Whitchurch Primary School Maths Weekly Plan
Year Group: 1/2
WALT : Learning Objectives
(Main)
Measure lengths that are crooked
Term: 4 Week: 1
Week Beginning: 23/2/15
WILF :Success Criteria (must, should, could)
(Main)
Hard: I can use string to measure lengths
Harder: I can use string to measure and order lengths
Hardest: I can use string to order, measure and record
lengths
Estimate and measure lengths
Hard: I can estimate and measure lengths
Harder: I can estimate and measure lengths with units
Hardest:I can estimate and measure lengths of changing units
Estimate and measure mass
Hard: I can estimate and measure mass
Harder: I can use units to estimate and measure mass
Hardest: I can use units to estimate measure and record mass
Estimate and measure capacity
open
Hard: I can estimate and measure capacity
Harder: I can use units to estimate and measure capacity
Hardest: I can use units to estimate measure and record
capacity
open
Key Vocabulary
Measurement
words: length,
estimate,
straight, crooked,
mass, capacity
Whole Class & Resources
Starter
Monday
Times on clock
Daily activities and
time
Differentiated Group Activities & Resources
Main
Remind the children of the work they did
previously on measuring the lengths of
things. Draw a straight line on the board.
Invite the children to look carefully at this
line and estimate how long it is in straws.
Ask them how they could measure this line.
The children may suggest putting straws
against the line until they have gone along
its length, then counting the straws.
Explain that another way to do this would
be to use a line of straws on the table. Ask
a child to make this. Now show the children
how to measure the line on the board with
a piece of string, then measure the string
against the straws. Emphasise that you are
matching the end of the string to the end
of the line of straws. Compare the
measured length with the children’s
estimates.
Activity 1: Crooked Paths: order their lengths.
Activity 2: Measure around shapes. Then make
lines that are longer.
Children will work in 4 groups, 2 at each station.
They will switch after 15 minutes.
I will monitor Activity 1.
Mrs NL will monitor Activity 2.
Children will work in 4 groups, 2 at each station.
They will switch after 15 minutes.
Photos used in activity 1 to aid assessing
Plenary/
Assessment
Ask 2 or 3
children to
explain what they
did at a station.
Tuesday
Times on clock
Activities in the day
Review yesterday’s lesson.
Draw a curved line on the board. Ask the
children to estimate how long this is. Ask
two children to take some string and match
the string along the line. Now ask them to
match the length of string against the line
of straws. Can they say how long the line on
the board was? Compare the measure with
the children’s estimates.
Introduce new activity stations.
Activity 3: Guess and measure: use strings of
paper clips and interconnecting cubes to record
the lengths.
Activity 4: Changing units: use straws of
different sizes to estimate and measure
lengths. Straws will be cut and strung together
in wholes, halves and quarters.
Children will work in 4 groups, 2 at each station.
They will switch after 15 minutes.
Mrs NL will monitor Activity 3.
I will monitor Activity 4.
Photos used to aid assessing.
Review Activity 4.
Choose children
to explain their
reasoning.
Wednesday
Number line work;
number sentence
reversal
Explain to the children that they will be
making estimates and measures of mass, or
how heavy it is. Pass one of the items
around the class for the children to weigh
in their hands. How many cubes do you
think will balance the parcel? Write some
suggestions on the board.
Ask a child to balance the parcel with some
cubes. As they do this, ask the children to
count together for each cube put into the
pan.
Ask how it was balanced? (Record on WB)
We used ten cubes to balance the parcel.
Ten cubes nearly balanced the parcel.
Eleven cubes were too many
The parcel needed nearly/close to ten
cubes to balance it.
It weighed just over ten cubes.
It weighed just under eleven cubes.
Review the vocabulary cards with the
children.
Children work in groups of four-five. Each group
chooses four different items. They estimate
the masses and then balance with cubes.
They use the vocabulary cards to help them
write sentences about their estimates and
measures.
Mrs NL to work with 2 groups
I work with 2 groups
Select a couple of
children to review
their work with
the whole group
Coin flash cards
Ask what this means? (how much something
holds). Show the children a container (such
as a jug) and ask them to estimate how
many cups of water it will hold. Write some
of their estimates on the board. Ask a
child to check by filling the container and
(all together) count the number of cupfuls
used. Ask did the container hold all of the
last cup of water? Is it full to the top?
How many cups of water did it hold?
Encourage the children to talk about ‘just
over four cups’, ‘nearly five cups’, etc.
Thursday
Friday
Explain that the children will be estimating
and measuring capacity.
Coin game WBs
OPEN
Children work in groups of four. Each group
chooses four different containers. They
estimate the capacity of each, then measure by
filling with scoops or spoonfuls of water. They
make a group record of their estimates and
measures. They use the vocabulary cards to help
them write some sentences about their
estimates and measures.
Mrs NL to work with 2 groups
I work with 2 groups
Estimate using
rice; ask children
if results will be
the same
why, why not?
Assessment for Learning feedback: general points
Monday:
Tuesday:
TA Notes
Assessment for Learning feedback: general points
Wednesday:
Thursday:
Friday:
TA Notes