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# National Curriculum: Measurement - Year 6 - Activities

Created on 23 October 2013 by ncetm_administrator
Updated on 18 December 2013 by ncetm_administrator

# Activities

Programme of Study statements Activities
A B C D E
solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
convert between miles and kilometres
recognise that shapes with the same areas can have different perimeters and vice versa
recognise when it is possible to use formulae for area and volume of shapes
calculate the area of parallelograms and triangles
calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³

## Activity A : Numerically Equal

Challenge the children to see if they can draw a square in which the perimeter is numerically equal to the area. What about other shapes?

## Activity B: Weekly Problem 20 – 2011

Can you find the perimeter of this unusual shaped polygon?

## Activity C : Through the window

The local DIY shop calculates the price of its windows according to the area of glass and the length of frame used. Can you work out how they arrived at these prices?

## Activity D : Making boxes

Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume? How do we know?

## Activity E : A little bit of history - Marco Polo

Compare historical journeys and convert units of measure whilst learning all about the well-known traveler, Marco Polo.

## Useful Resources

Activity B : Images of polygons

Activity D : Pre-cut squares to support initial investigation

Squared paper for children to use to explore ideas

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25 June 2015 11:13
If pupils are struggling then some scafoolding questions might be - what do you notice about the £350 and £340 windows

(the areas are the same but the perimeters are differnt)

This will allow them to work out the unit price of the length of the frames.

They can then use this information to work out the cost of the glass