# Unit 5 Length. Year 4. Five daily lessons. Autumn term Unit Objectives. Link Objectives

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1 Unit 5 Length Five daily lessons Year 4 Autumn term Unit Objectives Year 4 Suggest suitable units and measuring equipment to Page 92 estimate or measure length. Use read and write standard metric units (km, m, cm, mm) Page 90 and imperial (mile). Convert up to 1000cm to metres and vice versa. Page 90 Choose and use appropriate number operations and Page 86 appropriate ways of calculating to solve problems. Link Objectives Year 3 Year 5 Read and begin to write the vocabulary related to length. Measure and compare using standard units (km, m, cm) including using a ruler to draw and measure lines to the nearest half centimetre. Know the relationship between kilometres and metres, metres and centimetres. Suggest suitable units and measuring equipment to estimate or measure length. Choose and use appropriate operations to solve problems. Use, read and write standard metric units (km, m, cm, mm) including their abbreviations and relationships between them. Suggest suitable units and measuring equipment to estimate or measure length. Measure and draw lines to the nearest millimetre. (Key objectives in bold) 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 5.1 Resource sheet 5.2 Resource sheet 5.3 Activity sheet 5.1 Activity sheet 5.2 OHT 5.1 OHT 5.2 Counting stick Rulers (with mm markings) Metre stick Tape measure

3 Planning Day Two Unit 5 Length Term: Autumn Year Group: 4 sheet Oral and Mental Main Teaching To recognise the equivalence of simple fractions. Assess prior knowledge of simple fractions. Use a counting stick held vertically to represent 1 at the top and 0 at the bottom. Point to the centre. Q What fraction does this represent? Repeat for 1 /4, 3 /4. Point to the 1 /10 division. Q What fraction does this represent? Repeat for other tenths. Q How many tenths are equivalent to 1 /2? To record metres and centimetres using decimals, and other measurements using mixed units. To record cm as a fraction or decimal part of a metre. Tell the children that in this lesson they are going to calculate one tenth of 1 kilometre in m, and one tenth of 1 metre in cm or mm. Remind children of what they had been previously asked to learn for homework: 1km = 1000m 1m = 100cm or 1000mm 1cm = 10mm Now use the counting stick to represent 1m. Point to the centre. Q What fraction of 1m is this? Elicit from pupils another way of writing 1 /2 ( 5 /10). Q How many cm is it? Plenary / Focus Questions Discuss some of children s answers on Activity sheet 5.2. Repeat the previous activity with the counting stick representing 1km or 1000m. Q What is half of 1km? Record in m (500m). Record in decimal equivalent (0.5km). Repeat for one tenth of 1m. Q What different ways can we record lengths? Ask children to record each fraction on the board. Record the equivalent fractions is equivalent to. Ask individual children to record responses on the board. Example: One half of 1m is 50cm which is 0.5 of a metre. 25cm is one quarter of 1m which is 0.25 metre. Give the children Resource sheet 5.1 to assist calculation. Model with whole class fraction and decimal parts using OHT 5.1. Make a list on the board and ask the children to work in pairs to calculate and record the following: One quarter of 1m is cm 75cm is of 1m 20cm is of 1m Four tenths of 1m is cm 80cm is tenths of 1m By the end of the lesson children should be able to: Write the equivalent of one half, one quarter, three quarters and one tenth of 1km and 1m; Record measures using decimal notation and mixed units. (Refer to supplement of examples, section 6, page 90.) fractions halves quarters tenths Counting stick kilometre km metre m centimetre cm millimetre mm half quarter tenth OHT 5.1 Resource sheet 5.1 OHT 5.2 Activity sheet 5.1 Discuss answers and transfer on to OHT 5.2 making explicit the decimal notation for each example. Give children Activity sheet 5.1 and ask them to complete it. Counting stick

5 Planning Day Four Unit 5 Length Term: Autumn Year Group: 4 sheet Oral and Mental Main Teaching To know and use the relationships between cm and mm. To count on or back in 10s, 100s from any twoor three-digit number. Use the counting stick to represent: 10cm 10 divisions each representing 10mm. Point to different divisions on the counting stick. e.g. point to half way between the 1cm and 2cm division markers. Q How many mm does this represent? Q How else might we say this? e.g. 20mm = 2cm Repeat with other points on the counting stick. Point to half way between the 4cm and 5cm division markers. Q Can you record this on the board? (45mm) To measure lines accurately in mm. To solve mathematical problems and explain reasoning. Remind pupils about how to measure accurately when using a ruler (Align the end of the line with zero on the ruler). Give pupils Activity sheet 5.2 to complete. Introduce the following game giving children practice at measuring and drawing lengths in mm. Player 1 draws a line of any length up to 15mm long. Player 2 adds a line of any length up to 15mm long using a different colour. This continues until the line is 100mm long. The winner is the player who makes the line exactly 100mm. Children record measurements as they work. The game can be extended by making a line 200 or 300mm long. Plenary / Focus Questions Remind children of the principles needed to measure accurately. Ask which children won a game in the main lesson. Q Did anyone have a plan that helped them to win? Collect ideas and discuss. Select a strategy and play a class game on board. Q Did the strategy work this time? Try another strategy. Discuss. Finish with some questions to assess children s understanding of conversions between units. centimetre millimetre Counting stick Q How else can we write this? (4cm, 5mm) Use some other examples. kilometre, km metre, m centimetre, cm millimetre, mm Activity sheet 5.2 By the end of the lesson children should be able to: Use, measure, read and write cm and mm; Convert km to m, m to cm and cm to mm; Solve a mathematical problem and explain reasoning. (Refer to supplement of examples, section 6, pages 90, 92 and 86.)

6 Planning sheet Oral and Mental To know and use relationships, converting between units. Recall facts: 1km = 1 000m 1m = 100cm or 1 000mm 1cm = 10mm Day Five Unit 5 Length Term: Autumn Year Group: 4 Give the children a range of questions revising work covered in the previous four lessons. How many m in a km? How many m in _ km? How many cm in a m? How many cm in _ m? How many cm in 3m? How many mm in 4cm? 30cm = mm? 50mm = cm? 2000m = km? 2000mm = m? 50m = cm? 2km = m? Record answers on the board in standard units, mixed units and where possible with decimal notation. Main Teaching To choose appropriate number operations and calculation methods to solve measurement word problems. Discuss the following word problem, asking the children to set it in context: A family sets off to drive 524 miles. After 267 miles, how much further do they have to go? Model using an empty number line as one possible calculation strategy. Q What are the important words? Q What calculation is needed? Q What strategies will you use? Q How will you record your answer? Repeat with the following problem drawing children s attention to the need to change to the same units: Tell the children you have three carpets, one is 45cm long, one is 1m 60cm long and the other is 1.25cm long. You want to put them along a wall in a room. How long are the carpets put together? Plenary / Focus Questions Share answers and methods and discuss strategies, check for any misinterpretations and correct them. Q When solving problems with measurements what are the important things to remember? Reinforce the importance of place value when converting measurements into similar units. By the end of the lesson children should be able to: Solve story problems involving kilometres, metres, centimetres and millimetres; Explain and record how the problem was solved. (Refer to supplement of examples, section 6, page 86.) Give pupils Resource sheet 5.3 to complete. kilometre metre centimetre millimetre mile measurement kilometre metre centimetre millimetre mile measurement Resource sheet 5.3 Rulers (with mm markings)

7 Unit 5 Year 4 (Autumn Term) Resource sheet 5.1/OHT 5.1

8 Unit 5 Year 4 (Autumn Term) Resource sheet 5.2 Conversion sheet 250cm 1m 75cm 1.4m 320cm 1m 40cm 1.35m 125cm 1m 90cm 1.65m 570cm 1m 50cm 1.58m 690cm 0m 85cm 20.35m 1250cm 3m 10cm 0.5m 24cm 11m 55cm 8.05m

9 Unit 5 Year 4 (Autumn Term) Resource sheet David measures a rectangular table. It is 45cm wide, and 85cm long. What is the distance around the edge of the table? Sam puts four tables together to make a bigger table: How wide and how long is this new table? 2. Mr. Patel s garage is 4m 50cm long. His car is 3.75m long and his motor bike is 55cm wide. What space is left when Mr. Patel puts his car and bike in the garage? 3. Lucy wants to make scarves for her toys. She uses a 1m length of material. She cuts off 35cm for one toy and 0.4m for another. How much material has she left? 4. Tara says: The distance to school from my house is about 650m. I walk to school every day and on Saturday I walk to the shops and back with my mum. This is about 0.8km. How far does Tara walk each week? 5. Can you work out how far you walk each day, each week, each year?

10 Unit 5 Year 4 (Autumn Term) Activity sheet 5.1 cm fraction of a metre 2 10 m 1 4 m 4 10 m 3 4 m 8 10 m decimal fraction of a metre 0.2m 0.25m 0.4m 0.75m 0.8m

11 Unit 5 Year 4 (Autumn Term) Activity sheet 5.2 Measure these lengths in mm How long is the shortest line? How long is the longest line? How much longer is the bottom line than the top line? Putting them in order, how long is the line with the middle length? End to end, will all the lines be longer or shorter than 1 metre?

12 Unit 5 Year 4 (Autumn Term) OHT 5.2 cm fraction of a metre decimal fraction of a metre

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