Measurement Level 1
Curriculum Balance: 15% (30 hours)
NUMP Strategy
Stage 2 - 3
NUMP Strategy
Stage 4
Curriculum Objectives:
Measurement

Order and compare objects or events by
length, area, volume and capacity,
weight (mass),turn (angle), temperature
and time by direct comparison and/or
counting whole numbers of units.
Measurement Level 2
Curriculum Balance: 17.5% (35 hours)
Measurement Level 3
Curriculum Balance: 20% (40 hours)
Measurement Level 4
Curriculum Balance:
NUMP Strategy Stage 5
NUMP Strategy Stage 6
NUMP Strategy Stage 7
Curriculum Objectives:
Measurement

Create and use appropriate units and
devices to measure length, area, volume
and capacity, weight (mass), turn
(angle), temperature and time.

Partition and/or combine like measures
and communicate them, using numbers
and units.
Curriculum Objectives:
Measurement

Use linear scales and whole numbers of
metric units for length, area, volume
and capacity, weight (mass), angle,
temperature and time.

Find areas of rectangles and volumes of
cuboids by applying multiplication.
Curriculum Objectives:
Measurement

Use appropriate scales, devices and metric
units for length, area, volume and capacity,
weight (mass), angle, temperature and
time.

Convert between metric units, using whole
numbers and commonly used decimals.

Use side or edge lengths to find the
perimeters and areas of rectangles,
parallelograms and triangles and the
volumes of cuboids.

Interpret and use scales, timetables and
charts.
Setting: In contexts that require them to solve problems or model situations, students will be able to ………..… independently and most of the time.
National Standards
after one year at
school:
Measurement
compare the lengths,
areas, volumes or
capacities and
weights of objects
directly;
National Standards
after two years at
school:
Measurement
compare the lengths,
areas, volumes or
capacities and
weights of objects
and the durations of
events, using selfchosen units of
measurement;
National Standards
after three years at
school:
Measurement
Measure the
lengths, areas,
volumes or
capacities and
weights of objects
and the duration of
events, using linear
whole-number
scales and applying
basic addition facts
to standard units;
National Standards
at
the end of four
years at school:
Measurement
Measure the
lengths, areas,
volumes or
capacities and
weights of objects
and the duration of
events, reading
scales to the nearest
whole number and
applying addition,
subtraction and
simple multiplication
to standard units;
National Standards
at
the end of five years
at school:
Measurement
Measure time and
the attributes of
objects, choosing
appropriate
standard units and
working with them
to the nearest tenth;
National Standards
at
the end of six years
at school:
Measurement
Measure time and
the attributes of
objects, choosing
appropriate
standard units;
Use arrays to find
the areas of
rectangles and the
volumes of cuboids,
given whole-number
dimensions;
National Standards at
the end of seven years
at school:
Measurement
Measure time and
attributes of objects,
using metric and other
standard measures;
make simple
conversions between
units, using whole
numbers;
use side or edge
lengths to find the
perimeters and areas
of rectangles and
parallelograms and the
volumes of cuboids,
given whole-number
dimensions;
National Standards at
the end of eight
years at school:
Measurement
Use metric and other
standard measures;
make simple
conversions between
units, using decimals;
use side or edge
lengths to find the
perimeters and areas
of rectangles,
parallelograms and
triangles and the
volumes of cuboids,
In class you will see and hear;
Length and Area

Use of non-standard units

Use of appropriate language (eg longer
than, wider, taller)

Comparisons of lengths using m mm cm
km

Estimations of length & area

Ordering different lengths & areas using
self-chosen units

Use of equipment
In class you will see and hear;
Length and Area

Non-standard units

Standard units being developed

Benchmarks – estimation and
approximation of suitable
measurements

Standard units mm m cm km

Practical use of metric units

Estimation to nearest unit

Area via early additive strategies &
some simple multiplication
In class you will see and hear;
Length and Area

Measurement units

Practical activities

Conversion between units

Integration of numeracy knowledge

Problem-solving / rich tasks

Written working formulae

Relevant equipment

Displays

Relevant contexts
In class you will see and hear;
Length and Area

Rich Tasks

Independent investigations

Hands on Learning

Problem Solving with justification

Finding shortest routes

Use of mm cm and m

Miles / kilometres

Approximation

Estimation
Weight and Capacity

Use of scales, bottles, measuring cups

Comparing weights & capacity using
appropriate language (eg heaviest,
heavier, full, empty)

Use of cooking as an authentic context

Comparing weights & volumes

Estimating weights & volumes

Ordering weights & volumes

Using kg g T l ml
Weight and Capacity

Use of standard units ml l g kg

Cooking / science

Measuring

Comparing weights / volumes

Use of non-standard measurements

Measuring to nearest l ml

Using the best measurements
Weight and Capacity

As above for length & area

Deliberate teaching of capacity

Mathematical language kg, g, tonne

Use of FIO, ARBs etc
Weight and Capacity

Density gravity volume

Linking into different curriculum areas in
real life contexts – science, social science,
food technology
Time and Temperature

Use of appropriate language – hotter
colder

Use of temperature / weather chart

Using thermometers to measure
temperature and different liquids

Sequencing time

Reading timetables

Knowing time to ½ hour intervals

Using months of the year and days of
the week correctly
Time and Temperature

Time telling at 5 minute intervals

Analogue / digital time

Transferring am / pm

Using time & distance approximations

Real life context use of temperature

Recognition of length of minutes and
seconds

Duration of time – real life context
Time and Temperature

Analogue / digital / 24 hour conversion

Variety of problem solving / rich tasks

Use of relevant contexts eg timetables
Time and Temperature

Estimation of time

Degree conversion Celsius / Fahrenheit

12 / 24 hour clocks

Ambient temperature / wind chill / wind
direction
Geometry
Level 1
Curriculum Balance: 15% (30 hours)
NUMP Strategy
Stage 2 – 3
NUMP Strategy
Stage 4
Curriculum Objectives:
Shape

Sort objects by their appearance.
Position and Orientation

Give and follow instructions for
movement that involves distances,
directions, and half or quarter turns.

Describe their position relative to a
person or object.
Transformation

Communicate and record the results of
translations, reflections, and rotations
on plane shapes
Geometry
Level 2
Curriculum Balance: 17.5% (35 hours)
Geometry
Level 3
Curriculum Balance: 20% (40 hours)
Geometry
Level 4
Curriculum Balance:
NUMP Strategy Stage 5
NUMP Strategy Stage 6
NUMP Strategy Stage 7
Curriculum Objectives:
Shape

Sort objects by their spatial features,
with justification.

Identify and describe the plane shapes
found in objects.
Position and Orientation

Create and use simple maps to show
position and direction.

Describe different views and pathways
from locations on a map.
Transformation

Predict and communicate the results of
translations, reflections, and rotations
on plane shapes
Curriculum Objectives:
Shape

Classify plane shapes and prisms by
their spatial features.

Represent objects with drawings and
models.
Position and Orientation

Use a co-ordinate system or the
language of direction and distance to
specify locations and describe paths.
Transformation

Describe the transformations
(reflection, translation or enlargement)
that have mapped one object onto
another.
Curriculum Objectives:
Shape

Identify classes of two- and threedimensional shapes by their geometric
properties.

Relate three-dimensional models to twodimensional representations and vice versa.
Position and Orientation

Communicate and interpret locations and
directions, using compass directions,
distances and grid references.
Transformation

Use the invariant properties of figures and
objects, under transformations (reflection,
rotation, translation or enlargement).
Setting: In contexts that require them to solve problems or model situations, students will be able to ………..… independently and most of the time.
National Standards
after one year at
school:
Geometry
sort objects and
shapes by a single
feature and describe
the feature, using
everyday language;
represent reflections
and translations by
creating patterns;
describe personal
locations and give
directions, using
everyday language.
National Standards
after two years at
school:
Geometry
sort objects and
shapes by different
features using
mathematical
language;
represent reflections
and translations by
creating and
describing patterns;
describe personal
locations and give
directions, using
steps and half- or
quarter- turns.
National Standards
after three years at
school:
Geometry
sort objects and twoand threedimensional shapes
by their features,
identifying
categories within
categories;
represent
reflections,
translations and
rotations by creating
and describing
patterns;
describe personal
locations and give
directions, using
whole-number
measures and halfor quarter- turns.
National Standards
at
the end of four
years at school:
Geometry
sort objects and twoand threedimensional shapes
by two features
simultaneously;;
represent and
describe the
symmetries of a
shape;
create nets for
cubes;
describe personal
locations and give
directions, using
simple maps.
National Standards
at
the end of five years
at school:
Geometry
sort two- and threedimensional shapes,
considering the
presence and/or
absence of features
simultaneously and
justifying the
decisions made;
represent and
describe the results
of reflection,
rotation and
translation on
shapes;
create nets for
rectangular prisms;
draw plan, front and
side views of
objects;
describe locations
and give directions,
using grid references
and points of the
compass.
National Standards
at
the end of six years
at school:
Geometry
sort two- and threedimensional shapes
(including prisms),
considering given
properties
simultaneously and
justifying the
decisions made;
represent and
describe the results
of reflection,
rotation and
translation on shape
or patterns;
identify nets for
rectangular prisms;
draw or make
objects, given their
plan, front and side
views;
describe locations
and give directions,
using grid
references, turns
and points of the
compass.
National Standards at
the end of seven years
at school:
Geometry
sort two- and threedimensional shapes
into classes, defining
properties and
justifying the decisions
made;
identify and describe
the transformations
that have produced
given shapes or
patterns;
create or identify nets
for rectangular prisms
and other simple
solids;
draw plan, front, side
and perspective views
of objects;;
describe locations and
give directions, using
grid references, simple
scales, turns and
points of the compass.
National Standards at
the end of eight
years at school:
Geometry
sort two- and threedimensional shapes
into classes,
considering the
relationships
between the classes
and justifying the
decisions made;
identify and describe
the features of
shapes or patterns
that change or do not
change under
transformation;
create or identify
nets for rectangular
prisms and other
simple solids given
particular
requirements;
draw or make
objects, given their
plan, front and side
views or their
perspective views;
describe locations
and give directions,
using scales, bearings
and co-ordinates.
Level 1
Curriculum Balance: 15% (30 hours)
NUMP Strategy
Stage 2 – 3
NUMP Strategy
Stage 4
Level 2
Curriculum Balance: 17.5% (35 hours)
NUMP Strategy Stage 5
Level 3
Curriculum Balance: 20% (40 hours)
NUMP Strategy Stage 6
Level 4
Curriculum Balance:
NUMP Strategy Stage 7
In class you will see and hear;
Shape

Use of 2D and 3D shapes

Use of equipment

Sorting and categorising shapes

Describing shape attributes – sides,
corners, faces, colours

Using correct names for shapes
In class you will see and hear;
Shape

Naming and describing polygons

Naming 3D shapes

Identify faces vertices & edges

Sorting and resorting shapes by their
attributes
In class you will see and hear;
Shape

Equipment

Labelling terms

3D / 2D nets – identification

Practical activities

Links to other areas (eg measurement)

Drawings and models

Mathematical language

Use of tangrams

Perspective drawings / side views/ top
views

WALTs and SCs
In class you will see and hear;
Shape

Identify properties of shapes – complex and
simple

Students able to give technical /
mathematical names to shapes and justify
Transformation

Using reflections

Using and knowing lines of symmetry

Using the common language – slide, flip,
turn, half turn, quarter turn

Using mirrors to determine symmetry

Describing the relative size and position
of shapes

Giving and using directions – left, right,
clockwise, anticlockwise
Transformation

Recognise and identify lines of
symmetry

Making connections between everyday
language (eg flip, turn, slide) and
mathematical language (reflect, rotate,
translate)Making geometric patterns
involving transformation and
tessellation
Transformation

Use of scale

Symmetry / rotation

Tessellations

Description of results

Examples of patterning

Integration with ICT, Arts

Reflection / rotation / translation
Transformation

Understand definitions of shapes / patterns

Learning in context

Relation to cultural awareness / patterns

Lines of symmetry

Tessellations

Properties / definitions of shapes
Position and Orientation

Knowing and using the language of
position – left, right, under, beside,
beneath, over, forward, back

Using mazes / treasure hunts
Position and Orientation

Connections with fractions ½ and ¼
turns

Using clockwise / anticlockwise

Using left, right, up, down, north, south,
east, west

Map coordinates used to locate a point
or follow a path

Links to Te Reo

Working collaboratively – giving and
following instructions
Position and Orientation

Integration with PE / orienteering

Grid references, mapping, compass
points, keys

Giving directions

Use of equipment
Position and Orientation

2D 3D drawings

Use of isometric graph paper

Architectural drawings

Constructing and planning nets of solids