This displays the Getting started on page 224.

This can be used to start discussion about where measures are used in everyday life.

This displays some questions that require students to think about and choose reasonable measurements to complete some sentences.

Estimation game

(This game could be used at any point during the Estimating and measuring section on page 228 as a fun activity.) 

Choose some times, lengths, heights, weights and angles and ask students to write down an estimate of each.

Example: “What angle does that door turn through when it opens: less than 90º, 90º, or more than 90º?

What is the weight of your maths book?

What is the length of this skipping rope?

Group the students according to their answers and ask one student from each group to justify why they made the estimate they did.

Example: Students might be grouped into less than 90º, 90 º, greater than 90º.

Get someone to measure the actual length, weight or angle.

Award five points to the group with the closest estimate.

ALTERNATIVE: Give a measurement, for example 20 cm or 200 g, and ask students to find something that they estimate is the same length, weight etc.

This displays some photos with some questions that ask students what units would be used to measure the attributes of objects in the photos.

Example: a photo of a train with its weight and length.

Students might answer that the train would be weighed in tonne and its length would be measured in metres.

You could also discuss an estimate for the attribute.

Objects

Get five or six objects and order them according to one of these attributes.

Weight        Height         Length        Capacity (volume)

Ask students what you used to put them in order. You might like to choose objects that could be re-ordered according to another attribute.

This displays some stars and asks students to jump to the correct stars when given a skip counting in decimals instructions such as “Start at 3.2 and jump in 0.2s”. It is useful for students to be able to skip count when reading scales.

You could use mini-whiteboards and ask students to write what the next number would be.

This displays some people measuring things and asks students what they might be measuring and what scales they might be using.

This displays some photos of angles in sporting activities and asks students what angles the people turn through or make.

This displays some diagrams showing students how to use a protractor for those who need additional support.

This displays some photos with angles for students to estimate.

Students are also asked if the each angle is acute or obtuse or right.

This displays the relationships between the basic units and also a place value chart and asks students to compare the two.

This displays some cards for you to print. Students are given a length, capacity or weight and have to find something to match that measurement.

This displays some photos with questions under them.

Example:

The spade holds 20 ml of water.

The bucket holds 400 ml of water.

How many spades of water are needed to fill the bucket?