MEASURES, SHAPE AND SPACE

90-101 Measures

Read and begin to write the vocabulary related to length, mass and capacity. Measure and compare using standard units (km, m, cm, kg, g, l, ml), including using a ruler to draw and measure lines to the nearest half centimetre (see page 77).	Interactive Measuring Cylinder. Change scale, increments. Fill / empty cylinder. Fill / empty by desired amount of liquid or constant running.	Standards/numeracy 'Measuring Cylinder'
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.Begin to use decimal notation for metres and centimetres. (p.73)
Suggest suitable units and measuring equipment to estimate or measure length, mass or capacity. (p.75)
Read scales to the nearest division (labelled or unlabelled). Record estimates and measurements to the nearest whole or half unit (e.g. 'about 3.5kg'), or in mixed units (e.g. '3m and 20cm'). (p.77)	Interactive Measuring Cylinder. Change scale, increments. Fill / empty cylinder. Fill / empty by desired amount of liquid or constant running. Standards/numeracy 'Measuring Cylinder' Interactive measuring scales with option to change scale and interval. Standards/numeracy 'Measuring Scales'
Read and begin to write the vocabulary related to time. Use units of time and know the relationships between them (second, minute, hour, day, week, month, year). Suggest suitable units to estimate or measure time. Use a calendar. Read the time to 5 minutes on an analogue clock and a 12-hour digital clock, and use the notation 9:40. (p.79)	Matching analogue to digital activity TeachingTime.co.uk Analogue recognition activity, stopping clock at stated time (5 minute intervals). Whole class and individual opportunities.. TeachingTime.co.uk

80-89 Shape and Space

Classify and describe 3-D and 2-D shapes, including the hemi-sphere, prism, semi-circle, quadrilateral... referring to properties such as reflective symmetry (2-D), the number or shapes of faces, the number of sides/edges and vertices, whether sides/edges are the same length, whether or not angles are right angles... (p.81)	Mental and Oral possibilities similar to physically holding a shape behind a book. Children predict what the shape will be. Oral explanation possibilities	Primary Resources 'Shape Reveal'
Make and describe shapes and patterns: for example, explore the different shapes that can be made from four cubes.Relate solid shapes to pictures of them. (p.83)
Identify and sketch lines of symmetry in simple shapes, and recognise shapes with no lines of symmetry. Sketch the reflection of a simple shape in a mirror line along one edge. (p.85	Demonstration tool allows creation of shapes/patterns and showing reflection in mirror line	Primary Resources 'Reflection'
Read and begin to write the vocabulary related to position, direction and movement: for example, describe and find the position of a square on a grid of squares with the rows and columns labelled.Recognise and use the four compass directions N, S, E, W. (p.87)	Simple coordinate plotting in 1st quadrant	Primary Resources 'Coordinates II'
Make and describe right-angled turns, including turns between the four compass points. Identify right angles in 2-D shapes and the environment. Recognise that a straight line is equivalent to two right angles.Compare angles with a right angle. (p.89)

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