heights

In this unit we compare the weight of the students’ favourite soft toys directly and then indirectly using beads. Although the technically correct term to use is mass rather than weight we believe that at Level One it is confusing to be "particular" about the difference. As the students will be most familiar with the term weight we believe it is reasonable to use it to describe this week's activities.

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 encourages students to use measurement language and counting to compare the attributes of length, width or height of objects in a variety of game situations. The transition from counting all to advanced counting is also supported.

In this unit we compare the lengths of the students’ favourite soft toys directly and then indirectly using multi-link cubes.

In this unit students use the traditional tale of the gingerbread man as a context for ordering and comparing lengths. A “Sessions” approach is used, with five related but not linked activities.

In this unit we make measurements about ourselves which we store in a time capsule to open and use later in the year.

In this unit we look at various ways of measuring the height of an inaccessible object. The fundamental piece of mathematics used here is the ratio of corresponding sides of similar right angled triangles. The actual measurements needed relate to (i) an intermediately placed stick and (ii) the tangent of an angle.