This snapshot, taken on
10/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.

The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.

# Step 2

Know and use the relationship between familiar units of length, mass and capacity

## Probing questions

• Ask pupils to sort a set of cards with different measurements (including units) into sets for measuring mass, length and capacity. Which did you find easy? Which are you not sure about?
• Ask pupils to select one set and sort them in order from smallest to largest. How did you order the cards? Were any hard to order? Why?
• Can you write 2 km, 4 m or 5 cm in another way?
• Which would you rather have, $\frac{1}{2}$ litre or 625 ml of orange juice? Why?

## What if pupils find this a barrier?

Adapt and use Targeting level 4 lesson: Decimals and measures.