To change a value from one form to another, such as converting 1 m into 1,000 mm

Use efficient strategies and common measure conversions to solve problems in a range of contexts

Maths

Use knowledge of 1,000 to explain common measure conversions

Partitioning 1,000 in the context of measures

Partitioning 1,000 and 2,000 in the context of measures

Use knowledge of measure conversions to interpret graphs and tables

 In this unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems. In the future unit pupils will use their knowledge of decimal place value to convert between and compare metres and centimetres and explain that different lengths can be composed additively and multiplicatively.

In the prior unit pupils used weighing scales up to 1kg and measuring tools for volume and capacity up to 1 litre. They measured mass from 0 to above 1kg using whole kg and grams and measure volume from 0 to above 1 litre using whole litres and ml.  In this unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems.

In this unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems.

Calculation and conversion of measures

Jun and Snowy walked 3 km on Tuesday. This was 500 m further than they walked on Monday. How far did they walk on Monday?

Snowy eats 2,000 g of food over three weeks. She eats 750 g during Week 1 and 750 g during Week 2. How much does she eat during Week 3? 

Snowy’s height is 200 mm. Jun’s height is 1 m. How much taller is Jun than Snowy? 

Snowy is supposed to eat 1 kg of food in one week. So far she has eaten 500 g. How much more does she need to eat?   

Snowy drinks 2,200 ml of water in Week 1 and 2,600 ml of water in Week 2. How much has she drunk altogether?  {{  }} ml.

Jun fills a dog bath with with 5 l of water. Snowy is not happy. She splashes and wriggles, spilling about 50 ml of water out. How much water is left in the bath {{  }} ml.

Tick all of the statements that are true.

Jun’s dog has a mass of 3 kg. The mass increases over time by 1 kg. 
Which of these statements is true?

This lesson was made for home learning during the pandemic.

Use efficient strategies and common measure conversions to solve problems in a range of contexts

Lesson outcome

This lesson was made for home learning during the pandemic.