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National Curriculum: Measurement - Year 3 - Exemplification


Created on 17 October 2013 by ncetm_administrator
Updated on 08 March 2016 by ncetm_administrator
 

Exemplification

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

measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/m)

Children should be able to:

Length: Show something that they think is just shorter/longer than a metre/centimetre/millimetre. They should be able to check whether they are right.

Mass: Say which object in the classroom is heavier than 100 g/kilogram/half-kilogram and know how to check if they are correct.

Read scales such as this:

Capacity: Find a container that they think would hold one litre and check to find out if they were correct.

General: Say what each division on this scale is worth and explain how they worked this out.

 
measure the perimeter of simple 2-D shapes

Children should be able to:

Measure the sides of regular polygons in centimetres and millimetres and find their perimeters in centimetres and millimetres?

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

Children should be able to:

Solve problems like this:

  • Jake wants to buy a comic that costs £1. He saves 25p one week and 40p the next. How much more money does he need to buy the comic?
  • Add these prices: £6.73, £9.10 and £7.00 to find the total. Find out how much they need to add to get £23?
 
tell and write the time from an analogue clock, including Roman numerals from I to XII, and 12-hour and 24-hour clocks How would this time appear on a 12-hour digital clock?

Children should be able to:

Read times like this in analogue and digital formats, including those with Roman numerals.

Solve problems such as: Ben’s clock says 7:50 when he gets up. Place the hands on this clock to show this time.

 
estimate and read time with increasing accuracy to the nearest minute, record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight

Children should be able to:

Solve problems such as:

  • Kevin leaves home at quarter past 8 and arrives in school at 20 to 9. How long is his journey? How did you work this out?
  • How long is it between the times shown on these two clocks? How did  you work it out?(oral question)

 
know the number of seconds in a minute and the number of days in each month, year and leap year

Children should be able to:

Solve problems such as: Milly uses a stop-watch to time her cat eating its breakfast one morning. The reading on the stop-watch, once the cat had finished eating, says 135 seconds. Can you convert this into minutes and seconds?

 
compare durations of events, for example to calculate the time taken by particular events or tasks

Children should be able to:

Solve problems such as:

  • Estimate how long your favourite TV programme lasts. Use a television guide to work out how close your estimation was.
  • It takes 35 minutes to walk from home to school. I need to be there by 8.55 am. What time do I need to leave home?
  • How much does it cost to hire a rowing boat for three hours?

  • Sasha pays £3.00 to hire a motor boat. She goes out at 3:20 pm. By what time must she return? Explain how you solved this problem. Could you have done it in a different way?
  • Sally and Maria both went to the gym on Saturday. Sally was there from 2 pm until 3.30pm. Maria was there from 12.30 pm until 3.15 pm. Who spent the longer time at the gym? How much longer was she there than her friend?
 

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Comments

 


17 January 2016 17:04
I don't understand how knowing the number of days in a month relates to the problem that is given below.
By smitchison
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05 June 2015 11:42
They can of course record it with a decimal point in Y3 as a separator between the pounds and pence and it is a good idea to use correct notation from the start. By the end of Y4 we would expect pupils to be consistent and have a full understanding of the decimal notation in money, alongside their understanding and use of decimals within the number system
04 June 2015 11:05
I'm confused about the money activities and exemplication. In the curriculum, it says that the decimal recording of money is introduced in Year 4. I am unclear about what the expectations arefor Year 3 and how pupils are expected to record amount of money.
By Jobooster
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