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# National Curriculum: Measurement - Year 1 - Activities

Created on 17 October 2013 by ncetm_administrator
Updated on 03 February 2014 by ncetm_administrator

# Activities

Programme of study statements Activities
A B C D

compare, describe and solve practical problems for:

• lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half)
• mass or weight (e.g. heavy/light, heavier than, lighter than)
• capacity/volume (full/empty, more than, less than, quarter)
• time (quicker, slower, earlier, later)

measure and begin to record the following:

• lengths and heights
• mass/weight
• capacity and volume
• time (hours, minutes, seconds)

recognise and know the value of different denominations of coins and notes
sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening
recognise and use language relating to dates, including days of the week, weeks, months and years
tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

## Activity set A

You could ask groups of four children to collect five items from around the classroom and order them according to criteria of their own. They could share their ideas and then order according to a different criterion and then another. Encourage them to think about ordering according to, for example, length or height and weight.

Again, working within a group of four, you could give each child a piece of plasticine and ask them to roll it to make the longest worm that they can in a minute. They then order their ‘worms’ from shortest to longest. The shortest worm could become a (non-standard) unit and children can estimate and measure how many worms long different things are. They could then measure the shortest to the nearest centimetre and use this to estimate the lengths of the others. Once they have estimated the ’worms’ they measure them to see how close their estimates were.

You could give the children a selection of containers, measuring jugs for one or two litres and access to water. They could then find out each container’s capacity to the nearest litre.

You could play a ‘Just a minute’ type game so that the children become familiar with the vocabulary related to measurement. Write a selection of words on pieces of card and then say the meaning for each one. The children need to work out the word you are describing. Time them to see how quickly they guess all the words. Do they get quicker the more they practise?

## Activity set B

To help the children recognise different coins and their values, you could give them a random number of up to 100 pennies. Ask them to count these into piles of 10 and when they have exchange each pile for a 10 pence coin. For any coins left over they exchange these for two pence and/or five pence coins.

You could focus on exchanging pennies for two and five piece coins and also 10 pence coins for 20 pence, 50 pence and one pound coins.

You might be interested in giving the children 15 pennies and the task ‘Money Bags’ from Nrich

## Activity set C

You could ask the children to draw a picture to show something that they do in the morning, then in the afternoon and evening. They cut these out and give them to a friend to put in the right order.

You could display a weekly time table of activities that the children do and ask questions from it, for example:

• What do we do on Wednesday morning?
• What day comes two days after Monday?
• What day comes before Thursday

You could display a calendar and ask the children to write their name in that month in which their birthday occurs. Again, ask questions from this, such as:

• Who has a birthday between June and September?
• Which month is two months after ‘Julie’s’ birthday?

You could play the ‘Just a minute’ type game as described in Activity set A but purely related to the vocabulary of time, for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening, o’clock, half past, hands, day, week, month, year.

## Activity set D

Give each child a paper plate and let them use it to make their own clock with moving hands. Firstly, they write the hour numbers around the outside. Cut out hands of the right lengths so that the minute hand will touch the outside of the ‘clock face’ and the hour hand will touch the hour numbers. Help the children to attach these using a paper fastener. Call out different o’clock and half past times for the children to find on their clocks.

You could attach some of the clocks that they children made to a board which is at an appropriate height. Write times on post it notes and position one beside each clock. The children can then work with a partner to move the hands on the clocks into the correct positions for the times.

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