Maths Year 3/4 Summer Measures and Data

Day 1
Model and explore finding the area of a rectangle by counting squares, then by using number facts to multiply the number of squares in a row by the number of rows.
Further Teaching with Y4
Model finding areas of rectilinear compound shapes by splitting them into rectangles.
Group Activities: T with Y3
Y3 -- Find the area of book covers by counting squares, then by calculating.
-- Calculate areas. Draw rectangles with a given area.
Y4 -- Divide rectilinear shapes into rectangles to support finding the area.

Day 2
Model finding the perimeter of a rectangle by measuring all four sides, then adding. Introduce measuring just the length and width of the rectangle and using a doubling and adding strategy to find the perimeter.
Group Activities: T with Y4
Y3 -- Measure the perimeter of 2-D shapes using cm.
-- Calculate the perimeter of 2-D shapes using cm.
Y4-- Find the perimeter of a range of rectangles. Some children draw rectangles with a given perimeter.

Day 3
Revise how to find perimeter. Draw different rectangles with an area of 16cm2, then explore to determine which has the least/greatest perimeter. Draw a sequence of squares: 1cm × 1cm, 2cm × 2cm, 3cm × 3cm. Find the perimeter and area of each; reason about number patterns.

Group Activities: T with Y3
Y3/4 -- Explore patterns and relationships between the perimeter and area of squares and rectangles.

• cm2 paper
• Mini-whiteboards and pens, colouring pencils
• Interactive whiteboard squared background
• Selection of books of different sizes
• Rulers, tape measures, metre stick
• Paper, pencils, scissors
• ‘Find the area’ Sheets 1 and 2 (see resources)
• Ruler ITP
• ‘Find the perimeter’ (see resources)
• 2-D shapes

Day 1
8 Times table

Day 2
Choose suitable units of measure for a range of items

Day 3
I’m thinking of a rectangle ...

Day 1
Y3 Rectangle areas.
Y4 Rectilinear areas.

Day 2
Y3 Calculate the perimeter of regular shapes.
Y4 Perimeter of rectangles.

Day 3
Y3 Calculate the perimeter of rectangles by doubling.
Y4 Area and perimeter.

Y3

• John has a rectangular bookmark. It measures 12cm × 5cm. Draw the bookmark and find its perimeter and area.
  The bookmark is too short for John’s book, so he joins two identical bookmarks together, end-to-end. What is the perimeter and area now?
• Find a large book (e.g. an atlas). Write its perimeter in 2 different ways, e.g. using m and cm or cm and mm.
• This rectangle (see download) has a side of 10cm and a perimeter of 36cm.
  What is the length of its shorter 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?

Y4

• John has a rectangular bookmark. It measures 15cm × 6cm. Draw the bookmark and find its perimeter and area.
  The bookmark is too short for his book, so he joins two identical bookmarks together, end-to-end. What is the perimeter and area now?
• Tanya has a silk scarf. It measures 60cm × 30cm. Is its area more or less than 100cm²?
• This rectangle (see download) has a side of 13cm and a perimeter of 40cm.
  What is the length of its shorter side?

Y3 and Y4 In-depth investigation
As Day 3 Group activity investigation

Y3 Old Measures
Measuring lengths in centimetres and finding the difference between two lengths by counting up.

Y4 Maths on the Edge
Calculating perimeters.

Day 1
List pairs of multiples of 5 which add to 60. Consider what events might be happening at different am/pm times, e.g. 7:40am, 7pm, 2:30am, 3:15pm; order those times. Use Tell the Time ITP to model reading and writing analogue and digital times to the nearest minute.
Further Teaching with Y4
Revise reading and writing times using 24-hour clock. Count on through midday and midnight in steps of 1 hour.
Group Activities: T with Y4
Y3 -- Read and write a digital time and show it as an analogue time.
-- Play a game identifying times between two given times.
Y4 -- Calculate start times of TV programmes; convert 24-hour clock times to 12-hour times (and vice versa) and into analogue format.

Day 2
Model calculating time intervals (within an hour, i.e. not crossing an o’clock time). Write all times in digital format to help compare them, then use number facts/place value as addition strategies.
Further Teaching with Y4
Calculate time intervals that straddle an o’clock time, using Frog to count up on a number line jotting.
Group Activities: T with Y3
Y3 -- Identify analogue and digital times and use them to calculate durations.
-- Interpret a weekly school timetable.
Y4 Use the in-depth problem-solving investigation – Wonky Watches - as today’s group activity.
Or use this activity:
--Find pairs of times either side of 18:00 with a given difference.
-- Find the time interval between sunrise and sunset at different UK locations.

Day 3
Children recall different units of time and discuss the relationships between them.
Further Teaching with Y4
Model reading a train timetable. Calculate duration of journeys using Frog.
Group Activities: T with Y3
Y3 -- Answer questions about a variety of units of time, for example minutes, hours, days, weeks, months, years.
Y4 Use the in-depth problem-solving investigation – Slow Coach - as today’s group activity.
Or use this activity:
-- Interpret a train timetable.

• ITP Tell the Time
• Counting stick
• ‘Table of times’ (see resources)
• Mini-whiteboards and pens
• Demonstration geared analogue clock; small geared analogue clocks
• ‘Time bingo’ Sheets 1–4 (see resources)
• Flipchart and pens
• ‘TV guide’ (see resources)
• ‘12-hour and 24-hour times from midday’ (see resources)
• Your class timetable with no times
• Class timetable for a week, marked with all ‘event’ start and end times (digital)
• ‘Train timetable’ (see resources)
• ‘Units of time quiz’ (see resources)
• ‘Units of time quiz – answers’ (see resources)
• Blank cards

Day 1
Convert between cm and mm (1 decimal place)

Day 2
Convert time on analogue clocks to digital format and written analogue times

Day 3
Months of the year

Day 1
Y3 Missing times: linking different formats.
Y4 Convert times (12/24 hour clock times).

Day 2
Y3 Compare lengths of time.
Y4 Find times (interval problems).

Day 3
Y3 Units of time loop cards quiz.
Y4 Find TV Programme durations.

Y3

• Say which things would be best timed in seconds, which would be best timed in minutes, and which in hours:
  (a) Cleaning your teeth
  (b) Watching a film
  (c) A night’s sleep
  (d) Eating a biscuit
  (e) Your journey to school
• Draw lines to match the times which are the same.
  4:50 half past 3
  12:15 20 past 6
  2:35 10 to 5
  6:20 quarter past 12
  3:30 25 to 3
• Write the missing times in this table (see download).

Y4

• Create start and end times for these programmes, so that they start before an o’clock time and end after it.
  (a) The Cool: 25 minutes
  (b) Big Matt: 32 minutes
  (c) Cucumber Cat: 49 mins
  (d) Don’t go there: 55 mins
  Write the times as pm times and then as 24-hour clock times.
• Calculate the length of Fred’s journey in total. (Don’t count his waiting, coffee and shopping time):
  Fred catches his train at 9:30am. His train arrives at ten to 11.
  He has a coffee and does some shopping. Then he re-starts his journey. He waits 20 minutes for a bus, which arrives at 12:12. It reaches its destination at 13:30. His Nan picks him up straight away and they arrive at her house at 14:05.

Y3 In-depth investigation: Wonky Watches
Mandeep and Adam both have watches which are telling the wrong time. Use the information to work what time it really was when they got to the airport. Wonky Watches from nrich.maths.org.

Y4 In-depth investigation: Slow Coach
Calculate time intervals to investigate return journeys on a coach timetable. Slow Coach from nrich.maths.org.

Y3 Round and Round
Telling the time to 5 minutes, both past and to the hour.

Y4 Pinks and Blues
Telling the time to 5 minutes on analogue and digital clocks.

Day 1
Use an example bar chart (see resources) to remind children how these are constructed and can be interpreted.
Further Teaching with Y4
Use the Line graph ITP to model construction of a line graph showing the height of a child changing over time.
Group Activities: T with Y4
Y3 -- Record data in a bar chart.
Y4 -- Draw, interpret and describe child-growth line graphs.
-- Interpret and describe line graphs that show volume of water in a filling bath.

Day 2
Use data collected showing shadow length to construct a line graph; compare and contrast with a bar chart drawn previously by Y3,
Group Activities: T with Y3
Y3/4 Use the in-depth problem-solving investigation – Real Statistics - as today’s group activity.
Or use this activity:
-- Draw, read, interpret and describe a line graph/bar chart showing customers in a shop across a day.

• Graph of children’s heights’ (see resources)
• ITP Line Graph
• ‘Line graph to show baby’s weight’ (see resources)
• A straight stick at least 60cm long
• Flipchart and pens
• cm2 paper, rulers
• ‘Table of children’s shoe sizes’ (see resources)
• ‘Table of baby’s weight during the first 12 months’ (see resources)
• ‘Questions about the graph’ (see resources)
• ‘A line graph to show the baby’s weight during the first 12 months’ (with questions, see resources)
• ‘Bath-time for Mr. Archimedes’ Sheets 1 and 2 (see resources)
• Interactive whiteboard graph paper
• Graph paper
• ‘Data for the numbers of customers in a small supermarket on a Monday’ (see resources)

Day 1
Tell the time in words

Day 2
Convert between km and m, l and ml

Day 1
Y3 Favourite fruits.
Y4: Plant growth graph analysis.

Day 2
Y3 Drawing a bar chart.
Y4: Noise graph analysis.

Y3

• The bar chart (see download) shows the number of texts sent each day by one family.
  How many texts are sent in total each day?
  Which two people send 40 texts between them?

Y4

• Explain in at least two sentences why a line graph would be more useful than a bar chart in showing the growth of a small child over their first year.
• Use the table of data (see download) to draw a line graph to convert between £ and €.
  How much is £2.50 in euros? How many £ is 5 euros?

In-depth investigation: Real Statistics
Analyse a table of data showing how children travel to school. How does it compare with children in your class? Real Statistics from nrich.maths.org.

Y3/4 This unit has no separate Extra Support activities.