This displays a close-up of the different measuring devices. You could use this sheet to help students identify the different units referred to in the teaching section on page 192 of the Student Resource Book.

• You could ask students to tell you what they notice about the various lines on the scales, what they indicate, and what numbers are represented by the lines in a scale between the numbered points.

This asks students questions about converting centimetres to millimetres, litres to millilitres and kilograms to grams.

• You could use the examples on this sheet to ensure students understand how to do these conversions before they attempt the corresponding questions in Activities 1 and 2 on pages 192 and 194 of the Student Resource Book.

This displays two pages with photos of measuring devices. The first sheet shows analog instruments, while the second shows digital versions.

• An analog device has discrete intervals while a digital scale is continuous. Students are likely to come across each version in real life so it is worthwhile discussing and learning to read both types of scale. 
• Students may notice that some measuring devices have more than one type of unit, for example, rulers with cm and mm or cm and inches, measuring jugs with cups and mls, or mls and oz, thermometers with Celsius and Fahrenheit. Encourage students to look for the appropriate scale with units they recognise before beginning to measure.
• Students don’t need to recall the names of all these devices but discussing what each one measures will help students understand some authentic settings where tools have been created to make measurement possible. You could ask students for other places they have noticed measurements being taken, for example, speedometers, fuel gauges in cars etc.

This displays two sheets with photos of workplaces. Students are asked to identify what could be measured in each context and what scale would be used.

• Asking students to name appropriate measuring devices may help develop or extend vocabulary, particularly for students who are in the process of learning English.
• Encourage students to suggest other types of measurement that might take place in settings like these. For example, although an oven can’t be seen in the photo, it would be found in a kitchen and would have a display to indicate temperature.
• You could put students into groups with a copy of each picture, encouraging them to focus on one photo in detail, rather than looking more superficially at all of them. Each group could then report back their findings.

This displays scales on different measuring devices, which could be used for further discussion or practice at finding the value of different marks on a scale.

• Students will need to use available clues to help them identify an appropriate unit for the scale. For example, in the first picture a child’s height is being measured so a unit of length must be chosen. A child would not be 120 metres or millimetres tall, so the scale must be in centimetres. There are 10 marks between each number, so each mark must be 1 cm in length.

This displays the Getting started on page 189 of the Student Resource Book.

This displays a picture and asks students to use a known length (the height of the man) to estimate the height and width of other objects in a picture.

• Teachers could cut a piece of string the same length as the height of the man (if the sheet is being projected onto a screen in the classroom) and show how this can be used to check student’s estimates of height or width.

This displays a table with 8 weeks of rainfall measurements. Students are asked to find the total rainfall.

• Ask students to use the data in the table to answer the questions they have suggested.
• Students could create their own rain gauge to create similar data, using instructions like those at:

• https://www.education.com/science-fair/article/DIY-rain-gauge/

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This displays pairs of clocks that show minute hands which have made ½, ¼ or ¾ turns. Students must say the time on both clocks, the angle of the turn which created the new time, and the number of minutes that have passed between the first and second times.

• Ask students how they worked out how much time had passed. Notice whether they used the symmetry of the clock face or calculated the number of minutes from the time.
• The second page is slightly more difficult than the first, since these clocks do not use times generally labelled ¼ or ½.
• You could extend the discussion by asking for an example of an event that might occur at this time of day, and last for this length of time.
• You may also want to check that the students know how long it will be before the clock shows these times again.