Skip to content
Oak National Academy
Oak National Academy
Teachers
Pupils
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.

Download all resources
arrow-right
Share activities with pupils
arrow-right
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.

Download all resources
arrow-right
Share activities with pupils
arrow-right
warning

These resources will be removed by end of Summer Term 2025.

Switch to our new teaching resources now - designed by teachers and leading subject experts, and tested in classrooms.
View new resources
arrow-right

Lesson details

Key learning points

  1. Use known facts to solve problems involving measures.
  2. Use informal methods such as partitioning and bridging to solve problems involving measures.
  3. 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 (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Lesson video

Skip lesson video

Loading...

Starter quiz

Download starter quiz

6 Questions

Q1.
Tick all of the statements that are true.
10 g = 1 kg
Correct answer: 1 kg = 1,000 g
1 l = 100 ml
1,000 m = 1 mm
Correct answer: 1,000 m = 1 km
Q2.
Jun’s dog has a mass of 3 kg. The mass increases over time by 1 kg. Which of these statements is true?
Correct answer: The mass of the dog has gone up.
The mass of the dog has gone down.
The mass of the dog has stayed the same.
Q3.
800 m + ___ m = 1,300 m
Correct Answer: 500, 500 m , 500 metres
Q4.
900 m + 600 m = m
Correct Answer: 1,500, 1500
Q5.
2,000 − 30 =
Correct Answer: 1,970, 1970
Q6.
1 kg − 50 g = g
Correct Answer: 950, 950g, 950 g

Exit quiz

Download 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?
Correct Answer: 2,500 m, 2,500m, 2500 m, 2.5 km
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?
Correct Answer: 500 g, 500g, 0.5 kg
Q3.
Snowy’s height is 200 mm. Jun’s height is 1 m. How much taller is Jun than Snowy?
Correct Answer: 800 mm, 800 , 0.8 m , 80 cm, 80cm
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?
Correct Answer: 500 g, 500g, 500, 0.5 kg
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.
Correct Answer: 4,800, 4,800 ml, 4800, 4800 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.
Correct Answer: 4,950 , 4,950 ml, 4950 ml, 4950