Maths Year 3 Autumn Measures and Data

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents.

Unit 1 Measure length (m/cm) and convert units (suggested as 2 days)

Objectives

Measure lengths in cm and m; convert units
Unit 1: ID# 3251

National Curriculum
Measurement (i)
Statistics (i)

Hamilton Objectives
28. Measure, compare, add and subtract lengths.
29. Know that there are 100cm in a metre and that there are 10mm in a centimetre
30. Use a ruler to measure lines.

Teaching and Group Activities for Understanding

Day 1 Teaching
Look at a metre stick and ascertain how many centimetres it is. Find 50cm, 25cm, 75cm, etc. Measure different objects in centimetres.
Group Activities
Use the ‘Hands and Fingers’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Measuring heights using cm. Convert to m and cm.

Day 2 Teaching
Choose suitable units to measure different objects. Measure our feet in cm. Discuss the need for a smaller unit. Demonstrate how to use mm for accuracy.
Group Activities
-- Are both our feet the same size? Measuring feet in mm and comparing. Convert to cm and mm.

You Will Need

  • Metre stick & tape measures
  • Measuring objects (see resources)
  • Recording heights (see resources)
  • ITP: Ruler
  • ‘Are both our feet the same size?’ (see resources)

Mental/Oral Starters

Suggested for Day 1
Know 3x table (simmering skills)

Suggested for Day 2
Know facts for 4x table (simmering skills)

Procedural Fluency

Day 1
Convert and compare heights from cm to m.

Day 2
Measure and compare colouring pencils in mm, and convert to cm.

Mastery: Reasoning and Problem-Solving

  • Draw a wiggly line of about 10cm in length. Use a piece of damp string to help you measure it accurately. Write its length in cm and mm. Repeat this trying to draw a wiggly line of exactly 10cm.
  • True or false?
    Ten lots of 100mm is the same as 1 metre.
    Half a centimetre is 50mm.
    There are 200mm in 20cm.
    5 metres is longer than 5000mm.
    The average domestic cat is about 40cm, tip of nose to end of tail.


In-depth Investigation: Hands and Fingers
Children test a theory finding and using accurate measurements to the nearest half centimetre.

Extra Support

Old Measures
Measuring lengths in centimetres and finding the difference between two lengths by counting up

Unit 2 Measure weights (kg/g); use bar charts (suggested as 3 days)

Objectives

Measure weights in g and kg; use bar charts
Unit 2: ID# 3257

National Curriculum
Measurement (i)
Statistics (i)

Hamilton Objectives
28. Measure, compare, add and subtract weights and lengths.
30. Use a ruler to measure lines.
36. Interpret and represent data on scaled bar charts and tables; solve problems using these.

Teaching and Group Activities for Understanding

Day 1 Teaching
Pass round a 1Kg bag of flour, and then a Kg weight so that children can feel how heavy this is. Then have 2 hoops (<1Kg and >1Kg) and pass objects round the circle. When music stops children place object in correct hoop.
Group Activities
-- Adding fruit weights to make 1kg.

Day 2 Teaching
Have a 1kg bag of flour and a 100g apple. Children pass round different objects and estimate their weights in relation to flour and apples. Use data to create a bar chart.
Group Activities
-- Weighing objects and making bar charts.

Day 3 Teaching
Children collect, record and interpret own data. Think of ideas of data they might be able to collect, e.g. Who has the longest index finger? Which is the longest leaf out of a collection? Who has the heaviest lunchbox? Etc.
Group Activities
Use the ‘Yucky Food’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Measuring investigation and data presentation.

You Will Need

  • 1kg bag of flour & apple
  • Objects that are more or less than 1kg
  • 2x hoops
  • ITP: Measuring Scales
  • Weighing scales
  • 1kg sack picture & fruit images (see resources)
  • Blank bar chart (see resources)

Mental/Oral Starters

Day 1
Choose units of measurement (pre-requisite skills)

Suggested for Day 2
Compare pairs of 3-digit numbers (simmering skills)

Suggested for Day 3
Count in 10s (simmering skills)

Procedural Fluency

Day 1
Convert and compare fruit weights.

Day 2
Make bar charts using given weight data.

Day 3
Pick a unit: suggest items to measure in specific units.

Mastery: Reasoning and Problem-Solving

  • How can you find the weight of one plastic cube? Hint: you may need scales and 100 cubes!
  • True or false?
    Ten lots of 100g is the same as 1 kilogram.
    There are twenty 50gram weights in 1 kilogram.
    The average domestic cat probably weighs around 4Kg.
  • How would you establish that a single crisp usually weighs 2 or 3 grams without using a scales or weighing it on its own?


In-depth Investigation: Yucky Food
Children use the skills of recording and analysing data to work out which food the class hate most!

Extra Support

Mystery Parcels
Weighing objects to the nearest 100g

Unit 3 Measure capacities (ml/l); use bar charts (suggested as 3 days)

Objectives

Measure capacities in ml and l; use bar charts
Unit 3: Id# 3271

National Curriculum
Measurement (i)
Statistics (i) (ii)

Hamilton Objectives
28. Measure, compare, add and subtract capacities.
36. Interpret and represent data on scaled bar charts and tables; solve problems using these.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show 1 litre carton of juice and a teaspoon. Discuss how we measure capacity. What units do we use? Compare capacities of different containers.
Group Activities
-- Measuring and comparing the capacity of various containers.

Day 2 Teaching
Model measuring the capacity of a cup, and recording this on a table on the board for all class to see. Remind children how to measure accurately and model drawing a bar chart exploring scales.
Group Activities
Use the ‘Litre Challenge’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Measuring cup capacity with accuracy.

You Will Need

  • Measuring jugs
  • Mineral water bottle
  • Mug/cups of varying capacity
  • Range of containers of varying capacity up to 1 litre
  • Recording table (see resources)

Procedural Fluency

Day 1
Convert between millilitres and litres.

Day 2
Create a bar chart based on cup capacity data.

Mastery: Reasoning and Problem-Solving

  • Estimate how many egg cups will fill a teapot. Measure the capacity of each, then calculate how many will fill it.
  • True or false?
    Twenty lots of 100ml is the same as 1 litre.
    Five mugs holding 200ml of tea will be a litre of tea.
    Six lots of 250ml is the same as one and a half litres.
  • How much do you estimate a full paper cup of water weighs? Weigh it. Find its capacity. What do you notice?


In-depth Investigation: Litre Challenge
Children use their knowledge of litres and millilitres to help them solve a logic puzzle.

Extra Support

Tumbler Teaser
Measuring in centimetres and millimetres; measuring to the nearest 25 millimetres

Unit 4 Measure perimeters; use bar charts (suggested as 3 days)

Objectives

Measure perimeters in mm, cm, m; convert; use bar charts
Unit 4: ID# 3299

National Curriculum
Measurement (i) (ii)
Statistics (i)

Hamilton Objectives
28. Measure, compare, add and subtract lengths.
30. Use a ruler to measure lines.
31. Measure the perimeter of simple 2-D shapes.
36. Interpret and represent data on scaled bar charts and tables; solve problems using these.

Teaching and Group Activities for Understanding

Day 1 Teaching
Give out chocolate buttons and ask children to measure each one in mm. Then discuss measuring our fingernails. Record measurements on a bar chart of all 5 fingers.
Group Activities
-- Measuring fingernails using mm.

Day 2 Teaching
Discuss perimeters in context of measuring the distance round the edge of a book. Measure the perimeter of different 2-D shapes in cm. Then measure perimeter of the classroom in metres.
Group Activities
-- Measuring the perimeter of 2-D shapes using cm.

Day 3 Teaching
Model using a ruler to measure one book in cm to nearest cm. Then record length of each side and show how we calculate perimeter by doubling the total.
Group Activities
Use the ‘Pete's Pond Problem’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Calculating book perimeters by measuring and adding the length of -- 2 sides then doubling.

You Will Need

  • Metre stick
  • Tape measures
  • Recording table (see resources)
  • ITP: Ruler
  • Shape sheets (see resources)
  • 2-D shapes
  • Rulers
  • Lots of picture books

Mental/Oral Starters

Day 1
Estimate lengths in cm (pre-requisite skills)

Day 2
Convert cm to m and vice versa (pre-requisite skills)

Day 3
Match the distance (pre-requisite skills)

Procedural Fluency

Day 1
How wide are your buttons? Measuring and bar charts.

Day 2
Calculate the perimeter of regular shapes.

Day 3
Calculate the perimeter of rectangles by doubling.

Mastery: Reasoning and Problem-Solving

  • Find a large book (e.g. an atlas). Write its perimeter in 3 different ways, e.g. using m and cm or cm and mm…
10cm
  • This rectangle has a side of 10cm and a perimeter of 36cm. What is the length of the other side?
  • A room measures 4 metres by 3 metres. What is its perimeter?
    If another room has walls half as long, is its perimeter also half?
  • The perimeter of a book is 22cm. Both sides measure an exact number of centimetres. If one side is 3cm longer than the other, what is the length of each side of the book?


In-depth Investigation: Pete's Pond Problem
Children apply knowledge of perimeter and area to make a generalisation and help Pete to fence around his pond.

Extra Support

This unit has no separate Extra Support activities.