g 500g 1 100g 200g g

14 Unit 4 Year 4 (Spring Term) OHT g 750g g g g 200g g g g 400g g g

15 Unit 4 Year 4 (Spring Term) OHT 4.5 Centimetre Grid A B C D

16 Unit 4 Year 4 (Spring Term) OHT 4.6 Area Question 1 Question 2

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