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Mixed Age Year 3 and 4 Length Perimeter and Area Step 2 Resource Pack

Mixed Age Year 3 and 4 Length Perimeter and Area Resources

Step 2: Mixed Age Year 3 and 4 Length Perimeter and Area

Mixed Age Year 3 and 4 Length Perimeter and Area Step 2 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 3 Equivalent lengths - m and cm & Year 4 Kilometres for Spring Block 2.

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What's included in the Pack?

This Mixed Age Year 3 and 4 Length Perimeter and Area Step 2 pack includes:

  • Mixed Age Year 3 and 4 Length Perimeter and Area Step 2 Teaching PowerPoint with examples for both year groups.
  • Year 3 Equivalent lengths - m and cm Varied Fluency with answers.
  • Year 3 Equivalent lengths - m and cm Reasoning and Problem Solving with answers.
  • Year 4 Kilometres Varied Fluency with answers.
  • Year 4 Kilometres Reasoning and Problem Solving with answers.

National Curriculum Objectives

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

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

Mathematics Year 4: (4M5) Convert between different units of measure (for example, kilometre to metre; hour to minute)

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 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.

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.

Differentiation for Year 4 Kilometres:
Varied Fluency
Developing Questions to support converting metres and kilometres using whole units.
Expected Questions to support converting metres and kilometres using half and whole units.
Greater Depth Questions to support converting metres and kilometres using quarter, half, three-quarter and whole units.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Convert given measurements to identify 3 measurements that total a given distance. Includes whole units only.
Expected Convert given measurements to identify 3 measurements that total a given distance. Includes half and whole units only.
Greater Depth Convert given measurements to identify 3 measurements that total a given distance. Includes quarter, half, three-quarter and whole units.

Questions 2, 5 and 8 (Reasoning)
Developing Identify and explain if a one-step statement comparing two distances is correct. Includes whole units only.
Expected Identify and explain if a two-step statement comparing three distances is correct. Includes half and whole units only.
Greater Depth Identify and explain if a two-step statement comparing three distances is correct. Includes quarter, half, three-quarter and whole units.

Questions 3, 6 and 9 (Reasoning)
Developing Explain if a statement comparing two distances travelled is correct. Includes whole units only.
Expected Explain if a statement comparing two distances travelled is correct. Includes half and whole units only.
Greater Depth Explain if a statement comparing two distances travelled is correct. Includes quarter, half, three-quarter and whole units.

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