Mixed Age Year 2 and 3 Length Height and Perimeter Step 2 Resource Pack

Mixed Age Year 2 and 3 Length Height and Perimeter Step 2 Resources

Step 2: Mixed Age Year 2 and 3 Length Height and Perimeter Step 2

Mixed Age Year 2 and 3 Length Height and Perimeter Step 2 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Measure Length (m) & Year 3 Equivalent Lengths – m and cm for Spring Block 4.

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What's included in the Pack?

This Mixed Age Year 2 and 3 Length Height and Perimeter Step 2 pack includes:

  • Mixed Age Year 2 and 3 Length Height and Perimeter Step 2 Teaching PowerPoint with examples for both year groups.
  • Year 2 Measure Length (m) Varied Fluency with answers.
  • Year 2 Measure Length (m) Reasoning and Problem Solving with answers.
  • Year 3 Equivalent Lengths – m and cm Varied Fluency with answers.
  • Year 3 Equivalent Lengths – m and cm Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 2: (2M2) 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

Mathematics Year 3:(3M1a) Compare lengths (m/cm/mm)

Mathematics Year 3:(3M2a) Measure lengths (m/cm/mm)

Differentiation for Year 2 Measure Length (m):

Varied Fluency
Developing Questions to support measuring objects in m and cm, using cm in multiples of 10 only. (6m and 10 cm)
Expected Questions to support measuring objects in m and cm (6m and 14cm)
Greater Depth Questions to support measuring objects in m and cm and measures > 100cm (614cm; 5m and 114cm)

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Using the given digit cards complete the measurements to give reasonable estimations. Includes lengths in whole metres and centimetres up to 100 (multiples of 10 only).
Expected Using the given digit cards complete the measurements to give reasonable estimations. Includes lengths as centimetres and mixed metres and centimetres e.g.1m and 32cm.
Greater Depth Using the given digit cards complete the measurements to give reasonable estimations. Includes metres and centimetres and > 100cm (614cm; 5m 114cm).

Questions 2, 5 and 8 (Reasoning)
Developing Explain if objects have been sorted into a chart correctly. Using objects that are obviously longer or shorter than a metre, i.e. house and a bird.
Expected Explain if objects have been sorted into a chart correctly. Using objects that are clearly longer or shorter than a metre, i.e. car and a chair.
Greater Depth Explain if objects have been sorted into a chart correctly. Using objects that are marginally longer or shorter than a metre, i.e. bike and a wheelbarrow.

Questions 3, 6 and 9 (Reasoning)
Developing Explain if a statement describing a measurement is correct or not. Scale divisions in whole metres.
Expected Explain if a statement describing a measurement is correct or not. Scale divisions in whole metres and 50 centimetres.
Greater Depth Explain if a statement describing a measurement is correct or not. Scale divisions in metres and centimetres and > 100cm (614cm; 5m 114cm).

Differentiation for Year 3 Equivalent Lengths – m and cm:
Varied Fluency
Developing Questions to support converting from m to cm and vice versa. Lengths in multiples of 10cm. One step questions.
Expected Questions to support converting from m to cm and vice versa. Lengths in increments of 1cm. One step questions.
Greater Depth Questions to support converting from m to cm and vice versa. Lengths in increments of 1cm including the use of 0 as a place holder in the tens column. One and two step questions.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain whether a given length is correct by converting from m to cm and vice versa. Lengths increasing in increments of 10cm. One step questions.
Expected Explain whether a given length is correct by converting from m to cm and vice versa. Lengths increasing in increments of 1cm. One step questions.
Greater Depth Explain whether a given length is correct by converting from m to cm and vice versa. Lengths increasing in increments of 1cm, including use of 0 as a place holder. Two step questions.

Questions 2, 5 and 8 (Reasoning)
Developing Comparing two lengths by converting from m to cm and vice versa. Lengths increasing in increments of 10cm. One step questions.
Expected Comparing two lengths by converting from m to cm and vice versa. Lengths increasing in increments of 1cm. One step questions.
Greater Depth Comparing two lengths by converting from m to cm and vice versa. Lengths increasing in increments of 1cm, including use of 0 as a place holder. Two step questions.

Questions 3, 6 and 9 (Problem Solving)
Developing Using digit cards, find 2 possible ways to complete a given statement. Lengths increasing in increments of 10cm.
Expected Using digit cards, find 3 possible ways to complete a given statement. Lengths increasing in increments of 1cm.
Greater Depth Using digit cards, find 3 possible ways to complete a given statement. Lengths increasing in increments of 1cm, including use of 0 as a place holder.

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