AO1: Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time.

This unit is the first of two around making paper planes.  In this unit students investigate a variety of designs for paper airplanes and experiment to see which planes fly the furthest. They measure how far their planes fly using the standard measures of metre and cm, compare results and have a flying competition.

This unit is suitable for students that have had plenty previous experience with non-standard units and have had the concept of standard units introduced. It provides a good context for practising the use of metres and cm’s. In the second unit, Paper Planes L3, students create scatter plots of the distance their planes travel when a variable is changed.

In this unit we explore the size of a centimetre and measure objects using the centimetre rulers that we have constructed.

In this unit students consolidate their knowledge of volume by using kitchen measuring cups in a variety of measuring tasks. A stations approach is employed with all the tasks based around the theme of cereal.

In this unit students build on previous experiences with litres and millilitres. Work is carried out in the context of planning a party with students measuring volumes accurately as part of the planning process. It is suggested this unit follows the units Popcorn and How Much Cereal? which involve students working with litres, half litres and cups.

This unit uses one of the digital learning objects, Angles, to support students as they investigate measuring and drawing angles using other angles as units of measurement. It is suitable for students working at level 2 of the curriculum because they estimate and measure the size of other angles using other angles and not with compasses and protractors. This unit includes background information on teaching about angles, a sequence that can be used by the teacher when working with a group of students on the learning object, and ideas for independent student work.

In this unit we develop the concept of angle to see that an angle may be constructed in a clockwise or anticlockwise direction. We see the effect of clockwise and anticlockwise turns on objects. We also think about corners of objects that are equivalent to quarter turns. We also think about whether a corner can be a half turn. These ideas are explored physically.

In this unit we will explore the idea of having Benchmarks of 1 metre, 1/2 metre, and 1 centimetre to aid in estimating the length of given objects.

Visit ESOL Online for a version of this unit designed to support students for whom English is an additional language.

In this unit we explore the size of a metre and develop our own ways to estimate a metre length.

In this unit students first go round a maths trail devised by the teacher. They then work in groups to devise and complete a maths trail of their own.  They then go round this new maths trail or, if another class can work in parallel, each class goes round the other’s trail.

This unit of work begins with an exploration of shapes that can be made with centimetre cubes. We draw around classroom objects then use centimetre squared paper to work out the area of their outlines.

This unit is made of a number of popcorn investigations, which provide both a purposeful and enjoyable measuring context. The focus of the unit is introducing the students to the need for a standard unit for measuring volume.

In this unit we will explore the idea of having Benchmarks of 1 kilogram and 1/2 kilogram or 500 grams to aid in estimating the mass of given objects.

In this unit students work at a variety of stations involving practical measuring tasks. Estimation skills and the ability to measure accurately using kilograms and grams are developed.

This unit comprises 5 stations which develop our concept of the "feel" of a gram. The stations may be taken as whole class activities or they may be set up as activities that groups of students use throughout the week.

In these five activities the students develop an understanding of the duration of minutes and seconds. We also practice reading time by counting the minutes after the hour.

This week students explore hours and half-hours and experiment with two ways of telling these times: using digital and analogue approaches.

In this unit students construct several simple clocks including water clocks and pendulums. They investigate time as measured by these clocks and make comparisons with standard units of time.

This is a level 2 link geometry activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement strand activity from the Figure It Out series.

This is a level 2 measurement activity from the Figure It Out theme series.

This is a level 2 measurement activity from the Figure It Out theme series.

This is a level 2 algebra activity from the Figure It Out theme series.