PR-6129UK Primary Maths - Year 3 Book 2

Viewing sample 

6129

Primary Maths – Year 3 Book 2 – Measurement, Geometry and Statistics 

Published by Prim-Ed Publishing 2014 

Copyright© Clare Way 2004 

ISBN 978-84654-761-4 

PR–6129 

This master may only be reproduced by the original 

purchaser for use with their class(es). The publisher 

prohibits the loaning or onselling of this master for 

the purposes of reproduction. 

Titles available in this series: 

6124 Primary Maths 

Year 1, Book 1 – Number 


Year 1, Book 2 – Measurement and Geometry 




Year 2, Book 2 – Measurement, Geometry and Statistics 














Year 6, Book 1 – Number, Algebra, Ratio and Proportion 



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Foreword 

Primary Maths is a photocopiable, six-level, year–specific series designed to address the 

Primary National Curriculum for Mathematics objectives of: 

• number 

• measurement 

• geometry 

• statistics. 

Each book in the Primary Maths series includes: 

• at least one activity page for each objective 

• comprehensive teachers notes to accompany each activity 

• additional teachers notes on activities and games 

• assessment checklists 

• additional photocopiable resources 

• interactive whiteboard resources available to download. 

The Year 3 books in the Primary Maths series are: 

Primary Maths - Number 

Primary Maths - Measurement, Geometry and Statistics 

Teachers notes: 

How to use this book.............................. iv–v 

Setting up a maths classroom....................vi 

Activities and games.............................vi–vii 

Assessment checklists...........................viii–x 

Additional resources...........................xi–xvii 

Contents 

Pupil activities with accompanying teachers notes: 

Measurement................................ 2–49 Statistics....................................... 86–103 

Length and height......................... 2–13 Bar charts........................................ 86–93 

Mass.................................................. 14–19 Pictograms...................................... 92-97 

Capacity........................................... 20–25 Tables................................................ 98-103 

Perimeter......................................... 26–27 

Money.............................................. 28–33 

Time.................................................. 34–49 

Geometry...................................... 50–85 

2-D shapes...................................... 50–53 

3-D shapes...................................... 54–71 

Angles............................................... 72–81 

Lines.................................................. 82–85 


Primary Maths Prim-Ed Publishing www.prim-ed.com iii

Teachers notes 

How to use this book 

The Primary Maths series provides teachers with a number of varied and challenging activities. At least one activity, 

often more, is provided for each objective of the Primary National Curriculum for Mathematics. 

Suggestions for using the activities in this book: 

Objective: 

• Decide which curriculum objective you wish to address and choose the appropriate activity page(s). 

Oral work and mental calculation starter: 

• Choose which oral and mental activities you will use, from the list provided, to introduce the lesson or sharpen 

pupils’ skills. 

• Some of the activities have accompanying interactive whiteboard activities to help introduce the lesson and capture 

pupils’ attention. 

• These activities should occupy the first 5–10 minutes of the lesson. 

Main teaching activity: 

• Decide how much teacher input you will provide for the main activity and whether pupils will be working 

individually, in pairs or as a group. 

• Depending upon the abilities of the pupils in your class, decide whether any additional activities will be needed, from 

the list provided, or whether these can be used during subsequent lessons. 

• This activity should occupy approximately 40 minutes. 

Plenary: 

• Decide what opportunities will be provided during the plenary session. Will pupils be given the opportunity to share 

and explain work, compare strategies used or summarise the key facts they have learnt? 

• Think about how you can use the plenary session to assess pupils’ progress and therefore inform your future 

planning. 

• The plenary should occupy the final 15 minutes of the lesson. 

Pupil activity pages: 

The pupil activities follow a common format: 

Title explanation 

After initial discussion, some 

activities can be completed 

individually, and others in small 

groups or as a whole class. 

The ‘Challenge’ activity can be 

completed by early finishers or 

those pupils requiring extension 

of the task. Pupils may need to 

complete the activity on the back 

of the worksheet or investigate 

an activity further by using 

concrete materials or creating 

their own ideas linked to the 

objective. 

The objective provides the 

teacher with the focus of the 

activity. It is written in the form 

of a general objective. 

An icon denotes the curriculum strand for each activity. 

Number 


N 

Number 

M 

Measurement 

G 

Geometry 

S 

Statistics 

Measurement 

Geometry 

Statistics 

iv www.prim-ed.com Prim-Ed Publishing Primary Maths

Teachers pages 

A teachers page accompanies each pupil worksheet. It provides the following information: 

The objective tells the teacher which strand 

and objective from the Primary National 

Curriculum for Mathematics is being 

covered. 

Oral work and mental calculation activities 

are suggested, for introducing the lesson or 

sharpening/developing oral and mental 

skills. The activities should occupy the first 

10 minutes of the lesson. 

Some activities have interactive whiteboard 

activities available to download. If an 

interactive activity is provided it is listed 

here. 

The title of the main teaching activity is 

given. The photocopiable activity is on the 

page facing the teachers notes. The main 

activity should occupy approximately 40 

minutes. 

Suggestions for additional 

activities are provided. They can 

be completed during the lesson, or 

in subsequent lessons. They can be 

used to aid differentiation. 

Answers to all activities are 

provided. 

Assessment 

Assessment checklists have been included for the Year 3 ‘Measurement’, ‘Geometry’ and ‘Statistics’ objectives. See 

pages viii–x. These can be used to assess each pupil’s understanding of the key objectives covered. 

Use the key to write the appropriate 

code next to each task the pupil 

completes. 


How to use this book 

A summary of the tasks pupils will 

complete. 


• Teaching notes for the ‘Measurement’, ‘Geometry’ and ‘Statistics’ objectives have been included on pages vi-vii. 

These comprise background information and suggested activities and games. 

• Extra teacher resources have been included on pages xi-xvii. These can be enlarged if necessary and used in 

appropriate activities or as display posters. 

• Interactive whiteboard activities have been provided to help teach the objectives. These can be downloaded from 

www.prim-ed.com. 

Primary Maths Prim-Ed Publishing www.prim-ed.com v

Setting up a mathematics classroom 

By having the following materials and visual representations around them, pupils can better engage in mathematical 

learning. 

• Allow room to move so pupils can investigate things 

around the room. Organise desks and floor space 

appropriately. 

• Display a ‘Numbers’ chart. 

• Display a number line at a level where pupils can use 

it. 

• Display numbers, number words and a visual 

representation of numbers. 

• Display addition and subtraction facts. 

• Display a 100 square. 

• Ensure you have a good range of maths games and 

use them regularly. 

• Display ‘times tables’ charts. 

• Have an analogue and digital clock in the classroom. 

• Display pictures of labelled 2-D and 3-D shapes. 

• Provide construction materials such as cardboard 

boxes, cylinders, paper, scissors and so on. 

• Ensure you have adequate concrete materials to 

teach each strand (refer to pages vi-vii). 

• Allow pupils opportunities to investigate outside the 

classroom in the school environment. 

Statistics – Activities and games 

• Collect data on pupils in the class; e.g. eye colour, 

favourite sport or hobby, pets owned. Record data 

on a simple table. 

• Organise and display data collected on a graph 

(pictogram or bar chart). 

• Answer questions about graph, orally and in 

writing. 

• Use simple graphing software to produce graphs 

on a computer. 


• Display a chart showing simple equivalent fractions. 

• Display or make various graphs such as pictograms, 

bar charts, block graphs, Venn diagrams and Carroll 

diagrams. 

• Display a class birthday chart which includes the 

months of the year. 

• Display and use a calendar. 

• Have computer software related to mathematics 

available for use on the classroom computer(s) or in 

the computer room. 

• Display a poster showing all coins and notes. 

• Provide a range of measuring equipment for length, 

mass and capacity. 

• Display the four compass directions: north, south, 

east and west. 

• Ensure you have a good selection of interactive 

maths resources for use on a whiteboard (available 

to download from www.prim-ed.com). 

Materials required 

• grid paper 

• graph paper (see page xvii) 

• various graphs for reference; e.g. bar chart, 

pictogram 

• computer with graphing software 


vi www.prim-ed.com Prim-Ed Publishing Primary Maths

Measurement – Activities and games 

• Select items to measure such as desk length and 

depth, width of classroom, own height, arm span, 

length or width of playground and so on. Pupils 

choose an arbitrary unit to measure with. Record 

and discuss results which may be recorded on a 

graph or as a tally. 

• Cut two equal lengths of wood or string. Use one 

length to make a long, thin shape and the other to 

make an almost circular shape. Measure with tiles 

or counters to see which has the larger surface area. 

• Collect a number of cardboard boxes—cereal boxes, 

cake mix etc.—and record the volume of each by 

filling it with sand, rice or dried beans. 

Measure the volume by ‘cupfuls’. Cut the boxes 

open and lay them out flat to compare their 

surface areas. Does the box with the largest 

surface area also have the largest volume? 

• Choose several different large objects; for example, 

chair, bin, plastic crate. Pick them up one at a time 

and order them from lightest to heaviest. 

Choose several different smaller objects. Pick them 

up one at a time and order them from lightest to 

heaviest. 

Repeat this activity many times using different 

found objects. 

Use scales to confirm findings. 

• Make a ball of modelling clay. Weigh it and record 

its mass. Roll it out into a cylinder and weigh it 

again. Has the mass changed? Change the clay 

into different shapes and explain the findings. 

• Pupils mark their birthdays and other important 

events onto a class calendar. 

• Estimate and then check how long it takes to 

complete activities; for example, write out the two 

times table or run 100 metres. 


• arbitrary measuring units; e.g. pencils, toothpicks 

• rulers/metre ruler • containers of varying capacity 

• trundle wheel • balance scales 

• 1-cm cubes • bathroom scales 

• grid paper • calendar 

• tape measure • stopwatch 

• analogue and 

digital clocks (see page xvi) 


Geometry – Activities and games 

• Draw shapes or pictures in squares on 2-cm grid 

paper. Write coordinates A, B, C … along the 

horizontal axis and 1, 2, 3 … along the vertical axis. 

List the coordinates for each shape or picture. Pass to 

a partner to write the actual shape or picture at each 

given coordinate. 

• Make right-angled turns using the four compass 

directions; N, S, E, W. 

• Make 3-D shapes from modelling clay. Use fishing 

line or wire to make cross-sectional cuts of the 

shapes. Draw the new cross-section to show the 

shape formed. 

• The following two activities require a large quantity 

of shapes and the materials to make further shapes. 

Pupils make as many shapes as they can with four 

sides. In what ways are they similar or different? 

Pupils make shapes with from 3 to 8 sides. Change 

the size of the angles to see the effect, if any. Record 

their findings. 

• Use selected shapes to make drawings of methods of 

transport or other objects. Describe the shapes used 

to make the different parts. 

• Use an assortment of 2-D shapes to see which 

tessellate. Using a shape that tessellates, make a 

pattern to cover a page. Estimate how many shapes 

it will take to cover page. 

• Use an overhead projector and 2-D shapes for this 

activity: 

Describe what needs to be done to this shape to 

make it look like this . 

Using an OHP, continue with these shapes: 

to a , to a , to a . 

Pupils choose their own beginning shapes and 

experiment to find different final shapes. 

• Classify 3-D shapes and 2-D shapes according to 

their attributes. Use headings on paper or Venn 

diagrams to assist in initial classification. 

• Fold paper 2-D shapes to discover lines of symmetry. 


• 2-D and 3-D shape pictures (see pages xi and xii) 

• 2-D shapes for tessellation/symmetry 

• construction materials for 3-D models 

• mirrors 

• toothpicks/pipe-cleaners/straws 

• compass (see page xiii) 

• geoboards and elastic bands 

• fishing line 

• grid paper (see page xiv) 

• modelling clay/plasticine 

• set-squares 

• angle poster (see page xv) 


Primary Maths Prim-Ed Publishing www.prim-ed.com vii

A 

Assessment 

Year 3 Measurement – assessment checklist 

Key 

D = Demonstrated 

NFO = Needs further 

opportunity 

Pupils’ names 

Viewing sampleCompare 

Measure and compare lengths. 

Add and subtract lengths. 

Measure and compare mass. 

Add and subtract mass. 

Measure and compare capacity/volume. 

Add and subtract capacity/volume. 

Measure the perimeter of simple 2-D shapes. 

Add amounts of money. 

Subtract amounts of money to give change. 

Use both £ and p in practical contexts. 

Tell the time on an analogue clock using 

Roman numerals. 


12-hour time. 


24-hour time. 

Record and compare times in seconds, minutes 

and hours. 

Use vocabulary o’clock, a.m., p.m., morning, 

afternoon, noon and night. 

Know the number of seconds in a minute and 

number of days in each month, year and leap year. 

durations of events. 

viii www.prim-ed.com Prim-Ed Publishing Primary Maths

Year 3 Geometry – assessment checklist 

A 

Assessment 

Key 



opportunity 


Draw 2-D shapes. 

Make 3-D shapes using modelling 

material. 

Recognise 3-D shapes in different 

orientations. 

Describe 3-D shapes. 

Recognise angles as a property of shape. 

Recognise angles as a description of a 

turn. 

Identify right angles. 

Recognise that two right angles make a 

half turn, three make three quarters and 

four a complete turn. 


Identify whether angles are greater than 

or less than a right angle. 

Identify horizontal and vertical lines. 

Identify pairs of perpendicular and 

parallel lines. 

Primary Maths Prim-Ed Publishing www.prim-ed.com ix

A 

Assessment 

Year 3 Statistics – assessment checklist 

Key 



opportunity 



Interpret and present data using bar 

charts. 

Interpret and present data using 

pictograms. 

Interpret and present data using tables. 

Solve questions using information 

presented in scaled bar charts. 

Solve questions using information presented 

in pictograms. 

Solve questions using information 

presented in tables. 

x www.prim-ed.com Prim-Ed Publishing Primary Maths

Teacher resources 

2-D shapes 


Primary Maths Prim-Ed Publishing www.prim-ed.com xi


3-D shapes 


xii www.prim-ed.com Prim-Ed Publishing Primary Maths


Four compass directions 


Primary Maths Prim-Ed Publishing www.prim-ed.com xiii


Grids and coordinates 

6 

5 

4 

3 

2 

1 

3 

2 

1 

A B C 


A B C D E F 

xiv www.prim-ed.com Prim-Ed Publishing Primary Maths


Angles 


Primary Maths Prim-Ed Publishing www.prim-ed.com xv


Clock faces (blank) 


xvi www.prim-ed.com Prim-Ed Publishing Primary Maths


Block graph 

10 

9 

8 

7 

6 

5 

4 

3 

2 

1Viewing sample 

Primary Maths Prim-Ed Publishing www.prim-ed.com xvii

M 

Measurement 

TEACHER INFORMATION 

MEASUREMENT 

Objective 

• Measure and compare lengths, mass and volume/capacity. 

Oral work and mental calculation 

• Use the vocabulary: 

Length: long, short, tall, high, low, wide, narrow, deep, 

shallow, thick, thin, far, near, close, distance ... 

Mass: weight, weighs, heavy, light, balances, 

scales ... 

Capacity: full, empty, half-full, holds ... 

• Use comparative words to compare lengths/masses/ 

capacities; for example, heavier, heaviest. 

• Know that: 1 kilometre = 1000 metres, 1 metre = 100 

centimetres, 1 centimetre = 10 millimetres, 1 kilogram 

= 1000 grams and 1 litre = 1000 millilitres. 

• Respond to oral questions; for example, 

Would you expect a front door to be 1, 2 or 5 metres 

tall? Would you expect an average 7-year-old child to 

weigh 10, 30 or 50 kg? 

• Discuss which unit of measurement would be best to 

measure different objects and why; for example, what 

unit would you use to measure the length of a spoon 

and why? 

Interactive whiteboard activity 

Interactive whiteboard activity available to support this 

copymaster. Visit www.prim-ed.com. 

Main teaching activity 

Units of measurement (page 3) 

Additional activities suitable for developing 

the objective 

• Draw objects that could be measured using 

kilometres, metres, centimetres, millimetres, 

kilograms, grams, litres and millilitres. 

• Collect and display items of packaged food. Use the 

information on the food labels to arrange them in 

order from lightest to heaviest. 

• Estimate and then check; How wide is the classroom? 

How thick is a pencil? How heavy is a house brick? 

How much water will this jug hold? 

Answers 

1. Length: metre (m), centimetre (cm), kilometre (km), 

millimetre (mm) 

Mass: kilogram (kg), gram (g) 

Capacity: litre (L), millilitre (mL) 

2. (a) cm (b) mL (c) kg (d) m 

(e) g (f) L (g) km 

3. (a) 5 m = 500 cm, 250 cm = 2.5 m, 7 m 80 cm = 7.8 

cm, 100 mm = 10 cm, 9.5 m = 9 m 50 cm, 25 cm 

= 250 mm 

(b) 1 kg 200 g = 1200 g, 1.5 kg = 1500 g, 2500 g = 2 

kg 500 g 

(c) 2 L = 2000 mL, 4000 mL = 4 L, 2 L 600 mL = 2600 

mL 

Challenge: Teacher check 


2 www.prim-ed.com Prim-Ed Publishing Primary Maths

UNITS OF MEASUREMENT 

M 

Measurement 

1. List all the length, mass and capacity units of measurement under their correct headings. 

metre (m) 

litre (L) 

Length Mass Capacity 

kilogram (kg) 

gram (g) 

millilitre (mL) 

CHALLENGE 

Add any other units of length, mass or capacity measurement to the list in Question 1. 

Write them in green. 

Objective 

centimetre (cm) 

kilometre (km) 

millimetre (mm) 

2. Use the names of the units above to complete 

these sentences about measuring. 

(a) You measure the length of your pencil in 

(b) You measure the capacity of a thimble in 

(c) You measure your weight in 

(d) You measure the height of a netball ring in 

(e) You measure the mass of a pen in 

(f) You measure the capacity of a bucket in 

(g) You measure the length of a motorway in 

Primary Maths Prim-Ed Publishing www.prim-ed.com 3 

. 

. 

. 

. 

. 

. 

. 

3. Draw arrows to match equivalent 

measurements. 

(a) 5 m 

7.8 m 

250 cm 250 mm 

7 m 80 cm 500 cm 

100 mm 2.5 m 

9.5 m 10 cm 

25 cm 9 m 50 cm 

(b) 1 kg 200 g 

(c) 2 L 

2 kg 500 g 

1.5 kg 1200 g 

2500 g 1500 g 


Uses vocabulary related to length, mass and capacity. 

4 L 

4000 mL 2600 mL 

2 L 600 mL 2000 mL

M 

Measurement 


MEASUREMENT 

Objective 

• Measure and compare lengths. 


• Use the vocabulary: long, short, tall, high, low, wide, 

narrow, deep, shallow, thick, thin, far, near, close, 

distance … 

and comparative words; for example, longer, longest. 

• Know that: 1 kilometre = 1000 metres, 1 metre = 100 

centimetres and 1 centimetre = 10 millimetres. 

• Sort a collection of objects according to whether they 

are about 1 cm, 10 cm or 50 cm in length. 

• Respond to questions; for example, What object is 

about 1 cm long? What object is about 1 m long? 

What object is about 20 cm tall? Check by measuring. 


Measuring in centimetres (page 5) 


the objective 

• Draw objects to match various lengths; for example, 

5 cm, 20 cm, 50 cm. 

• Sort a collection of objects from shortest to longest. 

Measure each object in centimetres and write a label 

to say how long each object is. 

• Work in pairs and use a tape measure to measure 

various body parts; for example, a hand span or the 

distance around an ankle. 


How long is a pencil? How thick is a dictionary? How 

tall is a desk? 

• Measure lengths of string or lines to the nearest 

whole or half centimetre. 

• Draw lines that are whole or half centimetres in 

length. 

Answers 

1. (a) 3 cm (b) 6.5 cm 

(c) 4.5 cm 

(d) 10.5 cm 

(e) 5.5 cm 

2. (a) pencil d (b) pencil a 

(c) 3 cm, 4.5 cm, 5.5 cm, 6.5 cm, 10.5 cm 

3. Teacher check 




MEASURING IN CENTIMETRES 

M 

Measurement 

1. Measure these different sized pencils to the nearest half centimetre and record the 

answers. (Start at the tip of each pencil.) 

(a) 

(b) 

(c) 

(d) 

(e) 

2. (a) Which pencil do you think is the newest? 

(b) Which pencil do you think is the oldest? 

(c) Order the pencils in centimetres, from shortest to longest. 

cm cm cm cm cm 

3. Use a ruler to draw lines measuring the following lengths. 

(a) 5 cm 

(b) 8 cm 

(c) 12 cm 

(d) 3.5 cm 


(e) 7.5 cm 

(f) 10.5 cm 

CHALLENGE 

Estimate and then measure the height of your desk using a tape measure. 

Estimate: between cm and cm Measure: cm 

Objective Measures, draws and orders length in centimetres. 


cm 

cm 

cm 

cm 

cm

M 

Measurement 


MEASUREMENT 

Objective 





distance … 


• Know that: 1 metre = 100 centimetres and half a 

metre (0.5 m) = 50 cm. 


are about 0.5 m, 1 m or 2 m in length. 


about 1 m long? What object is about 2 m tall? 

Check by measuring. 





Metres (page 7) 


the objective 


0.5 m, 1 m, 2 m. 


How long is the corridor? How tall is the door? 

• Measure the length of the classroom and playground 

using a metre ruler, a tape measure and a trundle 

wheel. 

Answers 

1. 20 cm, 30 cm, 40 cm, 60 cm, 80 cm, 90 cm 

2. lorry, whiteboard, door, width of classroom, carpet 





METRES 

M 

Measurement 

There are 100 centimetres in 1 metre. 

1. Fill in the missing numbers (counting by 10s) on the metre ruler. 

2. Colour the items you would more likely measure in metres than centimetres. 

3. Estimate and then measure these objects using a metre ruler. It may be easier to work 

with a friend. 


CHALLENGE 

Work with a friend to first estimate, then measure in metres, the length of a corridor. 

Estimate: m Measure: m 

Objective 

Estimates and measures lengths of objects to the nearest metre. 

Primary Maths Prim-Ed Publishing www.prim-ed.com 7

M 

Measurement 


MEASUREMENT 

Objective 





distance … 


• Know that: 1 metre = 100 centimetres and half a 

metre (0.5 m) = 50 cm. 

• Sort a collection of objects according to whether 

they are about 0.5 m, 1 m or 2 m in length. 


about 1 m long? What object is about 2 m tall? 

Check by measuring. 


Measuring in metres (page 9) 


the objective 


0.5 m, 1 m, 2 m. 


How long is the corridor? How tall is the door? 



wheel. 

Answers 

1. 2 m, 4 m, 6 m, 9 m, 10 m, 12 m 





MEASURING IN METRES 

M 

Measurement 

1. Order the length of these vehicles from shortest to longest. 

m m m m m m 

2. Find the actual objects shown below. Estimate then measure them in metres (m). 

It may be easier to work with a partner. 


CHALLENGE 

Using a trundle wheel, work with a partner to 

measure the length of the school playground. Measure: m 

Objective 

Estimates, measures and orders lengths in metres. 


M 

Measurement 


MEASUREMENT 

Objective 





distance ... and comparative words; for example, 

longer, longest. 

• Know that: 1 kilometre = 1000 metres, 1 metre = 

100 centimetres and 1 centimetre = 10 millimetres. 


about 1 m long? What object is about 1 cm tall? 

What object is about 1 km long? 

• Discuss whether it would be best to use mm, cm, m 

or km to measure various items; for example, how 

far it is from Manchester to Birmingham, the length 

of a mouse’s tail. 

• Suggest other items that could be measured using 

mm, cm, m and km. 





Metres, centimetres and millimetres (page 11) 


the objective 


1 mm, 1 cm, 1 m and 1 km. 

• Sort a collection of pictures of objects according to 

whether they would need measuring in mm, cm, m or 

km. 

• Estimate and then check; How long is the classroom? 

How tall is a pencil? How long is the playing field? 



wheel. 

Answers 

1. (a) 10 (b) 100 

2. (a) cm, ruler (b) m, metre stick 

(c) mm, ruler 

(d) cm, ruler 

(e) m, metre stick 




METRES, CENTIMETRES AND MILLIMETRES 

M 

Measurement 

1. Complete the sentences using 10 or 100 . 

(a) There are 

(b) There are 

Objectives • Knows relationships between units of length. 

millimetres in one centimetre. 

centimetres in one metre. 

2. Tick to show the unit and measuring equipment you would use to measure the length of 

each object. 

mm cm m 

ruler 

metre 

stick 

mm cm m 

ruler 

metre 

stick 

mm cm m 

ruler 

metre 

stick 

mm cm m 

ruler 

metre 

stick 

On the back of this sheet, list three things you would measure in: 

(a) millimetres (b) centimetres (c) metres. 

• Suggests suitable units and measuring equipment to measure length. 

trundle 

wheel 

trundle 

wheel 

trundle 

wheel 

trundle 

wheel 


CHALLENGE 

mm cm m 

ruler 

metre 

stick 

trundle 

wheel 


M 

Measurement 


MEASUREMENT 

Objective 

• Add and subtract lengths. 


• Orally answer one-step measure problems; for 

example, 

One ruler is 30 cm in length. 

How long will 4 rulers be, if placed end to end? 

• Encourage the pupils to explain how they worked out 

the answers. 





Length word problems (page 13) 


the objective 

• Complete word problems based on different lengths; 

for example, 

Length: Sam’s pencil is 17 cm and Jack’s is 13 cm. 

What is their total length? What is the difference in 

their lengths? 

• Complete word problems based on other measures; 

for example, 

Mass: One packet of biscuits weights 250 g. How 

much will five packets weigh? 

Capacity: A medicine bottle holds 50 mL. A teaspoon 

holds 5 mL. How many teaspoons of medicine are in 

the bottle? 

Time: Break starts at 10.30 a.m. It lasts for 20 

minutes. What time does break end? 

• Provide pupils with a simple cake recipe and a list of 

measures-related questions to ask about the recipe; 

for example, 

How much does the flour and sugar weigh 

altogether? 

If you wanted to make three times as many cakes, 

how much butter would you need? 

If you put the cakes in the oven at half past nine, by 

what time would they be cooked? 

• Pupils write their own word problems about 

measures and ask a partner to work them out. 

Answers 


1. (a) 52 cm (b) 21 mm (c) 75 m 

(d) 225 km (e) 145 cm 



LENGTH WORD PROBLEMS 

M 

Measurement 

1. Solve these word problems and show your calculations. 

Problem 

Solution 

(a) Max has four pencils in his 

pencil case. The pencils measure 

18 cm, 15 cm, 11 cm and 8 cm. 

If Max placed his pencils end to 

end, how far would his pencils 

stretch? 

(b) There were six fleas in the flea 

circus. Their heights were 1 mm, 

2 mm, 3 mm, 4 mm, 5 mm and 

6 mm. 

If they stood on top of each 

other, how tall would they be in 

total? 

(c) Kasim swam 75 metres on 

Tuesday and 150 metres on 

Friday. 

How much further did he swim 

on Friday? 

(d) Max’s dad does a lot of driving 

each week. He drives Max 

3 km to school each day, he 

then continues onto work for a 

further 21 km each way. 

How far does Max’s dad travel 

each week? 


(e) Julie is 25 cm taller than her 

brother Jim. 

Jim is 120 cm tall. How tall is 

Julie? 

CHALLENGE 

Write a length problem of your own for a friend to solve. 

Objective 

Solves word problems using lengths. 


M 

Measurement 


MEASUREMENT 

Objective 

• Measure and compare mass. 


• Use the vocabulary: weight, weighs, heavy, light, 

balances, scales ... and comparative words; for 

example, lighter, lightest. 

• Know that: 1 kilogram = 1000 grams. 

• Order objects from lightest to heaviest by hefting. 

• Extend to ordering objects from lightest to heaviest 

by weighing on scales. 


are about 100 g, 500 g or 1 kg in weight. 

• Respond to questions; for example, What object 

weighs about 500 g? 1 kg? Check by weighing. 


Kilograms (page 15) 


the objective 

• Draw objects that are various weights; for example, 

100 g, 500 g and 1 kg. 

• Sort a collection of objects from lightest to heaviest. 

Weigh each object and write a label to say how heavy 

each object is. 



order from lightest to heaviest, and vice versa. 

• Estimate and then check; How heavy is a rock? How 

heavy are five dictionaries? 

• Work out a recipe for eight people or two people by 

doubling or halving quantities in a simple recipe for 

four people. 

Answers 








KILOGRAMS 

M 

Measurement 

1. Using balance scales, estimate and then measure how many marbles it takes to 

equal the weight of 1 kilogram. 

Estimate: 

Measure: 

marbles 

marbles 

2. Hold a kilogram weight in one hand and each of these items in the other, then write if 

they are less than 1 kg or more than 1 kg. 

(a) 

(b) 

(c) 

(d) 

3. Estimate and weigh three objects using kitchen scales. Draw each object in the space. 


4. Estimate and then weigh your school bag using bathroom scales. 

CHALLENGE 

Write three things you know weigh 1 kilogram. 

(Clue: There are many things in the supermarket!) 

Estimate: kg Measure: kg 

(a) (b) (c) 

Objective 

Measures and compares mass. 


M 

Measurement 


MEASUREMENT 

Objective 

• Measure and compare mass. 


• Use the vocabulary: weight, weighs, heavy, light, 

balances, scales ... and comparative words; for 

example, lighter, lightest. 

• Know that: 1 kilogram = 1000 grams. 

• Discuss whether it would be best to use grams or 

kilograms to weigh various items; for example, six 

grapes, a bag of groceries. 

• Suggest other items that could be weighed using 

grams and kilograms. 

• Weigh items using different scales – balance, kitchen 

and bathroom. Discuss which are the easiest/most 

accurate to use and why. Discuss whether one type of 

scale is better than others for measuring certain types 

of objects and why. 





Grams and kilograms (page 17) 


the objective 


100 g, 500 g and 1 kg. 

• Sort a collection of pictures of objects according 

to whether they would need weighing in grams or 

kilograms. 



order from lightest to heaviest, and vice versa. 

• Estimate and then check; How heavy is a rock? How 

heavy are five dictionaries? 

Answers 

1. 200 g, 500 g, 750 g, 1 kg, 1.2 kg, 1.5 kg, 2 kg, 5 kg 

2. (a) kg, bathroom (b) g, kitchen/balance 

(c) kg, bathroom 




GRAMS AND KILOGRAMS 

There are 1000 grams in 1 kilogram. 

1. Order the weight of these foods from lightest to heaviest. 

M 

Measurement 

g, g, g, kg, kg, kg, kg, 

kg 

2. Tick to show the unit and measuring equipment you would use to measure the mass of 

each object. 

grams 

kitchen or 

balance scales 

grams 

kitchen or 


grams 

kitchen or 


CHALLENGE 

List three things you would measure in: 

(a) grams 

(b) kilograms 

kilograms 

bathroom 

scales 

kilograms 

bathroom 

scales 

kilograms 


bathroom 

scales 

Objectives 

• Knows relationships between units of mass. 

• Suggests suitable units and measuring equipment to measure mass. 


M 

Measurement 


MEASUREMENT 

Objective 

• Measure and compare, add and subtract mass. 


• Know that: 1 kilogram = 1000 grams and ½ kilogram 

= 500 grams. 

• Respond to questions; for example, What object 

weighs about ½ kilogram? 

• Practise reading scales on kitchen and bathroom 

scales to the nearest half and whole unit. 


example, One box of cereals weighs 500 g. How much 

will four boxes weigh? 





Mass measurements (page 19) 


the objective 


1 

⁄ 2 

kg. 

• Investigate how many marbles/beads/buttons weigh 

exactly half a kilogram. 

• Complete weight word problems; for example, One 

packet of biscuits weighs 250 g. How much will five 

packets weigh? 

Answers 

1. (a) 500 (b) 2000 (c) ¼ (d) 5 

2. (a) 100 g (b) 400 g (c) 900 g (d) 600 g 

3. (a) 950 g (b) 31 kg 

4. (a) 3 kg 250 g (b) 6 kg 405 g 

(c) 8 kg 995 g (d) 4 kg 780 g 




MASS MEASUREMENTS 

M 

Measurement 

1. There are 1000 grams in 1 kilogram, so: 

(a) There are 

(b) There are 

(c) 250 grams equals 

(d) 5000 grams equals 

grams in ½ kilogram. 

grams in 2 kilograms. 

kilogram. 

kilograms. 

2. Write the weight shown on these kitchen scales. 

(a) (b) (c) (d) 

g g g g 


Problem 

(a) Sam is going to make 2 cakes, 1 loaf and 

1 dozen biscuits. He needs 250 g of flour 

for each cake, 275 g for the loaf and 

175 g for the biscuits. How much flour 

does he need altogether? 

(b) Poochy the poodle weighed 40 kg. The vet 

put him on a strict diet. He lost 3 kg, 4 kg 

and 2 kg each month over three months. 

What is Poochy’s weight now? 

4. Write these measurements in kilograms and grams. 

(a) 3.250 kg = 3 kg 250 g (b) 6.405 kg = kg g 

(c) 8.995 kg = kg g (d) 4.780 kg = kg g 

CHALLENGE 

Estimate and then measure the weight of a dictionary using balance scales 

and weights. 

¼ 

5 

Solution 

500 

2000 


Estimate: 

Actual mass: 

Objective 

Measures, adds and subtracts mass. 


M 

Measurement 


MEASUREMENT 

Objective 

• Measure and compare capacity. 


• Use the vocabulary: full, empty, half-full, holds ... and 

comparative words; for example, fuller, fullest. 

• Know that: 1 litre = 1000 millilitres. 

• Order containers from smallest to largest capacity. 

• Sort a collection of containers according to whether 

they hold about 100 mL, 500 mL or 1 L. 

• Respond to questions; for example, What container 

holds about 500 mL? 1 L? 


Litres (page 21) 


the objective 

• Draw containers that have various capacities; for 

example, 100 mL, 500 mL and 1 L. 

• Sort a collection of containers from smallest to 

largest capacity. Measure the capacity of each 

container and write a label to say how much liquid 

each container holds. 

• Collect and display items of packaged drinks and 

other liquids. Use the information on the drink labels 

to arrange them in order from smallest to largest 

capacity, and vice versa. 

• Estimate and then check; What is the capacity of a 

bucket? Does a teapot hold 1 L, 10 L or 100 L? 

Answers 



3. Cream (300 mL), Fizz pop (375 mL), 

Choc milk (600 mL), Milk (2 L), Paint (4 L) 




LITRES 

1. Estimate and then measure how many 

cups of water it takes to fill a 1-litre jug. 

M 

Measurement 

2. Find the actual containers shown below. 

Estimate and measure how many of the 

containers it takes to fill a 1-litre jug. 

3. Order these containers from 1 to 5 — 1 

being the least capacity and 5 being the 

greatest capacity. 


CHALLENGE 

Estimate and measure how many litres of water it would take to fill a bucket. 

Estimate: 

Measure: 

Objectives • Makes sensible estimates of capacity. 

• Orders containers according to estimates of capacity. 


M 

Measurement 


MEASUREMENT 

Objective 



• Use the vocabulary: full, empty, half-full, holds ... and 

comparative words; for example, fuller, fullest. 

• Know that: 1 litre = 1000 millilitres. 

• Discuss whether it would be best to use millilitres or 

litres to measure the capacities of various containers; 

for example, an egg cup, a bathtub. 

• Suggest other containers whose capacities could be 

measured using millilitres or litres. 

• Measure the capacities of various containers using 

a variety of measuring jugs and beakers. Discuss the 

suitability of each measuring jug/container. 





Litres and millilitres (page 23) 


the objective 



• Sort a collection of pictures of containers according 

to whether they need their capacities measuring in 

millilitres or litres. 

• Collect and display items of packaged drinks and 

other liquids. Use the information on the drink labels 

to arrange them in order from smallest to largest 

capacity, and vice versa. 

• Estimate and then check; What is the capacity of a 

bucket? Does a teapot hold 1 L, 10 L or 100 L? 

Answers 

1. Pop (250 mL), Tomato sauce (500 mL), Choc milk 

(600 mL), Yoghurt (1 L), Cordial (1.5 L), Milk (2 L), 

Juice (4 L), Paint (10 L) 

2. (a) L, 1 litre jug (b) mL, 100 mL beaker 

(c) L, 1 litre jug 




LITRES AND MILLILITRES 

M 

Measurement 

There are 1000 millilitres in 1 litre. 

1. Order the capacity of these containers from the smallest to the largest. 

2. Tick to show the unit and measuring equipment you would use to measure the capacity 

of each container. 

CHALLENGE 

List three containers you would measure the capacity of in: 

(a) millilitres 

millilitres 

100 mL 

beaker 

millilitres 

100 mL 

beaker 

millilitres 

litres 

1 litre 

jug 

litres 

1 litre 

jug 

litres 


100 mL 

beaker 

1 litre 

jug 

(b) litres 

Objectives 

• Knows relationships between units of capacity. • Suggests suitable units and measuring equipment to measure capacity. 


M 

Measurement 


MEASUREMENT 

Objective 



• Know that: 1 litre = 1000 millilitres and 1 ⁄ 2 

litre = 

500 millilitres. 

• Respond to questions; for example, What container 

has a capacity of about 1 ⁄ 2 

litre? 

• Practise reading scales on a variety of measuring jugs 

to the nearest half and whole unit. 


example, One bottle contains 2 litres of coke, another 

2.5 litres of juice and a third 1.5 litres of orangeade. 

How many litres altogether? 





Capacity measurements (page 25) 


the objective 



• Investigate how many cups of water will fill a litre 

jug. 

• Complete capacity word problems; for example, A 

medicine bottle holds 50 mL. A teaspoon holds 5 mL. 

How many teaspoons of medicine are in the bottle? 

Answers 

1. (a) 1 ⁄ 2 

(b) 3 (c) 750 (d) 2000 

2. (a) 150 mL (b) 800 mL (c) 300 mL (d) 1 L 

3. (a) 1900 mL (b) 50 mL 

4. (a) 6 L 565 mL (b) 9 L 450 mL 

(c) 1 L 995 mL (d) 4 L 25 mL 




CAPACITY MEASUREMENTS 

M 

Measurement 

1. There are 1000 millilitres in 1 litre, so: 

(a) There are 500 millilitres in 

litre. 2000 

(b) There are 3000 millilitres in 

(c) ¾ litre equals 

(d) 2 litres equals 

millilitres. 

millilitres. 

litres. 

2. Write the amount shown on these jugs of water. 

(a) (b) (c) (d) 

mL mL mL mL 


4. Write these measurements in litres and millilitres. 

(a) 6.565 L = 6 L 565 mL (b) 9.450 L = L mL 

(c) 1.995 L = L mL (d) 4.025 L = L mL 

CHALLENGE 

PROBLEM 

(a) Max drank 500 mL of juice, 450 mL of 

lemonade, 350 mL of milkshake and 

600 mL of water. Surprisingly, he wasn’t 

sick. How much did he drink altogether? 

(b) Kim drank 250 mL of coke and 350 mL 

of water on Monday. She drank 400 mL 

of milkshake and 250 mL of lemonade 

on Tuesday. How much more did she 

drink on Tuesday? 

SOLUTION 

750 


Estimate and then measure how many litres of water it would take to fill a large bucket. 

Estimate: litres Measure: litres 

3 

½ 

Objective 

Measures, adds and subtracts capacity. 


M 

Measurement 


MEASUREMENT 

Objective 

• Measure the perimeter of simple 2-D shapes. 


• Use the vocabulary: perimeter, distance, edge, 

centimetres, metres. 

• Demonstrate how to measure the perimeter of a 

rectangle drawn onto squared paper. 

• Demonstrate how to measure the perimeter of a small 

object (e.g. book) using centimetres. 

• Answer verbal questions involving perimeters; for 

example, The perimeter of a square is 24 cm. What 

length is each side of the square? How long is the 

perimeter of a 4 cm x 5 cm rectangle? 

• Discuss and explain a short way to work out the 

perimeter of a rectangle. 


Perimeter (page 27) 


the objective 

• Estimate, measure and record the perimeters of 

plastic shapes using centimetres. Record results in a 

simple table. 

• Order perimeters from smallest to largest, and vice 

versa. 

• Draw around a square. Measure the perimeter 

in centimetres. Do the sides all have the same 

measurement? Repeat for regular triangles and 

perimeters. 

• Draw different rectangles onto squared paper. 

Measure the perimeters and write them into the 

middle of the shapes. 

• Draw two shapes with a perimeter of 16 cm. Which 

has the largest area? 

• Answer word problems involving perimeter; for 

example, A rectangular garden measures 15 m by 5 

m. How many metres of fencing are needed to totally 

enclose the garden? 

Answers 

1. (a) 12 cm (b) 9 cm 

(c) 17 cm (d) 12 cm 





PERIMETER 

M 

Measurement 

1. Estimate and measure the perimeter of the shapes below in centimetres. 

(a) 

(b) 

(c) 

Working with a partner, estimate and then measure the perimeter of the school field or hall, using 

a trundle wheel. 

Estimate: Between and m Measure: m 

Objective 

Estimate = cm Estimate = cm 

Measure = cm + cm + Measure = cm + cm + 

Estimates and measures the perimeter of shapes. 

cm + cm cm 

Perimeter = cm Perimeter = cm 

Estimate = cm Estimate = cm 


(d) 

Measure = cm + cm + Measure = cm + cm + 

cm + cm cm + cm 

Perimeter = cm Perimeter = cm 

2. Draw the following shapes. 

(a) A square with a perimeter of 12 cm. 

CHALLENGE 

(b) A rectangle with a perimeter of 12 cm. 

Viewing sample

M 

Measurement 


MEASUREMENT 

Objective 

• Add amounts of money, using both £ and p in practical contexts. 


• Hold up coins and notes. Pupils say the name/value of 

the coin or note. 

• Show pictures of three coins or notes. Pupils add up 

their total value. 

• Respond to questions; for example, 

How many pence in £5.50? 

What is the total of two £1 coins and two 50p coins? 

Write 445p on the board, using the £ sign. 

• Exchange a note or coin for its equivalent in smaller 

notes and coins. 


Money (page 29) 


the objective 

• Write amounts in pounds as pence and vice versa; for 

example, write £3.05 as 305p. 

• Have a class shop, where the pupils can buy and sell 

goods and give change. 

• Role play situations using the class shop; for 

example, 

Peter has one 50p coin and three 20p coins. If he 

buys a 90p toy in the shop, how much money will he 

have left? 

• Order a selection of coins in order of value. Add their 

total. 

• Investigate which five coins make 77p, 60p etc. 

• Work out the least amount of coins you could use 

to buy a comic at 55p, a tennis ball at £1.30, a 

chocolate bar at 39p etc. 

• Look at retail catalogues. Spend a given amount, so 

you receive as little change as possible. 

Answers 

1. (a) £1.26 (b) £1.17 (c) £3.35 

2. (a) £2.00 (b) 525p (c) 50p, 5p, 1p 

(d) 650p (e) £5.00 note 




MONEY 

M 

Measurement 

1. Add each group of coins and write the total. 

(a) 

(b) 

(c) 

Total = 

2. Draw lines to match the equivalent amounts. 

(a) • • 

(b) £5.25 • • 650p 

(c) 56p • • £2.00 

(d) £6.50 • • 525p 

(e) • • 

CHALLENGE 

On the back of this sheet, draw and label notes and coins to make the following 

amounts. 

(a) 26p (b) £1.60 (c) £5.03 (d) £25.82 

Objectives • Recognises and adds coins. 

Total = 

Total = 


• Understands £ and p notation. 


M 

Measurement 


MEASUREMENT 

Objective 

• Add amounts of money, using both £ and p in practical contexts. 


• Hold up coins and notes. Pupils say the name/value of 

the coin or note. 

• Show pictures of three coins or notes. Pupils add up 

their total value. 

• Respond to questions; for example, 

How many pence in £5.50? 

What is the total of two £1 coins and two 50p coins? 

Write 445p on the board, using the £ sign. 

• Exchange a note or coin for its equivalent in smaller 

notes and coins. 


Equivalent coins (page 31) 


the objective 

• Write amounts in pounds as pence and vice versa; for 

example, write £3.05 as 305p. 

• Have a class shop, where the pupils can buy and sell 

goods and give change. 

• Role play situations using the class shop; for example, 

Peter has one 50p coin and three 20p coins. If he buys 

a 90p toy in the shop, how much money will he have 

left? 


total. 


• Work out the least amount of coins you could use to 

buy a comic at 55p, a tennis ball at £1.30, a chocolate 

bar at 39p etc. 



Answers 

1. (a) 5p, 5p 

(b) 20p, 20p, 10p and 20p, 10p, 10p, 10p 

(c) 5p, 5p, 5p, 5p and 10p, 10p 

(d) 50p, 20p, 20p, 10p and 20p, 20p, 20p, 20p, 20p 

(e) £1, £1 and 50p, 50p, 50p, 50p and £1, 50p, 20p, 

20p, 10p 

2. (a) 20p, 10p, 5p (b) 50p, 20p, 10p 

(c) £1, 50p, 20p, 5p 

Challenge: £2, £1, 50p, 10p 



EQUIVALENT COINS 

M 

Measurement 

Equivalent means ‘equal to the same amount’. 

1. Colour the sets of coins that are equivalent to the first coin. 

2. Fill in the number on the coins to make these amounts. 

(a) 

(b) 

(c) 

35p 

80p 


£1.75 

CHALLENGE 

On the back of the sheet, draw and label the least amount of coins needed to make £3.60. 

Objective 

Recognises groups of coins that are equivalent in value to a given amount. 


M 

Measurement 


MEASUREMENT 

Objective 

• Add and subtract amounts of money to give change, using both £ and p in practical contexts. 


• Play ‘ Guess the coin’; for example, 

I am thinking of a coin. It is silver and worth less than 

10p. What is the coin? 

I am thinking of a coin. It is worth less than £1.00 but 

more than 20p. What is the coin? 

• Orally answer one-step money problems; for example, 

Totals: An apple costs 25p and a packet of crisps 35p. 

What is the total cost? 

Change: A magazine is £1.50. How much change will 

there be from £2.00? 

Coins: What is the least amount of coins that can be 

used to make 65p? 

• Encourage the pupils to explain how they worked out 

the answers. 





Money word problems (page 33) 


the objective 


total. 

• Convert amounts in pounds to amounts in pence and 

vice versa; for example, change £1.25 to 125p. 

• Complete money word problems; for example, 

Totals: It costs £1.50 for one child to play tennis. 

How much does it cost for two children? 

Change: Sally buys three chocolate bars at 40p each. 

What change will she receive from £2.00? 


• Work out the least amount of coins you could use 

to buy a comic at 55p, a tennis ball at £1.30, a 

chocolate bar at 39p etc. 



Answers 

1. (a) £1.40, 60p (b) 90p, 10p (c) £1.80, 20p 

(d) 30p, 20p (e) £1.25, 25p (f) £1.70, 30p 

(g) £1.45, 55p (h) £1.70, 30p 

2. (a) 80p (b) £1.00 

(c) 3 - £1.00, 20p, 10p 

(d) £3.00, £2.00 

Challenge: (a) 70p, Teacher check 

(b) 25p, Teacher check 



MONEY WORD PROBLEMS 

M 

Measurement 

1. Look at the school canteen items pictured. Work out the cost and change given for 

each problem. 

How much would it cost to buy … 

(a) 2 muesli bars? £2.00 

(b) 2 cheese sticks? £1.00 

(c) 1 popcorn and 1 juice? £2.00 

(d) 3 liquorice sticks? 

(e) 1 juice and 1 cheese stick? £1.50 

(f) 1 popcorn and 1 muesli bar? £2.00 

(g) 1 cheese stick and 1 popcorn? £2.00 

(h) 1 muesli bar, 1 juice and 2 liquorice sticks? £2.00 

2. Solve these money word problems. 

(a) Matthew had £2.00. If he spent £1.20 on a pie, 

how much money did he have left? 

(b) Liz had £5.00. If she spent £4.00 on a new pencil 

case, how much money did she have left? 

(c) Mum bought a litre of milk for £1.30. What is 

the least amount of coins she could pay with? 

(d) If one roll costs 50p, how much will 6 rolls cost? 

How much change will you receive from £5.00? 

On the back of this sheet, write your own word problem for these sums. 

(a) 50p + 20p = (b) 80p – 55p = 

Objective 

Selects appropriate operations and methods to solve word problems involving money. 

Change from … 

Workings and answer 


CHALLENGE 


50p

M 

Measurement 


MEASUREMENT 

Objectives 

• Tell and write the time from an analogue clock. 

• Estimate and read time with increasing accuracy to the nearest minute. 


• Use the vocabulary: o’clock, half past, quarter past, 

quarter to, five past, five to, analogue, digital. 

• Know that 1 hour = 60 minutes and 1 minute = 60 

seconds. 

• Practise reading the time on large analogue clocks. 

• Practise reading the time to the nearest minute on 

large digital clocks. 

• Look at the classroom clock at given times of the 

school day and read the time. 





Analogue time (page 35) 


the objectives 

• Write the time on drawings of analogue clocks. 

• Write the time to the nearest minute on drawings of 

digital clocks. 

• Match cards showing analogue times with cards 

showing digital times. Sort the cards according to 

whether they show an o’clock, half past etc. time 

or play ‘Snap’ to match each analogue time to its 

corresponding digital time. 

• Write/Say times in different formats; for example, 

7.55 could be written as 55 minutes past 7 or 

5 to 8. 

Answers 


2. (a) 10 (b) 23 (c) 5 (d) 25 

(e) 17 (f) 11 (g) 5 (h) 4 





ANALOGUE TIME 

M 

Measurement 

All the times on the 

right-hand side of 

the clock are PAST 

and the times on the 

left are TO. 

1. Colour the PAST side 

blue and the TO side red. 

Write the missing times. 

2. Fill in the times shown on these clocks. 

CHALLENGE 

Using a clock face with moveable hands, work with a partner, taking it in turns to create 

and read different times on a clock. 

Objective 

past 4 minutes past 8 to 9 past 12 

minutes to 11 minutes past 6 quarter to minutes to 7 

3. Draw the times on these clock faces. 


8 minutes past 7 24 minutes to 9 16 minutes past 10 10 past 7 

Reads the time on analogue clocks. 


M 

Measurement 


MEASUREMENT 

Objective 

• Tell and write the time from an analogue clock, including using Roman numerals from I to XII. 


• Hold up a card with a Roman numeral written on it. 

Say as a number; for example, IV = 4. 

• Practise reading the time on large analogue clocks 

with Roman numerals. 

• Give half the class a card with a Roman numeral on 

it, and the other half a card with the corresponding 

modern numeral. Children have to find their match. 


Roman numerals (page 37) 


the objective 

• Match number cards 1 to 12 to cards with Roman 

numerals I to XII. 

• Complete simple addition and subtraction sums 

containing Roman numerals; for example, V + III = 

VIII 

• Search for images of Roman numerals on the 

Internet. Write a list of where they are found. Print 

off some images and create a collage. 

Answers 

1. I, II, III, IV, V, VI, VII, VIII, IX, X, XI, XII 

2. (a) VIII (b) X (c) IX 

(d) V (e) VIII (f) VI 

3. (a) 10 (b) 25 

(c) 8 (d) 3 





ROMAN NUMERALS 

M 

Measurement 

The Romans used a different number system to that used today, using letters from 

the Latin alphabet. Roman numerals are still used today and are often found on 

clocks and watches. 

1. Match the Roman numerals to the modern numerals. 

IV 

1 

CHALLENGE 

Find images of Roman numerals on the Internet. Print one and glue it on the back of this 

sheet. 

Objective 

II 

2 

VI 

2. Complete the Roman numeral sums, using Roman numerals. 

(a) III + V = (b) VI + IV = (c) VII + II = 

(d) XI – VI = (e) XII – IV = (f) X – IV = 

3. Write the time shown on these clocks. 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

Knows Roman numerals to 12, and read them on a clock. 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

past 5 to 11 minutes to 3 minutes past 7 

4. Draw the times on these clock faces. 

3 

VIII 

4 

I 

5 

X 

6 

X XI XII I 

II 

IX 

III 

VIII IV 

VII 

VI 

V 

12 minutes past 9 24 minutes past 3 18 minutes to 4 2 minutes to 10 


III 


7 

V 

8 

XII 

9 

VII 

10 

IX 

11 

XI 

12

M 

Measurement 


MEASUREMENT 

Objectives 

• Tell and write the time from an analogue clock. 

• Estimate and read time with increasing accuracy to the nearest minute. 

• Use vocabulary such as o’clock and a.m./p.m. 


• Use the vocabulary: o’clock, half past, quarter past, 

quarter to, five past, five to, analogue, digital. 

• Know that 1 hour = 60 minutes and 1 minute = 60 

seconds. 

• Practise reading the time on large analogue clocks. 

• Practise reading the time to the nearest minute on 

large digital clocks. 

• Look at the classroom clock at given times of the 

school day and read the time. 


Analogue and digital time (page 39) 



• Write the time on drawings of analogue clocks. 

• Write the time to the nearest minute on drawings of 

digital clocks. 

• Match cards showing analogue times with cards 

showing digital times. Sort the cards according to 

whether they show an o’clock, half past etc. time 

or play ‘Snap’ to match each analogue time to its 

corresponding digital time. 

• Write/Say times in different formats; for example, 

7.55 could be written as 55 minutes past 7 or 

5 to 8. 

Answers 

1. (a) 9 o’clock, 9:00 (b) half past 4, 4:30 

(c) quarter past 12, 12:15 (d) quarter to 5, 4:45 

2. (a) Teacher check, 4:05 (b) Teacher check, 7:25 

(c) Teacher check, 12:45 (d) Teacher check, 10:40 

3. (a) 9.00 a.m. (b) 7.23 p.m. 

(c) 11.36 a.m. 

(d) 3.30 p.m. 

(e) 1.45 p.m. 

Challenge: (a) 1.00 p.m. 

(b) 5.35 a.m. 

(c) 2.18 p.m. 



ANALOGUE AND DIGITAL TIME 

1. Write the analogue times and digital times shown on these clocks. 

M 

Measurement 

2. Draw the times on the clock faces and fill in the digital times. 

(a) (b) (c) (d) 

five past 4 twenty-five past 7 quarter to 1 twenty to 11 

3. Draw lines to match the times to the ‘What am I?’ clues. 

(a) 

I start 

school 

at this 

time. 

(b) I am one 

hour after 

6.23 p.m. 

(c) I am 2 

hours after 

9.36 a.m. 

(d) I finish 

school 

about this 

time. 

(e) I am 15 

minutes 

before 

2.00 p.m. 

3.30 p.m. 1.45 p.m. 9.00 a.m. 7.23 p.m. 11.36 a.m. 

CHALLENGE 

What time will it be three hours before these times? 

(a) 4 p.m. : p.m. 

(b) 8.35 a.m. : a.m. 

(c) 5.18 p.m. : p.m. 


Objective 

Reads and writes times in analogue and digital formats. 


M 

Measurement 


MEASUREMENT 

Objective 

• Tell and write the time from an analogue clock, including using 12-hour and 24-hour clocks. 


• Hold up a card with a 12-hour time written on it. Say 

it as a 24-hour time, and vice versa. 

• Practise reading 24-hour time on an analogue clock. 

• Give half the class a card with a 12-hour time on it, 

and the other half a card with the corresponding 

24-hour time. Children have to find their match. 


24-hour time (page 41) 


the objective 

• Order daily events; for example, get up, eat dinner, on 

a 24-hour timeline. 

• Match number cards with 12-hour times written on 

them to cards with 24-hour times. 

• Search for images of 24-hour clocks and times on the 

Internet. Write a list of where they are found. Print 

off some images and create a collage. 

• Answer questions about simple timetables written in 

24-hour time. 

Answers 

1. 9.20 a.m. = 09.20, 11.45 a.m. = 11.45, 

2.40 p.m. = 14.40, 6.15 p.m. = 18.15, 

10.10 p.m. = 22.10 

2. (a) 03.30 (b) 10.15 (c) 14.45 

(d) 17.20 (e) 21.35 (f) 23.45 

3. (a) 3.15 a.m., 03.15 (b) 5.50 p.m., 17.50 

(c) 8.35 a.m., 08:35 (d) 11.25 p.m., 23.25 




24-HOUR TIME 

M 

Measurement 

When we use the 24-hour clock we do not need to write a.m. or p.m. 

1. Draw lines to match the 12-hour and 24-hour clock times. 

9.20 a.m. 11.45 a.m. 2.40 p.m. 6.15 p.m. 10.10 p.m. 

11.45 18.15 09.20 22.10 14.40 

2. Complete the following table. 

12-hour clock 

24-hour clock 

(a) 3.30 a.m. 03.30 

(b) 10.15 a.m. 

(c) 2.45 p.m. 

(d) 5.20 p.m. 

(e) 9.35 p.m. 

(f) 11.45 p.m. 

3. Write the time on each clock face in 12-hour and 24-hour time. 


12-hour a.m. 12-hour p.m. 12-hour a.m. 12-hour p.m. 

24-hour 24-hour 24-hour 24-hour 

CHALLENGE 

Write a list of places you might see 24-hour clocks or time. 

Objective Tells and writes the time using the 24-hour clock. 


M 

Measurement 


MEASUREMENT 

Objectives 

• Record and compare time in terms of seconds, minutes and hours. 

• Use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight. 


• Use the vocabulary: days of the week, months of the 

year, fortnight, minute, second, century, morning, 

afternoon, night, noon, midnight, a.m. and p.m. 

• Answer questions; for example, How many hours in 

one day? How many days/weeks in one fortnight? 

How many years in one century? How many seconds 

in one minute? 

• Discuss suitable units of time to measure the time: 

until the end of the day (hours), until Christmas (days/ 

weeks/months), to write their name (seconds), to sing 

a song (minutes). Then complete the calculations. 

• List things that they do in the morning (a.m.), 

afternoon (p.m.) and evening (p.m.). 





Describing time (page 43) 



• Draw and label things that they do in the morning 

(a.m.), afternoon (p.m.) and evening (p.m.). 

• List things that it takes them seconds/minutes/hours/ 

days/weeks/months/years to do. 

• Estimate and measure times; for example, how long 

does it take to brush hair? Change for PE? Run once 

around the field? 

• Make cards with equivalent times on them; for 

example, 1 day, 24 hours and 1 fortnight, 2 weeks and 

14 days. 

Turn all of the cards face down and spread them out. 

One pupil turns over one card and then turns over a 

second card. If the two cards have equivalent times 

on them then the pupil keeps them. If the cards do 

not have equivalent times on them then the cards 

are again placed face down and the game continues. 

The game continues until all the cards have been 

matched. The winner is the pupil with the most cards. 

Answers 

1. (a) p.m. (b) a.m. or p.m. (c) a.m. 

(d) p.m. 

2. (a) evening (b) morning (c) afternoon 

3. (a) 60 (b) 60 (c) 24 

(d) 7 (e) 12 (f) 52 




DESCRIBING TIME 

M 

Measurement 

Time can be described in a variety of ways, such as a.m. (from 12 midnight to 12 midday) 

and p.m. (from 12 midday to 12 midnight) or as morning, afternoon and evening. 

1. Write a.m. or p.m. below these pictures of events. 

2. Write morning, afternoon or evening below these pictures. 

3. Complete the time sentences. 

(a) 1 minute = seconds (b) 1 hour = minutes 


(c) 1 day = hours (d) 1 week = days 

(e) 1 year = months (f) 1 year = weeks 

CHALLENGE 

On the back of this sheet, draw something you do in the a.m. and something you do in 

the p.m. at the weekend. 

Objectives 

• Uses vocabulary related to time. 

• Knows relationships between units of time. 


M 

Measurement 


MEASUREMENT 

Objectives 

• Estimate and read time with increasing accuracy. 


• Compare durations of events. 



year, fortnight, hour, minute, second, century, a.m. 

and p.m. 









• List things that it takes them different lengths of time 

to do; for example, a few minutes, half an hour, an 

hour, several hours. 

• Take notice of the time that different activities are 

started and finished and write them on the board; for 

example, assembly starts at 10:15 a.m. and finishes at 

10:30 a.m. Discuss the time intervals. 





Periods of time (page 45) 



• Draw and label things that it takes them different 

lengths of time to do; for example, a few minutes, 

half an hour, an hour, several hours. 



around the field? Write the start and end times. 

• Estimate and then work out how many times they can 

jump/write their name/draw stars/count to 5 in one 

minute. 

• Make cards with equivalent times on them; for 

example, 1 day, 24 hours and 1 fortnight, 2 weeks and 

14 days. 

Turn all of the cards face down and spread them out. 

One pupil turns over one card and then turns over a 

second card. If the two cards have equivalent times 

on them then the pupil keeps them. If the cards do 

not have equivalent times on them then the cards 

are again placed face down and the game continues. 

The game continues until all the cards have been 

matched. The winner is the pupil with the most cards. 

Answers 

1. Answers will vary, but could include: 

(a) few minutes 

(b) few minutes/half an hour 

(c) half an hour 

(d) about an hour/more than an hour 

(e) few minutes/half an hour 

(f) few hours 

2. (a) 5 (b) 2 (c) 4 

(d) 1 (e) 6 (f) 3 




PERIODS OF TIME 

M 

Measurement 

1. Estimate the time it takes to complete the tasks pictured below. Use words such as: 

few minutes half an hour less than an hour about an hour 

more than an hour 

a few hours 

2. Order these activities from taking the shortest time to taking the longest time (1 to 6). 

(a) school lunchtime 

(b) brushing teeth 

(c) school break 

(d) turning on a light 

(e) sleeping at night 

(f) getting dressed 

CHALLENGE 

Write what time you start and finish … 

(a) school (b) breaktime (c) lunchtime 


Objective Broadly estimates length of time taken to complete tasks. 


M 

Measurement 


MEASUREMENT 

Objectives 

• Estimate and read time with increasing accuracy. 


• Compare durations of events. 



year, fortnight, hour, minute, second, century, a.m. 

and p.m. 









• List things that it takes them different lengths of time 

to do; for example, a few minutes, half an hour, an 

hour, several hours. 

• Take notice of the time that different activities are 

started and finished and write them on the board; for 

example, assembly starts at 10:15 a.m. and finishes at 

10:30 a.m. Discuss the time intervals. 


Estimating and classifying time (page 47) 



• Draw and label things that it takes them different 

lengths of time to do; for example, a few minutes, 

half an hour, an hour, several hours. 



around the field? Write the start and end times. 

• Estimate and then work out how many times they can 

jump/write their name/draw stars/count to 5 in one 

minute. 

Answers 

1. Answers will vary, but may include: 

(a) 1-2 seconds: sneezing, clapping your hands, 

saying your name 

(b) 5–10 minutes: drinking a glass of water, eating 

breakfast, getting dressed, brushing your hair 

(c) about half an hour: travelling to school, break at 

school, doing a jigsaw puzzle, drawing a picture 

(d) about 1 hour: lunchtime at school, playing with 

friends, maths lesson, doing homework 

(e) more than 1 hour: reading a book, watching a 

film, sleeping at night 





ESTIMATING AND CLASSIFYING TIME 

M 

Measurement 

1. Write these activities under the heading that says how long they take. 

drinking a glass of water eating breakfast reading a book 

travelling to school break at school lunchtime at school 

doing a jigsaw puzzle watching a film sneezing 

playing with friends drawing a picture getting dressed 

sleeping at night maths lesson brushing your hair 

clapping your hands doing homework saying your name 

(a) 1-2 seconds (b) about 5-10 

minutes 

(c) about half 

an hour 

2. Draw and describe something that takes you this long. 

(d) about 1 

hour 

(a) a few minutes (b) about an hour (c) a few hours 

(e) more than 

1 hour 


CHALLENGE 

Use the second hand on a clock to time how long it takes you to: 

Start time Finish time Total length of time 

(a) sharpen a pencil. 

(b) make a paper aeroplane. 

Objective Broadly estimates length of time taken to complete tasks. 


M 

Measurement 


MEASUREMENT 

Objective 

• Know the number of seconds in a minute and the number of days in each month, year and leap year. 


• Use the vocabulary: second, minute, hour, day, week, 

month, year, leap year, decade, names of months. 

• Know that 60 seconds = 1 minute, 60 seconds = 1 

hour, etc. 

• Hold up a card with a length of time written onto 

it. Match it to a card with an equivalent amount of 

time; for example, 12 months = 1 year, 366 days = 

1 leap year. 

• Recite the ’30 Days’ rhyme as a class. 


Time facts (page 49) 


the objective 

• Order lengths of time from shortest to longest, and 

vice versa. 

• Match time cards to cards with equivalent times; for 

example, 60 minutes = 1 hour, 7 days = 1 week. 

Answers 

1. (a) 60 (b) 60 (c) 24 (d) 7 

(e) 52 (f) 12 (g) 365 

2. (a) February 

(b) 7 

(c) January, March, May, July, August, 

October, December 

3. 365, 365.25, 4, 1, 28, 29, 366 

Challenge: 4 = 1st, 8 = 2nd, 12 = 3rd, 

16 = 4th, 20 = 5th 



TIME FACTS 

M 

Measurement 

1. Complete the time sentences. 

7 12 24 52 60 60 365 

(a) There are seconds in one minute. (e) There are weeks in one year. 

(b) There are minutes in one hour. (f) There are months in one year. 

(c) There are hours in one day. (g) There are days in one year. 

(d) There are 

days in one week. 

2. Read the rhyme and answer the questions. 

(a) Which month is the shortest month? 

(b) How many months have 31 days? 

(c) Which months have 31 days? 

3. Complete the gaps in the paragraph. 

There are 

1 4 28 29 365 365.25 366 

days in the calendar year. However, the exact length of the year is 

actually days. To keep the calendar simple, every years there is a ‘leap 

year’. Each leap year gives February extra day, so instead of having days 

it has days. Leap years have days. 

CHALLENGE 

Sam was born on the 29th February. When he was 4 years old, he had his first official 

birthday. When he was 8 years old, he had his 2nd official birthday. Fill in the rest of his 

birthday information. 

Birthday 1st 2nd 3rd 4th 5th 

Age 4 8 

30 days have September 

April, June and November 

All the rest have 31 

Save February alone, 

Which has 28 days clear 

And 29 in a leap year. 


Objective 

Knows time facts. 


G 

Geometry 


PROPERTIES OF SHAPES 

Objective 

• Draw 2-D shapes. 


• Use the correct names of 2-D shapes, including 

pentagon, hexagon, octagon, semi-circle and 

quadrilateral. 

• Extend vocabulary to include right angled, equal, 

curved, vertex, vertices, pentagonal, hexagonal, 

octagonal. 

• Classify 2-D shapes in the classroom; for example, 

Who can see an object that is a circle? a rectangle? a 

hexagon? 

• Play ‘What am I?’. Teacher says a description of a 

2-D shape and pupils have to name the shape; for 

example, I have four equal sides and angles, what am 

I? 

• Answer ‘yes’ or ‘no’ questions about a 2-D shape; 

for example, Does it have three sides? Does it have a 

curved side? Are all the sides equal lengths? 


2-D shapes (page 51) 


the objective 

• Sort 2-D shapes according to features; for example, 

the number of sides/corners or whether the sides are 

straight/curved. 

• Play the ‘feely-bag’ game, where blindfolded pupils 

have to identify a 2-D shape in a bag, using the sense 

of touch only. 

• Collect a range of quadrilaterals. Write a description 

for each one and then ask a partner to match each 

description to a quadrilateral. 

• Sort a set of 2-D shapes and display them on a Venn 

or Carroll diagram, according to their properties. 

• Follow instructions to draw shapes of exact sizes; for 

example, a square with 3 cm sides, a rectangle with 

sides of 2 cm and 5 cm. 

Answers 

1. (a) square, 4, 4 (b) triangle, 3, 3 

(c) hexagon, 6, 6 (d) circle, 1, 0 

(e) pentagon, 5, 5 (f) octagon, 8, 8 

(g) rectangle, 4, 4 (h) semi-circle, 2, 2 





2-D SHAPES 

G 

Geometry 

1. Name and describe these 2-D shapes: 

triangle circle square pentagon hexagon octagon rectangle semi-circle 

(a) 

(e) 

sides 

corners 

sides 

corners 

2. Draw these shapes. 

(b) 

(f) 

sides 

corners 

sides 

corners 

(a) triangle (b) semi-circle (c) pentagon 

(c) 

(g) 

sides 

corners 

sides 

corners 


(d) 

(h) 

sides 

corners 

sides 

corners 

CHALLENGE 

On the back of this sheet, draw: 

(a) a square with 4 cm sides. 

(b) a rectangle with 3 cm and 5 cm sides. 

Objective 

Identifies, describes, names and draws 2-D shapes. 


G 

Geometry 



Objective 

• Draw 2-D shapes. 



pentagon, hexagon, octagon, semi-circle and 

quadrilateral. 



octagonal. 


Who can see an object that is a circle? a rectangle? a 

hexagon? 



example, I have four equal sides and angles, what am 

I? 

• Answer ‘yes’ or ‘no’ questions about a 2-D shape; 

for example, Does it have three sides? Does it have a 

curved side? Are all the sides equal lengths? 


Drawing 2-D shapes (page 53) 


the objective 


the number of sides/corners or whether the sides are 

straight/curved. 




• Collect a range of quadrilaterals. Write a description 

for each one and then ask a partner to match each 

description to a quadrilateral. 



• Follow instructions to draw shapes of exact sizes; for 

example, a square with 3 cm sides, a rectangle with 

sides of 2 cm and 5 cm. 

Answers 


2. (a) octagon (b) circle (c) square (d) triangle 




DRAWING 2-D SHAPES 

G 

Geometry 

1. Trace and then use a ruler to copy these shapes. 

2. Read the description and then draw and name the shape. 

(a) 8 equal sides and 8 corners 

Name: 

(c) 4 equal sides and 4 corners with 

right angles 

(b) a continuous curved line with no corners 

Name: 

(d) 3 equal sides and 3 corners 

Name: 


Name: 

CHALLENGE 

On the back of the sheet, use your ruler to draw three different quadrilaterals. 

Objective 

Draws and names 2-D shapes. 


G 

Geometry 



Objective 

• Make 3-D shapes using modelling materials. 


• Identify 3-D shapes in the classroom; for example, the 

box of tissues is a cube, the football is a sphere. 

• Go for a walk around the school and identify 3-D 

shapes in the environment; for example, the rubbish 

bin is a cylinder, the roof on the games shed is a 

triangular prism. 


Making 3-D models (page 55) 


the objective 

• Write a list of everyday objects that are common 3-D 

shapes; for example, a toilet roll, can of peas and 

tube of Smarties are all cylinders. 

• Look through magazines and make a collection of all 

the 3-D shapes that pupils can find in advertisements. 

• Use construction kits to build models of 3-D shapes. 

Count the number of faces, edges and vertices. 

• Use plastic or wooden 3-D shapes to construct a 

model of a house/spaceship. Keep a record of which 

shapes were used for each part of the model. 

• Investigate the different 3-D shapes that can be 

made by joining four interlocking cubes. Which pupil 

can find the most different shapes? 

Answers 

1. (a) 12 (b) 12 (c) 6 

(d) 8 (e) 18 (f) 15 





MAKING 3-D MODELS 

G 

Geometry 

1. Use toothpicks and plasticine to make these 3-D skeletal models. 

Write how many toothpicks you used to make the edges. 

2. Use toothpicks and plasticine to make these 2-D shapes. Draw them below. 

triangle 

rectangle 

square 

octagon 


CHALLENGE 

Explore and make different skeletal models using toothpicks and plasticine. 

Objective Builds skeletal 2-D and 3-D models using toothpicks and plasticine. 


G 

Geometry 



Objective 



• Identify 3-D shapes in the classroom; for example, 

the box of tissues is a cube, the football is a sphere. 






Shapes and positions (page 57) 


the objective 














Answers 

1. (a) circle, rectangle (b) oval 

(c) square 

(d) triangle, circle 

(e) rectangle 

(f) triangle 

2. (a) square (b) circle 

(c) triangle 

(d) rectangle 

Challenge: rectangle, pentagon 



SHAPES AND POSITIONS 

G 

Geometry 

1. Colour the shape or shapes you can see on these objects. 

2. Draw what 2-D shape you would see if you made a cross-section (cut them in half) in 

these 3-D shapes. 


CHALLENGE 

On the back of this sheet, draw the two shapes you would find on a pentagonal prism. 

Objective Identifies 2-D shapes found in 3-D shapes. 


G 

Geometry 



Objective 

• Recognise 3-D shapes and describe them. 



pyramid, prism and hemisphere. 



octagonal. 


Who can see an object that is a cube? a sphere? a 

prism? 



example, I have five faces, two of which are triangles 

and three of which are rectangles, what am I? 

• Answer ‘yes’ or ‘no’ questions about a 3-D shape; for 

example, Does it have six faces? Are all the faces the 

same shape? Does it have five vertices? 


3-D shapes (page 59) 


the objective 


the number of faces/vertices/edges or whether the 

faces are straight/curved. 




• Collect a range of prisms. Write a description for each 

one and then ask a partner to match each description 

to a prism. 



• Collect objects that are common 3-D shapes, label 

them and create a display. 

Answers 

1. (a) 12, 8, 6, rectangular prism 

(b) 8, 5, 5, square-based pyramid 

(c) 15, 10, 7, pentagonal prism 

(d) 9, 6, 5, triangular prism 

(e) 6, 4, 4, triangular-based pyramid 

(f) 12, 8, 6, cube 





3-D SHAPES 

G 

Geometry 

1. Name and describe these 3-D shapes. 

cube triangular prism pentagonal prism 

triangular-based pyramid square-based pyramid rectangular prism 

2. Trace to draw a cube. 


CHALLENGE 

Look around the classroom and name three places or objects where a cube can be found. 

(a) (b) (c) 

Objective 

Names and describes 3-D shapes using terms such as edges, vertices and faces. 


G 

Geometry 



Objective 




pyramid, prism and hemisphere. 



octagonal. 


Who can see an object that is a cube? a sphere? a 

prism? 





• Answer ‘yes’ or ‘no’ questions about a 3-D shape; for 

example, Does it have six faces? Are all the faces the 

same shape? Does it have five vertices? 





Comparing shapes (page 61) 


the objective 


the number of faces/vertices/edges or whether the 

faces are straight/curved. 




• Collect a range of prisms. Write a description for each 

one and then ask a partner to match each description 

to a prism. 



• Collect objects that are common 3-D shapes, label 

them and create a display. 

Answers 

1. (a) hexagonal prism, , 18 edges, 12 vertices, 6 

rectangular faces and 2 hexagonal faces 

(b) rectangular prism, 

6 rectangular faces 

, 12 edges, 8 vertices and 

(c) triangular prism, , 9 edges, 6 vertices, 2 

triangular faces and 3 rectangular faces 

(d) cube, 

(e) square-based pyramid, 

and 5 faces 



, 12 edges, 8 vertices and 6 square faces 

, 8 edges, 5 vertices 



COMPARING SHAPES 

M 

Measurement 

1. Draw lines to match the shape name with the shape and the description. 

(a) hexagonal prism • • 12 edges, 8 vertices and 6 

square faces 

(b) rectangular prism • • 18 edges, 12 vertices, 6 

rectangular faces and 2 

hexagonal faces 

(c) triangular prism • • 12 edges, 8 vertices and 6 

rectangular faces 

(d) cube • • 8 edges, 5 vertices and 5 

faces 

(e) square-based pyramid • • 9 edges, 6 vertices, 2 

triangular faces and 3 

rectangular faces 

2. Write the similarities and differences between the two shapes. 


CHALLENGE 

On the back of this sheet, write down the similarities and differences between a cylinder 

and a cone. 

Objectives • Identifies a 3-D shape from geometric clues. 

• Describes the similarities and differences between 3-D shapes. 


G 

Geometry 



Objective 



• Use the correct names of 2-D and 3-D shapes. 



octagonal. 

• Play ‘What am I?’. Teacher says a description of 

a prism and pupils have to name the prism; for 



• Answer ‘yes’ or ‘no’ questions about a prism; for 

example, Does it have eight faces? Are six faces 

rectangular? Are the two end faces triangular? 


Prisms (page 63) 


the objective 

• Sort prisms according to features; for example, the 

number of faces/vertices/edges or what shape the 

two end faces are. 


have to identify a prism in a bag, using the sense of 

touch only. 

• Sort a set of prisms and display them on a Venn or 

Carroll diagram, according to their properties. 

• Collect objects that are prisms, label them and create 

a display. 

• Investigate cross-sections of prisms. 

Answers 

1. (a) pentagon (b) rectangle 

(c) triangle 

(d) octagon 

(e) hexagon 

2. (a) rectangular (b) triangular 

(c) hexagonal 

Challenge: 5, 9, 6 



PRISMS 

There are different types of prisms. Each is named according to 

its 2-D shape, which can be found on each end. 

G 

Geometry 

1. Draw lines to match the name with the prism and the 2-D shape 

which can be found on each end. 

(a) 

(b) 

(c) 

(d) 

(e) 

2. Name these prisms. Look at the 2-D shape on each end to help you. 

(a) (b) (c) 

Describe a triangular prism. 

How many faces? edges? vertices? 

Objective 

pentagonal prism 

rectangular prism 

triangular prism 

octagonal prism 

hexagonal prism 

octagon 

hexagon 

rectangle 

triangle 

pentagon 


CHALLENGE 

Identifies/Describes prisms and their corresponding 2-D shapes. 


G 

Geometry 



Objective 

• Recognise 3-D shapes in different orientations and describe them. 





octagonal. 

• Classify 2-D and 3-D shapes in the classroom. 

• Play ‘What am I?’. Teacher says a description of a 2-D 

or 3-D shape and pupils have to name the shape; for 



• Answer ‘yes’ or ‘no’ questions about a 2-D or 3-D 

shape; for example, Does it have six sides? Are all the 

faces the same shape? Does it have five vertices? 


What am I? (page 65) 


the objective 

• Sort 2-D and 3-D shapes according to features; 

for example, the number of faces/vertices/edges or 

whether the faces are straight/curved. 


have to identify a 2-D or 3-D shape in a bag, using 

the sense of touch only. 

• Sort a set of 2-D or 3-D shapes and display them 

on a Venn or Carroll diagram, according to their 

properties. 

• Collect objects that are common 2-D or 3-D shapes, 

label them and create a display. 

Answers 

1. (a) cube 

(b) rectangular prism 

(c) pyramid 

(d) triangular prism 

(e) pentagonal prism 

(f) cylinder 





WHAT AM I? 

G 

Geometry 

1. Match the clue to the shape/object by colouring them the same colour. 

(a) I am 3-dimensional with 

12 edges, 8 vertices and 

6 square faces. 

(c) I am 3-dimensional with 

8 edges, 5 vertices and 5 

faces. 

(e) I am 3-dimensional with 

15 edges, 10 vertices 

and 7 faces. My faces 

are 5 rectangles and 2 

pentagons. 

Write your own ‘What am I?’ for a 3-D shape of your choice. 

I am 

(b) I am 3-dimensional 

with 12 edges, 

8 vertices and 6 

rectangular faces. 

(d) I am 3-dimensional 

with 9 edges, 6 vertices 

and 5 faces. The 

faces on each end are 

triangles. 

(f) I am 3-dimensional and 

can be stacked. I have a 

circle at each end and a 

rolled-up rectangle in 

the middle. 


CHALLENGE 

Objective 

Identifies 3-D shapes from geometric clues. 


G 

Geometry 



Objective 

• Recognise 3-D shapes in different orientations. 


• Identify 3-D shapes in the classroom; for example, the 

box of tissues is a cube, the football is a sphere. 









3-D shapes and pictures (page 67) 


the objective 














Answers 



3. Rectangular prisms: 2, cylinders: 4, 

pyramids: 3, cones: 1 




3-D SHAPES AND PICTURES 

G 

Geometry 

1. Trace and then draw these 3-D shapes. 

2. Use the above 3-D shapes to draw a house 

made up of a cube and a square pyramid. 

3. Identify and colour the different 3-D 

shapes in the picture. 

How many … 

rectangular prisms? 

cylinders? 

pyramids? cones? 

CHALLENGE 

On the back of this sheet, draw your own robot made from different 3-D shapes. 


Objective Recognises 3-D shapes in different orientations. 


G 

Geometry 



Objectives 







octagonal. 










2-D shapes in 3-D shapes (page 69) 









• Sort a set of 2-D or 3-D shapes and display them 

on a Venn or Carroll diagram, according to their 

properties. 



Answers 

1. (a) square (b) rectangle 

(c) rectangle, circle (d) rectangular prism 

(e) rectangle, triangle (f) circle 

2. (a) 6 (b) 4 (c) 2, 1 




2-D SHAPES IN 3-D SHAPES 

1. Colour the 2-D shape(s) that you can see on the 3-D shape. 

G 

Geometry 

2. How many 2-D shapes does it take to make these 3-D shapes? 

(a) cube: squares (b) triangular pyramid: triangles 

(c) cylinder: circles and rectangle 

CHALLENGE 

Using card, cut out four triangles of the same size and a square. Tape them together and 

write the shape you made. 

Objective 


Identifies 2-D shapes found as faces on 3-D shapes and makes 3-D shapes. 


G 

Geometry 



Objectives 


• Recognise 3-D shapes in different orientations. 





octagonal. 










Making 3-D shapes (page 71) 









• Sort a set of 2-D or 3-D shapes and display them on a 

Venn or Carroll diagram, according to their properties. 



• Make 3-D shapes using an assortment of modelling 

materials; for example, plasticine, Play Doh, 

matchsticks and straws. 

Answers 

1. (a) sphere (b) cube (c) hemisphere 

(d) rectangular prism (e) cone 

(f) square-based pyramid (g) triangular prism 

(h) cylinder 

(i) triangular-based pyramid 

(j) pentagonal prism 

2.-3. Teacher check 




MAKING 3-D SHAPES 

G 

Geometry 

1. Look at the 3-D shapes. Write their names underneath. 

(a) (b) (c) (d) 

(e) (f) (g) (h) 

(i) 

2. Make models of the above shapes using plasticine. 

(a) Which shape was the easiest to make? 

(b) Which shape was the hardest to make? 

(j) 

cone 

triangular-based 

pyramid 

cylinder 

sphere 

square-based 

pyramid 

hemisphere 

cube 

pentagonal prism 

rectangular prism 

triangular prism 

3. Create an object using your shapes; for example, a house or a robot. Draw your object 

here. 


CHALLENGE 

Using straws and plasticine, make a cube. 

Objective 

Makes 3-D shapes using modelling materials. 


G 

Geometry 



Objectives 

• Recognise angles as a property of shape. 

• Identify right angles. 

• Identify whether angles are greater or less than a right angle. 


• Use the vocabulary: right angle, straight line, 90°, 

180°, smaller angle than, greater angle than. 

• Follow instructions; for example, Face north and turn 

to the left through one right angle. 

• Look for right angles and straight line angles in the 

classroom. 

• Use geo-strips to demonstrate angles of different 

sizes. 


Common angles (page 73) 



• Sort 2-D shapes according to whether they have right 

angles. 

• Use a set-square to find right angles in the classroom. 

Write a list of right angles found. 

• Use two geo-strips to make right angles, straight line 

angles, angles smaller than a right angle and angles 

greater than a right angle. 

• Look at an assortment of angles. Sort them into two 

groups; angles which are smaller than a right angle 

and angles which are larger. 

• Draw and label classroom objects that have right 

angles. 

Answers 

1. 4 






COMMON ANGLES 

G 

Geometry 

An angle can be found where two lines meet. 

The right angle (90 0 ) is the most common angle used. The 180 0 angle is a straight 

line and is equivalent to two right angles. 

Angles are measured by the amount of space between the lines. 

1. Draw the angles on the square. 

How many right angles 

are there on a square? 

2. Name and draw three right angles you can see in the classroom. 

3. Name and draw three 180 0 angles you can see in the classroom. 


CHALLENGE 

How many right angles can you find in the classroom? 

How many 180º angles can you find? 

Objective 

Identifies and draws 90º and 180º angles in the environment. 


G 

Geometry 



Objectives 

• Recognise angles as a property of shape. 

• Identify right angles. 


• Know what a right angle is and that it is a quarter 

turn. 

• Look for right angles around the classroom and 

recognise that they are corners. 

• Recognise and count right angles in squares and 

rectangles. 

• Use geo-strips to demonstrate right angles. 

• Practise turning in PE; for example, turn one quarter 

turn (or one right angle) to the left, turn three quarter 

turns (or three right angles) to the right. 

• Move a toy windmill through right angles. Discuss 

how many right angles are the same as a quarter, half 

and full turn. 


Right angles (page 75) 



• Fold paper to make a right angle. 

• Mark right angles on squares and rectangles. 

• Use a geo-strip or paper right angle to find right 

angles around the classroom. 

• Draw and/or list classroom objects that have right 

angles. 

Answers 

1. (a) 4 (b) 0 (c) 0 

(d) 4 (e) 2 (f) 2 

2. (a) yes (b) no (c) yes 

(d) yes (e) no (f) yes 

(g) no (h) no (i) no 




RIGHT ANGLES 

G 

Geometry 

1. Count how many right angles are in these shapes. 

(a) = (b) = 

(c) = (d) = 

(e) = (f) = 

2. Look at the following objects in your classroom. Colour yes or no to show whether they 

have right angles. 

(a) (b) (c) 

yes no yes no yes no 

(d) (e) (f) 


(g) (h) (i) 


CHALLENGE 


Write the names of three more classroom objects that have right angles. 

(a) (b) (c) 

Objective 

Recognises right angles in 2-D shapes and everyday objects. 


G 

Geometry 



Objectives 

• Recognise angles as a property of shape or a description of a turn. 

• Identify right angles, recognise that two right angles make a half-turn. 

• Identify whether angles are greater than or less than a right angle. 


• Use the vocabulary: right angle, straight line, 90°, 

180°, smaller angle than, greater angle than. 


to the left through one right angle. 


classroom. 

• Use geo-strips to demonstrate angles of different 

sizes. 


Ordering angles (page 77) 




angles. 

• Use a set-square to find right angles in the classroom. 

Write a list of right angles found. 

• Use two geo-strips to make right angles, straight line 

angles, angles smaller than a right angle and angles 

greater than a right angle. 

• Look at an assortment of angles. Sort them into two 

groups; angles which are smaller than a right angle 

and angles which are larger. 


angles. 

Answers 

1. The following angles should be matched: (a) and (g), 

(b) and (d), (c) and (h) and (e) and (f). The following 

angles should be circled: (a) and (g). 

2. (a) 2 (b) 5 (c) 3 

(d) 6 (e) 1 (f) 4 

Angle (c) should be circled. 




ORDERING ANGLES 

G 

Geometry 

1. Colour the same angles the same colour. Circle the two right angles. 

2. Order these angles from the smallest to the largest (1 = smallest, 6 = largest). Circle the 

right angle. 


CHALLENGE 

The two hands on a clock show different angles at different times. On the back of this 

sheet, draw two clock faces, the first showing the hands at a right angle time and the 

second showing the hands at a 180º time. 

Objective 

Identifies and orders angles according to size. 


G 

Geometry 

Viewing sample

RECOGNISING ANGLES 

G 

Geometry 

1. Look at the picture below and locate these angles. 

(a) Trace over the right angles (90°) in red. 

(b) Trace over the 180 0 angles in green. 

(c) Trace over any angles smaller than 90° in blue. 

(d) Trace over any angles greater than 90° in orange. 

2. Draw these pictures using the correct angles. 

(a) a TV screen with (b) a table top with a (c) a stapler showing an 

four right angles 180° angle angle smaller than 90° 


CHALLENGE 

On the back of this sheet, name and draw three angles in the classroom that are right 

angles (90º). 

Objective 

Recognises and draws angles in the environment. 


G 

Geometry 


Objectives 

• Recognise angles as a description of a turn. 


• Use the vocabulary: clockwise, anticlockwise, right 

angle, 90˚, 180˚, 360˚, quarter turn, half turn, whole 

turn, degree. 


clockwise through one right angle or 90˚. Which 

direction are you facing? 

• Look at a large-format analogue clock. Turn the 

big hand in different directions; for example, 

anticlockwise for 180˚. 


classroom. 

• Use geo-strips to demonstrate right angles and 

straight line angles. 





Angles in turns (page 81) 


• Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and 

four a complete turn. 




angles. 

• Fold a piece of paper to make a right angle. Use it to 

find right angles in the classroom. Write a list of right 

angles found. 


angles. 

• Make and describe 30˚, 60˚ and 90˚ turns, using the 

hour hand on a clock face. 

• Answer word problems; for example, The ship was 

sailing south. A strong wind turned it 90˚ clockwise. 

What direction was it now sailing? 

Answers 

1. (a) Teacher check (b) Teacher check 

(c) Teacher check (d) Teacher check 

(e) Teacher check, quarter, 90, 1 

(f) Teacher check, half, 180, 2 

(g) Teacher check, quarter, 90, 3 

(h) Teacher check, whole, 360, 4 

(i) Teacher check, quarter, 90, 1 

(j) Teacher check, half, 180, 2 

Challenge: (a) South 

(b) West 



ANGLES IN TURNS 

Clockwise means in the same direction as 

the movement of the hands of a clock. 

G 

Geometry 

Anticlockwise means in the opposite direction 

as the movement of the hands of a clock. 

1. Move the big hand on the clock faces in the correct direction. 

Clockwise from 

12 to 3. 

This is also called: 

• 1 quarter turn 

• 90° turn 

• 1 right angle 

turn 

Anticlockwise 

from 12 to 6. 


• 1 

• ° turn 

• right 

angle turns 

Objective 

turn 


12 to 6. 


• 1 half turn 

• 180° turn 


turns 

Anticlockwise 

from 12 to 3. 


• 3 

• three ° 

turns 

• right 

angle turns 

turns 


12 to 9. 


• 3 quarter turns 

• three 90° turns 


turns 

Anticlockwise 

from 12 to 12. 


• 1 

• ° turn 

• right 

angle turns 


12 to 12. 


• 1 whole turn 

• 360° turn 


turns 


3 to 6. 

Anticlockwise 

from 12 to 9. 



turn 


• 1 

• ° turn 

• right 

angle turn 

turn 

• 1 

• ° turn 

• right 

angle turn 

turn 

Anticlockwise 

from 9 to 3. 



CHALLENGE 

• 1 

• ° turn 

• right 

angle turns 

turn 

Face north. On the back of the sheet, complete the turns to see which direction 

you are facing after: (a) 1 half turn clockwise (b) 1 quarter turn anticlockwise 

Makes clockwise and anticlockwise turns.

G 

Geometry 



Objective 

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. 


• Use the vocabulary: line, horizontal, vertical, 

straight, curved, wavy, zig-zagged, parallel, diagonal, 

perpendicular. 

• Discuss the word ‘horizon’, what it means and how 

this relates to the word ‘horizontal’. 

• Look for and list examples of horizontal and vertical 

lines in the classroom. 

• Go for a ‘Line trail’ walk around the school to identify 

examples of horizontal and vertical lines – both inside 

and outside. 





Lines (page 83) 


the objective 

• Draw examples of different types of lines; for 

example, horizontal, vertical, straight, curved, wavy, 

zig-zagged, parallel, diagonal, perpendicular. 

• Sort pictures of objects according to whether they 

have horizontal or vertical lines. 

• Draw objects that have horizontal and vertical lines. 

• Complete a Venn diagram to sort objects with 

horizontal and vertical lines. 

• Draw a picture of a house/boat/castle/robot using 

some horizontal and vertical lines. Draw over the 

horizontal lines in red and the vertical lines in blue. 

Answers 


2. (a) vertical (b) diagonal (c) parallel 

(d) curved (e) horizontal (f) wavy 

(g) zig-zagged (h) perpendicular 





LINES 

G 

Geometry 

1. Draw an example of each line type under the headings. 

(a) perpendicular (b) curved (c) wavy (d) zig-zagged 

(e) parallel lines (f) vertical (g) horizontal (h) diagonal 

2. Write the correct words under the pictures. 

(a) (b) (c) (d) 

(e) (f) (g) (h) 

3. In the picture below, trace over all the horizontal lines in red, the vertical lines in blue 

and the diagonal lines in yellow. Circle two sets of parallel lines in green and two 

perpendicular lines in purple. 


CHALLENGE 

On the back of this sheet, draw a house made up of horizontal, vertical, diagonal, parallel 

and perpendicular lines. Add a wavy garden path to the front door. 

Objective 

Recognises and represents a variety of lines. 


G 

Geometry 



Objective 

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. 


• Use the vocabulary: line, horizontal, vertical, 

straight, curved, wavy, zig-zagged, parallel, diagonal, 

perpendicular. 

• Discuss the word ‘horizon’, what it means and how 

this relates to the word ‘horizontal’. 

• Look for and list examples of horizontal and vertical 

lines in the classroom. 

• Go for a ‘Line trail’ walk around the school to identify 

examples of horizontal and vertical lines – both inside 

and outside. 





More lines (page 85) 


the objective 

• Draw examples of different types of lines; for 

example, horizontal, vertical, straight, curved, wavy, 

zig-zagged, parallel, diagonal, perpendicular. 

• Sort pictures of objects according to whether they 

have horizontal or vertical lines. 

• Draw objects that have horizontal and vertical lines. 

• Complete a Venn diagram to sort objects with 

horizontal and vertical lines. 

• Draw a picture of a house/boat/castle/robot using 

some horizontal and vertical lines. Draw over the 

horizontal lines in red and the vertical lines in blue. 

Answers 






MORE LINES 

G 

Geometry 

1. Look at how shapes and lines can be used in different ways in the picture below. Trace 

over the horizontal lines in red, the vertical lines in blue, the diagonal lines in yellow and 

the curved lines in green. Circle the parallel lines in purple and the perpendicular lines in 

brown. 


CHALLENGE 

Draw objects in your classroom that have a … 

(a) horizontal line (b) vertical line (c) pair of parallel 

lines 

(d) perpendicular 

line 

Objective Recognises different lines in the built environment. 

85 


S 

Statistics 


STATISTICS 

Objectives 

• Interpret and present data using bar charts. 

• Solve one-step and two-step questions using information presented in bar charts. 


• Use the vocabulary: sort, represent, list, table, graph, 

count, data, chart, axis, title and most/least common 

or popular. 

• Collect data (for example, in a class vote) and 

organise it using a list and table. Discuss whether lists 

or tables are easier to organise and interpret and why. 

• Use the data on the list and table to demonstrate 

how to construct a simple bar chart, verbalising the 

process. 

• Discuss the data presented on the bar chart and 

answer oral questions about it. 


Organising information (page 87) 



• Use the data in a list or table to construct a simple 

bar chart. Initially have intervals labelled in ones, and 

then extend to intervals labelled in twos. 


answer written questions about it. 

• Plan and carry out a survey for your class on favourite 

sweets/games/lessons. Record the data collected in 

a list or table and then create a bar chart. Write five 

sentences about the results; for example, Eight pupils 

chose football as their favourite sport. 

• Use a computer with a simple data program to enter 

data and display it as a simple bar chart. Discuss how 

quickly the computer can convert the information. 

Answers 

1. dogs = 7 cats = 3 ponies = 1 

rabbits = 2 guinea pigs = 1 fish = 6 

chickens = 2 birds = 3 





ORGANISING INFORMATION 

S 

Statistics 

1. Look at the pictures of the pets owned by the children in Class 3. Organise the 

information by filling in the results in the list below. 

Dogs 

Cats 

Ponies 

Rabbits 

Guinea pigs 

Fish 

Chickens 

Birds 

2. Use the results to complete the bar chart. 

Dogs 

Cats 

Ponies 

Rabbits 

Guinea pigs 

Fish 

1 2 3 4 5 6 7 8 


CHALLENGE 

Chickens 

Birds 

Survey your class to find out what pets they own. Create a table and write the results in it 

on the back of the sheet. What is the most common pet? 

Objective 

Summarises and displays data in a bar chart. 


S 

Statistics 


STATISTICS 

Objectives 




• Use the vocabulary: sort, represent, graph, count, 

data, chart, axis, title and most/least common or 

popular. 


demonstrate how to construct a simple bar chart, 

verbalising the process. Initially have intervals 

labelled in ones, and then extend to intervals labelled 

in twos. 







Bar charts (page 89) 



• Use the data in a frequency table to construct a 

simple bar chart. Initially have intervals labelled in 

ones, and then extend to intervals labelled in twos. 




sweets/games/lessons. Record the data collected in a 

bar chart. Write five sentences about the results; for 

example, Eight pupils chose football as their favourite 

sport. 




Answers 

1. (a) 7 (b) 3 (c) sheep 

(d) pigs (e) 2 


(a) lambs (b) foals (c) 29 




BAR CHARTS 

S 

Statistics 

1. Look at the bar chart showing the number 

of animals on Mrs Lamb’s farm and answer 

the questions. 

(a) How many cows are there? 

(b) How many horses are there? 

(c) Which animal does 

she have the most of? 

(d) Which animal does 

she have the least of? 

(e) How many more ducks 

are there than horses? 

2. Record the number of baby animals there are on the farm by colouring the bars on 

the bar chart. Use a different colour for each type of animal. 

calves – 7 foals – 2 lambs – 9 piglets – 6 ducklings – 5 


(a) Which baby animal is there the most of? 

(b) Which baby animal is there the least of? 

(c) How many baby animals are there altogether? 

CHALLENGE 

Record the pets pupils in your class have on a computer bar chart. 

Objective 

Reads, organises and interprets data in a bar chart. 


S 

Statistics 


STATISTICS 

Objectives 




• Use the vocabulary: sort, represent, list, table, graph, 

count, data, chart, axis, title and most/least common 

or popular. 


organise it using a list and table. Discuss whether lists 

or tables are easier to organise and interpret and why. 

• Use the data on the list and table to demonstrate 

how to construct a simple bar chart, verbalising the 

process. 







Interpreting graphs (page 91) 



• Use the data in a list or table to construct a simple 

bar chart. Initially have intervals labelled in ones, and 

then extend to intervals labelled in twos. 




sweets/games/lessons. Record the data collected in 

a list or table and then create a bar chart. Write five 

sentences about the results; for example, Eight pupils 

chose football as their favourite sport. 




Answers 

1. (a) September (b) April 

(c) November (d) February, June, December 

(e) 2 

2. (a) Teacher check 

(b) James, Bridget (c) Beth, Thomas 

(d) 6 




INTERPRETING GRAPHS 

S 

Statistics 

1. Look at the block graph of Class 3’s birthdays and answer the questions below. 

(a) Which month has the most birthdays? 

(b) Which month has no birthdays? 

(c) Which month has four birthdays? 

(d) Which months have only one birthday? 

(e) How many more birthdays are in March than June? 

2. Look at the bar chart of the Easter egg hunt and answer the questions below. 

(a) What is the bar chart showing? 


(b) Who found the most eggs? 

(c) Who found three eggs? 

(d) How many eggs did John find? 

CHALLENGE 

and the least eggs? 

and four eggs? 

On the back of the sheet, write three things you would need to do if you were to survey 

the class about the most popular juice flavour. 

Objective 

Interprets data from simple graphs. 


S 

Statistics 


STATISTICS 

Objectives 

• Interpret and present data using bar charts and pictograms. 

• Solve one-step and two-step questions using information presented in scaled bar charts and pictograms. 


• Use the vocabulary: sort, represent, graph, count, 

data, chart, pictogram, axis, title and most/least 

common or popular. 


demonstrate how to construct a simple pictogram 

and bar chart, verbalising the process. 

• Discuss the data presented on the pictogram and bar 

chart and answer oral questions about it. 

• Compare the presentation of the pictogram and bar 

chart. Which do the pupils feel shows the information 

the best? Why? 


Interpreting data (page 93) 



• Use the data in a frequency table to construct a 

simple pictogram and bar chart. 

• Discuss the data presented on the pictogram and bar 

chart and answer written questions about it. 


sea creatures/hobbies/books. Record the data 

collected in a pictogram and bar chart. Write five 

sentences about the results; for example, The most 

popular sea creature was the dolphin. 


data and display it as a simple pictogram and bar 

chart. Discuss how quickly the computer can convert 

the information and which diagram shows the 

information best. 

Answers 

1. (a) 6 (b) 8 (c) 18 (d) tadpoles 

(e) fish (f) 60 

2. (a) hamburgers (b) BBQ chicken 

(c) 12 (d) 8 

(e) Teacher check 




INTERPRETING DATA 

S 

Statistics 

1. Look at the pictogram showing the 

creatures that live in the pond and 

answer the questions below. 

Key: 1 picture = 2 creatures 

(a) How many frogs? 

(b) How many ducks? 

(c) How many bugs? 

(d) There are 16 . 

(e) There are 12 . 

(f) How many creatures 

are there altogether? 

2. Look at the bar chart showing Year 3’s favourite takeaway food and answer the 

questions. 

(a) What is the most popular takeaway food? 

(b) What is the least popular takeaway food? 

(c) How many pupils 

like pizza? 

(d) How many pupils like fried chicken? 


fish and 

chips 

pizza 

fried 

chicken 

BBQ 

chicken 

hamburgers 

(e) What is your favourite takeaway food? 

CHALLENGE 

Devise a survey on the computer about favourite takeaway foods and distribute it to 10 

of your classmates. Record the results on a bar chart. 

Objective 

Interprets data shown in a pictogram and bar chart. 


S 

Statistics 


STATISTICS 

Objectives 

• Interpret and present data using pictograms. 

• Solve one-step and two-step questions using information presented in pictograms. 


• Use the vocabulary: sort, represent, count, data, chart, 

pictogram, title and most/least common or popular. 


demonstrate how to construct a simple pictogram, 

verbalising the process. Initially have one symbol to 

represent one unit, then extend this to one symbol to 

represent two units. 

• Discuss the data presented on the pictogram and 



Pictograms (page 95) 



• Use the data in a frequency table to construct 

a simple pictogram. Initially have one symbol to 

represent one unit, then extend this to one symbol to 

represent two units. 

• Discuss the data presented on the pictogram and 



foods/pets/weather. Record the data collected in a 

pictogram. Write five sentences about the results; for 

example, The least popular type of weather was rain. 

• Use a computer with a simple data program to 

enter data and display it as a simple pictogram. 

Discuss how quickly the computer can convert the 

information. 

Answers 

1. (a) train (b) bike (c) 14 

(d) 4 (e) 10 

2. Teacher check; pupils should have drawn: 4 carrots, 

2 lettuce, 3 tomatoes, 2 cabbages, 1 pumpkin and 

5 leeks. 

3. (a) leeks (b) pumpkins (c) 34 




PICTOGRAMS 

1. Look at the pictogram on how pupils in Year 3 travel to school 

and answer the questions. Key: 1 picture = 2 pupils 

S 

Statistics 

(a) Two pupils travel by . (b) Six pupils travel by . 

(c) How many pupils travel by car? 

(e) How many pupils walk to school? 

2. Record this information about vegetables growing in Mr Turnip’s 

garden on the pictogram below. Key: 1 picture = 2 vegetables 

(d) How many pupils travel by bus? 


3. (a) Which vegetable is Mr Turnip growing the most of? 

(b) Which vegetable is Mr Turnip growing the least of? 

(c) How many vegetables is he growing altogether? 

CHALLENGE 

Record, in the form of a pictogram, how pupils in your class travel to school. 

Objective 

Reads, organises and interprets data in a pictogram. 


S 

Statistics 


STATISTICS 

Objectives 

• Interpret and present data using pictograms. 

• Solve one-step and two-step questions using information presented in pictograms. 


• Use the vocabulary: survey, questionnaire, data, tally, 

set, sort, table, list, represent, graph, chart, diagram, 

axis, axes, title, label, most/least popular, pictogram, 

bar chart. 

• Collect data from the class by allowing pupils to 

choose and vote for their favourite colour/pet/sport/ 

fruit etc. Record votes on a simple pictogram, where 

one symbol equals one vote. 

• Answer verbal questions about the pictogram 

created; for example, Which is the most popular …? 

Which is the least popular …? How many pupils chose 

…? 

• Construct another pictogram using one symbol to 

equal 2/5/10/20 votes. 

• Remembering the scale, answer verbal questions 

about the pictogram created; for example, Which is 

the most popular …? Which is the least popular …? 

How many pupils chose …? 

• Discuss which scales are easiest to work with and 

why. 


More pictograms (page 97) 



• Complete a bug hunt, to discover the variety of bugs 

that can be found on the school field. 

• Display the results as a pictogram, where one symbol 

equals two bugs. 

• Write sentences to tell which bug was most/least 

common and how many of each type of bug was 

found on the school field. 

• Survey their class by asking pupils to choose and 

vote for their favourite vegetable/weather/animal 

etc. Display their findings as a pictogram, where one 

symbol equals 5/10/20. 

• Write sentences about the pictogram; for example, 

The most popular … was …, The least popular … 

was…, … pupils chose …, etc. 

Answers 

1. (a) football (b) gymnastics 

(c) 40 (d) 50 (e) 30 





MORE PICTOGRAMS 

S 

Statistics 

1. Look at the pictogram showing the pupils’ hobbies in Year 3 and answer the questions. 

(a) 70 pupils participate in . 

(b) 20 pupils participate in . 

(c) How many pupils swim? 

(d) How many pupils ride bikes? 

(e) How many pupils learn music? 

2. Record this information about Year 3’s pets in the pictogram below. 


CHALLENGE 

Survey your class on their pets and complete a pictogram to represent the results. 

Objective 

Analyses and displays data in pictograms. 


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Statistics 


Objectives 

• Interpret and present data using tables. 


• Use the vocabulary: sort, set, table, list, count, 

data, tally and most/least common or popular. 

• Solve problems by collecting data; for example, 

What is our favourite fruit/sport/colour/animal? 

etc. 

• Discuss and work out the answers to questions; for 

example, 

How can we find out? What information should we 

collect? How should we collect the information? 

How shall we organise the data? 


demonstrate how to construct a simple frequency 

table, verbalising the process; for example, 

Favourite animals Votes 

Dog 9 

Cat 4 

Elephant 6 

Hamster 8 

Lion 3 

• Discuss the data collected; for example, 

Which animal is the most popular? The least 

popular? How many pupils liked elephants 

the best? 


Interactive whiteboard activity available to support 

this copymaster. Visit www.prim-ed.com. 


Travelling to school (page 99) 

STATISTICS 

• Solve one-step and two-step questions using information presented in tables. 



• Use the data in a frequency table to solve a class 

problem; for example, 

Day Number of packed lunches brought 

to school 

Monday 7 

Tuesday 8 

Wednesday 4 

Thursday 6 

Friday 7 

• Discuss the data collected; for example, Which day 

do the most/least pupils bring a packed lunch? If 

there are four pupils to a table, how many tables 

will be needed on Monday, for pupils to sit at whilst 

eating their packed lunch? On Wednesday? 

• Plan and carry out a survey for your class on 

favourite toys/comics/cartoons. Record the data 

collected in a frequency table. Write five sentences 

about the results; for example, Most pupils chose a 

bike as their favourite toy. 

• Test a hypothesis; for example, We think that 

most pupils in our class walk to school. Decide the 

data needed, collect it and present it as a simple 

frequency table. 

• Use a computer with a simple data program to 

enter and display data as a frequency table. Convert 

the data in the table into a simple bar chart. 


Answers 


2. Teacher check, Car = 9, Walk = 6, Bike = 3, 

Bus = 2, Train = 1, Total = 21 

3. (a) 9 (b) 6 (c) 1 (d) bike 

(e) bus (f) 9 (g) 12 



TRAVELLING TO SCHOOL 

1. Look at the pictures below of how some pupils travel to school. 

Colour each type of transport the same colour. 

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Statistics 

2. Represent the above information on the survey chart below using tally marks. 

3. Answer these questions. 

(a) How many pupils travel to school by car? 

(b) How many pupils (c) How many pupils 

walk to school? 

Transport Tally Total 

CHALLENGE 

On the back of this sheet, plan and carry out a survey for your class on how they travel to 

school. 

Objectives • Classifies and records data. • Interprets recorded data. 

catch the train? 

(d) Three pupils travel to school on a (e) Two pupils travel to school on a 


. . 

(f) How many pupils are getting exercise on their way to school? 

(g) How many pupils are not getting exercise on their way to school? 


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Statistics 


STATISTICS 

Objectives 




• Use the vocabulary: sort, set, table, list, count, data, 

tally and most/least common or popular. 

• Solve problems by collecting data; for example, 

What is our favourite fruit/sport/colour/animal? etc. 

• Discuss and work out the answers to questions; for 

example, 

How can we find out? What information should we 

collect? How should we collect the information? How 

shall we organise the data? 


demonstrate how to construct a simple frequency 

table, verbalising the process; for example, 

Favourite animals Votes 

Dog 9 

Cat 4 

Elephant 6 

Hamster 8 

Lion 3 

• Discuss the data collected; for example, 

Which animal is the most popular? The least popular? 

How many pupils liked elephants the best? 


Surveys (page 101) 



• Use the data in a frequency table to solve a class 

problem; for example, 

Day Number of packed lunches brought 

to school 

Monday 7 

Tuesday 8 

Wednesday 4 

Thursday 6 

Friday 7 

• Discuss the data collected; for example, Which day do 

the most/least pupils bring a packed lunch? If there 

are four pupils to a table, how many tables will be 

needed on Monday, for pupils to sit at whilst eating 

their packed lunch? On Wednesday? 


toys/comics/cartoons. Record the data collected in 

a frequency table. Write five sentences about the 

results; for example, Most pupils chose a bike as their 

favourite toy. 

• Test a hypothesis; for example, We think that most 

pupils in our class walk to school. Decide the data 

needed, collect it and present it as a simple frequency 

table. 


and display data as a frequency table. Convert the 

data in the table into a simple bar chart. 

Answers 

1. Answers will vary; for example, What is your favourite 

sandwich filling? 







SURVEYS 

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Statistics 

1. If you were going to survey your class on their favourite sandwich filling, what question 

could you ask? 

Question: 

2. List six sandwich fillings you could include in your survey. 

(a) 

(c) 

(e) 

3. Complete the survey chart below with your sandwich fillings 

and use tally marks to survey the class. 

4. Answer these questions. 

Can you think of any other ways of surveying a group of people other than a tally? If so, 

list them on the back of this sheet. 

(b) 

(d) 

(f) 

Sandwich filling Tally Total 

(a) Which is the most popular filling? 

(b) Which is the least popular filling? 

(c) Were there any fillings you left out and should have included in your survey? 


What were they? 

(d) Which was your favourite filling? 

CHALLENGE 

yes 

no 

Objectives 

• Plans and carries out a class survey. • Records and interprets collected data. 


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Statistics 


STATISTICS 

Objectives 




• Use the vocabulary: survey, questionnaire, data, tally, 

set, sort, table, list, represent, graph, chart, diagram, 

axis, axes, title, label, most/least popular, pictogram, 

bar chart. 

• Collect data from the class by allowing pupils to 

choose and vote for their favourite colour/pet/sport/ 

fruit etc. Record votes on a tally chart. 

• Answer verbal questions about the tally charts 

created; for example, Which is the most popular …? 

Which is the least popular …? How many pupils chose 

…? 





Organising information (page 103) 



• Complete a traffic survey by tallying the types of 

traffic that go past the school gates during a 15 

minute interval. 

• Write sentences to tell which type of transport 

was most/least common and how many of each 

type of transport passed the school gates. 

• Survey the class by asking pupils to choose and 

vote for their favourite football team/pop star/toy/ 

drink etc. Collect their findings as a tally chart. 

• Write sentences about the tally chart; for example, 

The most popular … was …, The least popular … 

was…, … pupils chose …, etc. 

• Use a computer program to construct a simple 

table and input data. 

Answers 







ORGANISING INFORMATION 

1. Group the pictures below into four different categories. Circle the items belonging to 

each category a different colour. 

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Statistics 

2. Draw columns for each category, decide on each heading and list the vehicles below. 

3. View passing traffic for a set time (e.g. 10 minutes) from inside the school grounds and 

keep a tally of the categories chosen above. 

Category 

(a) Which category above had the most vehicles? 

(b) Which category had the least vehicles? 

Tally 


CHALLENGE Would the results in Question 3 be the same in one hour? yes no 

Why/Why not? 

Objective 

Categorises and tallies given and collected data into tables.

PR-6129UK Primary Maths - Year 3 Book 2

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