Measurement

Maths | Year 6 | Steps to Progression Overview

The aim of this overview is to support teachers using PlanIt Maths to show the most logical and progressive sequence to teach each area of maths. We also want to fully support teachers
who use the White Rose Maths scheme of learning to make full use of the resources available within PlanIt Maths. Whenever possible, lesson packs have been matched to each of the small
steps on the White Rose Maths scheme of learning. PlanIt Maths has been written as a scheme that aims to not be too prescriptive; therefore, the overview should be used as a guide only,
leaving the teacher to make their own judgements about the particular areas they need to spend longer or less time on. You can choose which of the suggested lessons are most relevant/
useful for your class.

Introduction
In this unit, children use, read, write and convert between standard SolveIt Lesson Pack: Area and Perimeter of Triangles
metric units, converting measurements of length, mass, volume and In this investigation, children investigate the link between
time from a smaller unit of measure to a larger unit, and vice versa. the area and perimeter of triangles. Children answer the
Where appropriate, they use decimal notation to up to three decimal question: Do all triangles with an area of twelve have
places. They convert between miles and kilometres and learn how to use the same perimeters? The lesson presentation helps
conversion graphs. They are taught to recognise that shapes with the children to organise their approach to the investigation.
same areas can have different perimeters and vice versa. They learn how Children then explore the big question. Support is
to recognise when it is possible to use formulae for area and volume of provided for those children who may need extra support
shapes and they calculate the area of parallelograms and triangles. and an additional activity is provided for those children
who are ready to explore the idea further.
Resources: You will need standard classroom maths resources for this
unit.

Challenge Cards Display Pack Starter Ideas

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 Assessment Statements
By the end of this unit...
...all children should be able to:
• convert from larger to smaller metric units of length, mass and volume, up to two decimal
places;
• convert from smaller to larger metric units of length, mass and volume, up to two decimal
places;
• convert units of time – whole and half units;
• solve simple problems involving conversion and calculation of metric units of length, mass
and volume;
• calculate the difference between negative and positive temperatures within a range of 15˚;
• convert between miles and kilometres (whole units);
• use conversion graphs to convert between miles and kilometres (multiple of five units);
• find all possible rectangles and squares with a given area by counting squares, using cm2;
• find all possible rectangles and squares with a given perimeter, using cm;
• use a formula to calculate the area of triangles up to 75cm2;
• use a formula to calculate the area of parallelograms up to 150cm2;
• identify shapes which have enough information to use a formula to calculate the area of
squares, rectangles and composite shapes;
• calculate the volume of cubes and cuboids, using measurements of cubic centimetres and
cubic metres (whole units);
• estimate the volume of cuboids;
• identify shapes and nets of shapes which have enough information to use a formula to
calculate the volume.
...most children will be able to:
• convert from larger to smaller metric units of length, mass and volume, up to three decimal
places;
• convert from smaller to larger metric units of length, mass and volume, up to three decimal
places;
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• convert units of time – whole, half, quarter and three-quarter units;
• solve reasoning style problems involving conversion and calculation of metric units of
length, mass and volume;
• calculate the difference between negative and positive temperatures within a range of 40˚;
• create and use conversion graphs to convert between miles and kilometres (multiples of
five units);
• find all possible rectangles and squares with a given area using mm2;
• find all possible rectangles and squares with a given perimeter, using cm and mm;
• use a formula to calculate the area of triangles up to 200cm2;
• use a formula to calculate the area of parallelograms up to 600cm2;
• subdivide two composite rectilinear shapes to calculate area, some with unknown side
measurements;
• calculate the volume of a composite shape made up of two cuboids;
• find the measurement of an unknown dimension of a cuboid, given the surface area of one
face and the volume.
...some children will be able to:
• solve more complex problems involving conversion and calculation of metric units of
length, mass and volume;
• calculate the difference between negative and positive temperatures within a range of 60˚;
• create and use conversion graphs to convert between miles and kilometres (multiples of
one units);
• find all possible rectangles and squares with a given perimeter, using m and mm;
• use a formula to calculate the area of triangles over 200cm2, including half units;
• use a formula to calculate the area of parallelograms up to 3000cm2, including half units;
• calculate the volume of cubes and cuboids, using measurements of cubic centimetres and
cubic metres (up to one decimal place).
National Curriculum Statement Autumn Term Spring Term Summer Term
 Lesson Breakdown
Converting Metric Measurements (1): Beside the Seaside!
NC Statement: 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.
White Rose Maths Small Step: Metric measures.
Convert metric measures.
Converting Metric Measurements (2): Out Shopping
NC Statement: 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.
White Rose Maths Small Step: Metric measures.
Convert metric measures.
Converting Metric Measurements (3): Converting Units of Volume
NC Statement: 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.
White Rose Maths Small Step: Metric measures.
Convert metric measures.
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Spring
Description: In this seaside-themed lesson, children convert between
metric units of length. They use multiplication by 10, 100 and 1000 to
convert from larger units of length to smaller units of length. They use
division by 10, 100 and 1000 to convert from smaller units of length
to larger units of length. They use their conversion skills to solve
differentiated word problems.
Children learn to convert metric measures of length and use metric
measures to solve problems in this lesson.
Spring
Description: This lesson has a shopping theme. Children learn how to
convert between metric units of mass. They multiply by 1000 to convert
from larger to smaller units of mass and divide by 1000 to convert from
smaller to larger units of mass. They convert between kilograms and
grams to solve differentiated word problems.
Children learn to convert metric measures of mass and use metric
measures to solve problems in this lesson.
Spring
Description: In this lesson, children learn how to convert between metric
units of volume. They multiply by 1000 to convert from larger to smaller
units of volume and divide by 1000 to convert from smaller to larger units
of volume. They use their conversion skills to solve differentiated word
problems, involving conversion of units of volume.
Children learn to convert metric measures of volume and use metric
measures to solve problems in this lesson.
National Curriculum Statement Autumn Term Spring Term Summer Term
Converting Time Units (1): Days, Hours, Minutes, Seconds - Larger Units to Smaller
NC Statement: 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.
Converting Time Units (2): Seconds, Minutes, Hours, Days - Smaller Units to Larger
NC Statement: 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.
Converting Time Units (3): Time Problems Reasoning - Fitness Challenge
NC Statement: 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.
Measures Problem Solving (1): Fence Panels
NC Statement: Solve problems involving the calculation and conversion
of units of measure, using decimal notation up to three decimal places
where appropriate.
White Rose Maths Small Step: Convert metric measures.
Calculate with metric measures.
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Spring
Description: In this lesson, children convert between units of time. They
use multiplication to convert from larger units of time to smaller units –
from days to hours, hours to minutes and minutes to seconds. They also
convert times more than one step away, for example days to minutes.
They use their conversion skills to solve differentiated time problems.
Spring
Description: In this lesson, children convert between units of time. They
use division to convert from smaller units of time to larger units – from
seconds to minutes, minutes to hours and hours to days. They use
division, with answers in whole numbers and with remainders. Where
the answer includes a remainder, they write the answer with a mixed unit,
for example 3 hours 45 minutes. They use their conversion skills to solve
differentiated time problems.
Spring
Description: Children apply their knowledge of converting between units
of time to a variety of reasoning and mastery-style questions. They are
led, step by step, through how to solve the problems, then they work with
a partner and independently on similar problems.
Spring
Description: Children use their ability to convert between metric units of
length to solve length problems. The theme for this lesson is based on
measurements of fence panels. The problems involve calculating with
all four operations.
Children convert metric measures of length and calculate with metric
measures to solve problems in this lesson.
National Curriculum Statement Autumn Term Spring Term Summer Term
Measures Problem Solving (2): Lifting Boxes
NC Statement: Solve problems involving the calculation and conversion
of units of measure, using decimal notation up to three decimal places
where appropriate.
White Rose Maths Small Step: Convert metric measures.
Calculate with metric measures.
Measures Problem Solving (3): Bottles and Glasses
NC Statement: Solve problems involving the calculation and conversion
of units of measure, using decimal notation up to three decimal places
where appropriate.
White Rose Maths Small Step: Convert metric measures.
Calculate with metric measures.
Measures Problem Solving (4): World Temperatures
NC Statement: Solve problems involving the calculation and conversion
of units of measure, using decimal notation up to three decimal places
where appropriate.
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Spring
Description: In this lesson, children convert between grams and
kilograms and solve problems which involve addition and subtraction.
The problems are based around robot workers in a warehouse and the
weights of boxes.
Children convert metric measures of mass and calculate with metric
measures to solve problems in this lesson.
Spring
Description: Children use their ability to convert between litres and
millilitres to solve volume and capacity problems. Children solve a
variety of problems based on different containers. The problems involve
calculating with all four operations and children are taught how to use
inverse operations to check their answers.
Children convert metric measures of volume and capacity and calculate
with metric measures to solve problems in this lesson.
Spring
Description: Children are taught how to find the difference between
positive and negative numbers and between two negative numbers,
using a number line to support their calculations. They solve problems
involving calculating the difference between temperatures of places
around the world.
National Curriculum Statement Autumn Term Spring Term Summer Term
Measures Problem Solving (5): Measures Problems Reasoning
NC Statement: Solve problems involving the calculation and conversion
of units of measure, using decimal notation up to three decimal places
where appropriate.
White Rose Maths Small Step: Convert metric measures.
Calculate with metric measures.
Converting Miles and Kilometres (1): Road Trip
NC Statement: Convert between miles and kilometres.
White Rose Maths Small Step: Miles and kilometres.
Imperial measures.
Converting Miles and Kilometres (2): Conversion Graphs
NC Statement: Convert between miles and kilometres.
White Rose Maths Small Step: Miles and kilometres.
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Spring
Description: In this lesson, children are guided through how to solve
a variety of measurement problems. They apply their knowledge of
converting between metric units of measurement to solve reasoning
and mastery-style questions. They work together with a partner to solve
similar problems to the whole-class problems and then work individually
on differentiated problems.
Children convert metric measures and calculate with metric measures
to solve problems in this lesson.
Spring
Description: In this lesson, children use approximate conversions
to convert between miles and kilometres. To convert from miles to
kilometres, they first divide by five, then multiply by eight. To convert
from kilometres to miles, they divide by eight, then multiply by five.
Differentiated activity sheets give children activities to practise their
conversion skills and to use these skills to solve problems.
Children convert from imperial measures to metric measures, converting
between miles and kilometres in this lesson.
Spring
Description: Children are taught how to construct a conversion graph for
converting from miles to kilometres and vice versa. They interpret the
graphs they have constructed and order sets of mixed measurements.
Children construct and interpret line graphs for converting between
miles and kilometres.
National Curriculum Statement Autumn Term Spring Term Summer Term
Converting Miles and Kilometres (3): Miles and Kilometres Reasoning
NC Statement: Convert between miles and kilometres.
White Rose Maths Small Step: Miles and kilometres.
Area and Perimeter (1): Same Area, Different Perimeter
NC Statement: Recognise that shapes with the same areas can have
different perimeters and vice versa.
White Rose Maths Small Step: Area and perimeter.
Shapes – same area.
Area and Perimeter (2): Same Perimeter, Different Area
NC Statement: Recognise that shapes with the same areas can have
different perimeters and vice versa.
White Rose Maths Small Step: Area and perimeter.
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Spring
Description: Children are taught to work step by step to solve a range of
questions where they convert between miles and kilometres. They work
with a partner on similar questions, then independently on differentiated
questions.
Children solve reasoning and mastery-style problems where they
convert between miles and kilometres.
Spring
Description: Children investigate the link between the area and perimeter
of rectangles and squares. They find all the different squares and
rectangles for a given area and investigate the different perimeters they
make with these shapes. They learn how to organise their findings to
ensure all possibilities have been created.
Children learn how to investigate the links between area and perimeter
and recognise that shapes with the same area don’t all have the same
perimeter.
Spring
Description: Children investigate shapes with the same perimeter but
different areas. Children are taught how to organise their work to ensure
that they have found all the shapes they can with a given perimeter and
notice the different areas which the shapes make.
Children learn how to investigate the links between area and perimeter
and recognise that shapes with the same perimeter don’t all have the
same area.
National Curriculum Statement Autumn Term Spring Term Summer Term
Area and Perimeter (3): Area and Perimeter Reasoning
NC Statement: Recognise that shapes with the same areas can have
different perimeters and vice versa.
White Rose Maths Small Step: Area and perimeter.
Area of Triangles and Parallelograms (1): Area of Triangles
NC Statement: Calculate the area of parallelograms and triangles.
White Rose Maths Small Step: Area of a triangle.
Area of Triangles and Parallelograms (2): Area of Parallelograms
NC Statement: Calculate the area of parallelograms and triangles.
White Rose Maths Small Step: Area of a parallelogram.
Area of Triangles and Parallelograms (3): Area of Triangles and Parallelograms Reasoning
NC Statement: Calculate the area of parallelograms and triangles.
White Rose Maths Small Step: Area of a triangle.
Area of parallelogram.
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Spring
Description: Children are taught how to solve a range of word problems,
where they investigate the link between area and perimeter. After working
through a problem step by step, children answer a similar problem with a
partner, then work individually on differentiated questions.
Children learn how to solve reasoning and mastery-style questions,
linking area and perimeter.
Spring
Description: Children are taught how to calculate the area of triangles,
starting with right-angled triangles, then moving onto isosceles and
scalene triangles. They complete differentiated activity sheets, then
calculate an unknown dimension, where the length of one side and the
area of the triangle are given.
Children learn how to calculate the area of a triangle in this lesson.
Spring
Description: Children are taught how to calculate the area of a
parallelogram and why the formula used works. They calculate the areas
of a variety of different parallelograms and use the skills learned to
answer reasoning-style questions.
Children learn how to calculate the area of a parallelogram in this lesson.
Spring
Description: Children are taught to work step by step to solve a range of
questions where they calculate the areas of triangles and parallelograms.
They work with a partner on similar questions, then independently on
differentiated questions.
Children learn how to solve reasoning-style questions, using their ability
to calculate the area of a triangle and the area of a parallelogram.
National Curriculum Statement Autumn Term Spring Term Summer Term
Volume of Cubes and Cuboids (1): Calculating and Estimating Volume
NC Statement: Calculate, estimate and compare volume of cubes and
cuboids using standard units, including cubic centimetres and cubic
metres, and extending to other units.
White Rose Maths Small Step: Volume – counting cubes.
Volume of a cuboid.
Volume of Cubes and Cuboids (2): Calculating and Comparing Volume
NC Statement: Calculate, estimate and compare volume of cubes and
cuboids using standard units, including cubic centimetres and cubic
metres, and extending to other units.
White Rose Maths Small Step: Volume of a cuboid.
Volume of Cubes and Cuboids (3): Voume Reasoning
NC Statement: Calculate, estimate and compare volume of cubes and
cuboids using standard units, including cubic centimetres and cubic
metres, and extending to other units.
White Rose Maths Small Step: Volume of a cuboid.
Formulae for Area and Volume (1): Calculating Area
NC Statement: Recognise when it is possible to use formulae for area
and volume of shapes.
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Spring
Description: Children are taught how to calculate the volume of cubes
and cuboids by counting layers of cubes and by using a formula. Children
estimate the volume of shapes.
Children learn how to calculate the volume of a cuboid and cube. They
find volume by counting cubes and by using a formula.
Spring
Description: Children estimate and compare volume. They calculate
the volume of cubes and cuboids and compare shapes using <, > and =.
They apply their learning to reasoning-style questions.
Children learn to calculate and compare the volume of a cuboid and a
cube.
Spring
Description: Children are taught to work step by step to solve a range
of questions where they calculate and compare the volume of cubes
and cuboids. After completing a step-by-step question, they work with
a partner on similar questions, then independently on differentiated
questions.
Children learn how to calculate the volume of a cuboid and cube and use
this to solve reasoning and mastery-style questions.
Spring
Description: Children learn why the formula for finding the area of a
rectangle or square is the length multiplied by the width. With a variety
of squares and rectangles, they decide whether they have enough
information to use a formula to calculate the area. They move onto using
formulae to calculate the areas of composite rectilinear shapes.
National Curriculum Statement Autumn Term Spring Term Summer Term
Formulae for Area and Volume (2): Calculating Volume
NC Statement: Recognise when it is possible to use formulae for area
and volume of shapes.
White Rose Maths Small Step: Volume of a cuboid.
Formulae for Area and Volume (3): Area and Volume Reasoning
NC Statement: Recognise when it is possible to use formulae for area
and volume of shapes.
White Rose Maths Small Step: Volume of a cuboid.
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Spring
Description: Children use the formula length × width × height to calculate
the volume of cubes and cuboids. They decide whether different shapes
have enough information to use a formula to calculate the volume. They
apply what they have learned to decide whether enough information is
given to use a formula to calculate the volume of shapes from nets.
Children learn when it is possible to use a formula to calculate the
volume of a cuboid.
Spring
Description: Children are taught to work step by step to solve a range of
questions where they decide whether they can use a formula to calculate
the area of rectangles, including composite shapes and the volume of
cubes and cuboids. They work with a partner on similar questions, then
independently on differentiated questions.
Children learn how to solve reasoning-style questions, using formulae to
calculate the area of rectilinear shapes and the volume of a cuboid.
National Curriculum Statement Autumn Term Spring Term Summer Term