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# National Curriculum: Measurement - Year 2 - Exemplification

Created on 17 October 2013 by ncetm_administrator
Updated on 11 February 2014 by ncetm_administrator

# Exemplification

## Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

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
• Suggest sensible units you might use to measure: the height of your table; how much water is in a cup; the weight of my reading book; how long it takes me to wash my hands.
• Choose a piece of equipment to help you measure: the weight of your shoe; how long the classroom is; how long this lesson lasts; how much water a cup holds.
• How long is this line? Now draw a line 2 cm longer than this one.

How much water is in this measuring jug?

• Find an object in the classroom that you think is about 10 cm long.

• If I programme my floor turtle to go forward three metres is there enough room in the classroom? How could you measure to find out?
compare and order lengths, mass, volume/capacity and record the results using >, < and =
• Megan and Jack are growing beans. Megan’s plant is 25 cm tall. Jack’s is 38 cm tall. Whose plant is the taller? By how much? Can you compare them using > or < ?
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
• Holly has these coins.

Harry has the same amount of money but has six coins. What are they? Is there only one possible answer?

solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
• Jess has saved 62p. She spends 15p. How much money does she have left? She pays with a 50p piece. How much change does she get?
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.
• What time does this clock show?
• Draw a clock showing the time five minutes later.
• Show your school day on clock faces: when do you leave home, have breaks, go back home, etc.?

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19 June 2014 14:58
I agree that there should be a 'rule' for a sequence. In the QCA glossary sequence is defined as: A succession of terms formed according to a rule. There is a definite relation between one term and the next or between each term and its position in the sequence. Example: 1, 4, 9, 16, 25 etc

So the new curriculum's 'compare and sequence intervals of time' suggests more than putting time intervals into size order. It could be interpreted as a sequence such as, 5min, 10min, quarter of an hour, 20min, 25min, half-hour'. I can see the point in children being able to compare and order intervals of time where the units differ but I'm not sure why we would want children to be able to generate or continue a sequence of time intervals. What did the curriculum writers have in mind?
19 June 2014 09:59
A sequence can be just an ordered list

Also it has a more prociise meaning in mathematics where there is a pattern or "rule" to generate the sequence
18 June 2014 22:04
Hmmm, perhaps i am reading too much into a simple statement, but does 'sequence' suggest some some of pattern, rather than just ordering? eg 10 mins, 20 mins, 30 mins, ...
18 June 2014 16:02
Yes, a sequence as an ordered list
18 June 2014 11:52
so 'sequence' is the same as 'order'??