non-standard

In this unit students construct several simple clocks including water clocks and pendulums. They investigate time as measured by these clocks and make comparisons with standard units of time.

In these five activities the students compare the duration of events, learn the order of months and read the time to the hour and half-hour

In this unit we introduce the kilogram as a standard unit of measurement using the context of Supermarket shopping. We develop our understanding of the "feel" of a kilogram by making our own kilogram weights.

In this unit we compare the weight of the students’ favourite soft toys directly and then indirectly using beads. Although the technically correct term to use is mass rather than weight we believe that at Level One it is confusing to be "particular" about the difference. As the students will be most familiar with the term weight we believe it is reasonable to use it to describe this week's activities.

This unit is made of a number of popcorn investigations, which provide both a purposeful and enjoyable measuring context. The focus of the unit is introducing the students to the need for a standard unit for measuring volume.

This unit is based around a series of activities in which students explore aspects of measurement using non standard units to answer a 'how many' question. They make predictions and work in pairs over 4 to 5 sessions.

In this unit we explore the use of non-standard units for measuring volume. We use bottles, cups, spoons and cubes to measure the volumes of objects. The unit is set out as a "stations" week, with five related but not linked activities.

This week we compare the volumes of containers using the context of Goldilocks and the Three Bears.

This unit comprises 5 stations, which involve the students developing an awareness of the attributes of volume and mass. The focus is on the development of the language of measurement.

The stations may be taken as whole class activities or they may be set up as "centres" for the students to use. We expect that many 5 year-olds will already be aware of the attributes of volume and mass. For them these may be useful maintenance activities.