New
New
Use efficient strategies and common measure conversions to solve problems in a range of contexts
I can use efficient strategies and common measure conversions to solve problems in a range of contexts.
Lesson 5 of 5
New
New
- Year 4
Use efficient strategies and common measure conversions to solve problems in a range of contexts
I can use efficient strategies and common measure conversions to solve problems in a range of contexts.
Lesson details
Key learning points
- Use known facts to solve problems involving measures.
- Use informal methods such as partitioning and bridging to solve problems involving measures.
- Convert between units of measure to simplify problems.
Keywords
Convert - To change a value from one form to another, such as converting 1 m into 1,000 mm
Common misconception
Pupils may need support to identify the operation(s) involved in solving a problem and when a problem is presented with mixed units and it is necessary to convert one of them.
Read the problems aloud. Ensure that children identify the operation(s) involved and see this as a clear step in solving the problem. Emphasise the units of measure so that attention is drawn to them and they identify whether conversion is needed.
The problems are presented first with no values to encourage children to think about the problem, identify what is known and unknown and represent the situation in a bar model first. This may need explaining to children. There may be some who need a prompt for the unit conversions.
Teacher tip
Licence
This content is © Oak National Academy Limited (2025), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
Lesson video
Loading...
Prior knowledge starter quiz
6 Questions
Q1.Tick all of the statements that are true.
Tick all of the statements that are true.
10 g = 1 kg
1 l = 100 ml
1,000 m = 1 mm
Q2.Jun’s dog has a mass of 3 kg. The mass increases over time by 1 kg.
Which of these statements is true?
Jun’s dog has a mass of 3 kg. The mass increases over time by 1 kg.
Which of these statements is true?
The mass of the dog has gone down.
The mass of the dog has stayed the same.
Q3.800 m + ___ m = 1,300 m
800 m + ___ m = 1,300 m
Q4.900 m + 600 m = m
900 m + 600 m = m
Q5.2,000 − 30 =
2,000 − 30 =
Q6.1 kg − 50 g = g
1 kg − 50 g = g
Assessment exit quiz
6 Questions
Q1.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?
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?
Q2.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 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?
Q3.Snowy’s height is 200 mm. Jun’s height is 1 m. How much taller is Jun than Snowy?
Snowy’s height is 200 mm. Jun’s height is 1 m. How much taller is Jun than Snowy?
Q4.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 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?
Q5.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.
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.
Q6.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.
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.
