“Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.”
(The National Curriculum in England Framework document. September 2013 page 10)
Making connections to other topics within this year group
Addition and Subtraction
When working on measurement and/or addition and subtraction, there are opportunities to make connections between them, for example:
You could ask the children to measure different lengths in metres using metre sticks or centimetres using rulers. They could then find totals of or differences between pairs of lengths. They could repeat this for measuring masses in kilograms and capacities or volumes in litres.
The children could use coins to find totals and differences of small amounts of money, for example one 10 pence and two 2 pence coins.
When working on measurement and/or fractions there are opportunities to make connections between them, for example:
You could give the children opportunities to measure half a metre/kilogram/litre and to find the equivalence in the smaller unit of centimetres/grams/millilitres.
You could give the children clocks and ask them to find different half past times. You could ask problems such as, ‘I got to school at half past seven, Bertie arrived an hour later. Show me what time he got to school.’
Making connections to this topic in adjacent year groups
Early Years Foundation Stage
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
compare and order lengths, mass, volume/capacity and record the results using >, < and =
recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
find different combinations of coins that equal the same amounts of money
solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
compare and sequence intervals of time
tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
know the number of minutes in an hour and the number of hours in a day.
Non statutory guidance
Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number system. They use the appropriate language and record using standard abbreviations.
Comparing measures includes simple multiples such as ‘half as high’; ‘twice as wide’.
They become fluent in telling the time on analogue clocks and recording it.
Pupils become fluent in counting and recognising coins. They read and say amounts of money confidently and use the symbols £ and p accurately, recording pounds and pence separately.
Cross-curricular and real life connections
Learners will encounter measurement:
Within the science curriculum there are opportunities to connect with measurement, for example, the children are expected to use simple measurements and equipment (e.g. hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. They can also connect measurement with the four seasons by observing and describing how day length varies.
Within the history curriculum, the children are expected to explore where the people and events they study fit within a chronological framework. This could involve plotting the years of different events on a number line.
Within the design and technology curriculum there are opportunities to connect with measurement when the children carry out practical activities that might require accurate measuring of lengths.