Lesson video

Hello everybody.

My name is Mrs. Johnson.

I am so excited to be here today to help you with some of your maths learning.

I hope you're ready to work really hard and have lots of fun.

Let's see what we're going to be learning about today.

This lesson is called "measure length using centimetre cubes and record results in a table." It comes from the unit "numbers zero to 20 in different contexts." By the end of this lesson, you will be able to measure length accurately and efficiently using centimetre cubes, and you will be able to record your measurements in a table.

You might have practised measuring length before, and you might have thought about using centimetres before.

If you have, that will really help you in today's lesson, but don't worry if you can't remember it very well, because I will be able to help you and we will learn it together.

There are some key words that are going to be really important in this lesson today.

I would like you to practise saying them.

I will say my turn first, and then it will be your turn to say each word.

Are you ready? My turn.

Efficient.

Your turn.

My turn.

Record.

Your turn.

My turn, results.

Your turn.

My turn, table.

Your turn.

Well done.

Listen carefully for those words today.

They will really help you with what we are learning about.

There are going to be two parts to this lesson.

To begin with, you are going to learn how to measure accurately and efficiently, and then in a little while, you are going to learn how to record measurements in a table.

Let's start with measuring accurately and efficiently.

There are two friends who are going to help in this lesson today.

Their names are Sam and Jacob.

Listen carefully when Sam and Jacob appear, because sometimes they give you some really helpful information that will help you with your learning today.

Sam is using centimetre cubes to measure some objects from her pencil case.

Let's see what she does.

One, two, three, four, five.

Sam says the eraser is five centimetres long.

One, two, three, four, five, six, seven, eight, nine.

Sam says the highlighter is nine centimetres long.

Jacob says, "I think one of these measurements is not accurate." Sam says, "The cubes are in a straight line with no gaps.

What have I forgotten about?" I wonder, what else is important when you measure accurately with centimetre cubes? Let's see if Jacob has spotted it.

Jacob says, "You need to make sure that you place cubes all the way to the end of the object." Look again at this highlighter.

There is the end of the object.

Sam didn't go all the way to the end.

Let's place another cube.

Now we've gone all the way to the end, so the highlighter is not nine centimetres long.

The highlighter is 10 centimetres long.

Sam is going to measure some more objects from her pencil case using centimetre cubes.

Let's see if she's accurate this time.

You can count the cubes with me.

Ready? One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14.

The pen is 14 centimetres long.

You can see that they have gone all the way to the end of the pen, so this is an accurate measurement.

The pen is 14 centimetres long.

Now let's try the pencil.

You can count along again.

Ready? One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16, 17, 18.

The pencil is 18 centimetres long.

Sam says, "I am doing a lot of counting, and it is taking me a long time." Jacob says, "I have noticed something that might make measuring a little bit easier." I wonder what he's noticed.

Is there something that Sam might be able to do so that she doesn't have to count them all every time? Let's have a look.

Numbers from 11 to 19 are made of a 10 and some ones.

Jacob knows that 10 centimetre cubes will always be the same length.

Here are 10 centimetre cubes.

So Jacob says, you could use a strip of paper instead, so that you don't always have to count the first 10 cubes.

This strip of paper is the same length as 10 centimetre cubes.

Jacob is saying you could use the strip of paper instead of the first 10 cubes.

Then you won't have to count them.

Sam says, "I will try using the 10 centimetre strip of paper.

Will it help me to do less counting?" What do you think? Let's watch and find out.

She's going to measure this pen.

There is the 10 strip.

We know that that is 10, so we don't need to count anything yet.

Then Sam is going to place one, two, three, four centimetre cubes.

Sam says, "I can see one 10 and four ones.

I know 14 is equal to 10 plus four." The pen is 14 centimetres long.

Jacob says, "Do you think that was easier than starting your count at one?" What do you think? Which way do you prefer? Do you like to count all the cubes, or do you like using a strip of paper for the first 10? Let's watch Sam measure something else with a strip of paper.

There is her 10 strip.

Then she has one, two, three, four, five, six, seven, eight.

Sam says, "I can see one 10 and eight ones.

I know 18 is equal to 10 plus eight." That means the pencil is 18 centimetres long.

Working in an efficient way is helpful, because it means that you don't spend lots of time repeating the same thing over and over again.

That means that you get more time to think about the numbers, and to find the length of the object more quickly.

You are not using up your thinking power just by doing the same thing lots of times.

Now, Sam knows that she can measure this highlighter in an efficient way.

She's going to use the strip of paper.

She can see that the strip of paper is the same length as the highlighter pen, so the pen must be 10 centimetres long.

Sam says, "I was efficient because I did not need to do any counting." She found a quicker way of working out the length, didn't she? So Sam was efficient.

Sam can use the same efficient way of working to measure the height of these toys.

She's going to use her strip of paper that is 10 centimetre cubes long, and then she can see if she puts one more cube, that is the same height as the teddy.

Sam says, "I know that one more than 10 is 11.

The teddy is 11 centimetres tall." Let's see if Sam can measure this robot efficiently.

She needs to place some more cubes, so she already has one, two, three.

Now she's reached the top of the robot.

Sam says, "I can see one 10 and three ones.

I know that 13 is equal to 10 plus three.

The robot is 13 centimetres tall." Let's check if you can measure efficiently.

Can you use this 10 strip and these cubes to help you measure this felt tip in an efficient way? Pause the video and have a go.

Well done.

Let's have a look and see what you did.

You might have done it this way, like Jacob.

He says, "I started my count at 10, and I said 11, 12, 13, 14, 15, 16." You might have done it like Sam.

"I know that 16 is equal to 10 plus six, so the felt tip must be 16 centimetres long." Both of these ways are efficient, because you are not spending lots of time counting the first 10 centimetre cubes.

Now that you know all about measuring efficiently and accurately, you are ready to go and do some practise.

I would like you to look really carefully at these pictures, and choose the most efficient way to measure the length of each object.

You've got a pen, a pencil, a princess, and a robot.

Once you've measured the length of all of those objects, you will be ready for the next part of the work.

On the second part, I would like you to try and make your own strip of paper that is 10 centimetres long.

First, you're going to build a straight line of 10 centimetre cubes, like this.

Then, you're going to draw around your line of cubes on a piece of paper.

Finally, you're going to use your scissors really carefully to cut out the shape that you have drawn, and you should end up with a 10 centimetre long strip of paper like this.

Sam says, "Make sure you keep your strip of paper safe, because you're going to need it again later." Once you've got your 10 centimetre strip, see if you can have a look around you, and find any objects that might be about 10 centimetres long.

Are you ready to go and do that practise? Off you go.

Well done, everybody.

Let's have a look and see if you are able to measure accurately and efficiently.

We'll start by looking at the pen.

You might have done this, that Jacob has done.

"I started my count at 10, and I said 11, 12, 13, 14.

The pen is 14 centimetres long." Let's have a look at the pencil.

Sam did it a different way.

Sam said, "I know that 15 is equal to 10 plus five, so the pencil must be 15 centimetres long." Sam realised that she could see a 10 and five ones, and she knows that 10 plus five is equal to 15, so the pencil is 15 centimetres long.

Both of those ways are efficient, so well done if you chose Jacob's way or Sam's way of measuring these objects.

Now let's have a look at the princess and the robot.

The princess is one more than 10.

Jacob says, "I know one more than 10 is 11.

The princess is 11 centimetres tall." Sam measured the robot in a slightly different way.

She said, "I can see one 10 and two ones.

The robot must be 12 centimetres tall." Sam knows that one 10 and two ones is equal to 12.

Did you choose to work more like Jacob, or more like Sam? Or did you do a mixture of both of them? Well done for thinking about how you could be efficient with your measuring.

Now let's have a look at how you might have made your 10 centimetre strip of paper.

It might have looked a bit like this.

Perhaps some of the cutting went a little bit wobbly.

Some people can find it tricky to cut things in a very straight line, but that's okay.

You could have done what Sam did to check that you have cut it out at the right size.

Sam said, "My strip looked like this.

I placed it along 10 centimetre cubes to check that they are the same length." So you can see that the strip of paper and the 10 cubes are the same, so that means that Sam's strip of paper is 10 centimetres long.

Perhaps you could get some cubes and check yours this way as well.

Jacob used his 10 centimetre strip to look for some things that were 10 centimetres long, and Jacob found a pencil that was the same length as his strip of paper, so Jacob knows that this pencil is 10 centimetres long.

I wonder what you found that was about 10 centimetres long.

Now it's time to have a look at the second part of this lesson, where you're going to learn about recording measurements in a table.

Jacob and Sam have finished measuring.

The measurements that they have found are called their results.

Jacob and Sam want to record their measurements.

This means that they want to write them down so that other people can see their results too.

Sam says, "I think that we could record them in a table." This is the type of table that Sam and Jacob are going to use.

They're going to record their results in this table.

Here's their first result.

The pen is 14 centimetres long.

The object is a pen, so Sam will write pen in the object side, and the length is 14 centimetres, so Sam will write 14 centimetres in the length side.

Here's their second result.

The highlighter is 10 centimetres long.

The object is a highlighter, and the length is 10 centimetres.

They have three results left.

You can see the pencil, the felt tip, and the eraser.

I wonder if you would be able to help them by completing this table.

Pause the video and see if you can add in the missing information to complete this table.

Well done, everyone.

Let's see if you've got the right information in the right place.

First, we've got that something is five centimetres long.

We are missing the name of the object.

If we look at the three that are left, we are looking for an object that is five centimetres long.

I'm thinking I can see the one at the bottom.

That has five cubes, doesn't it? I could count them to check.

One, two, three, four, five.

It's the eraser.

The eraser is five centimetres long.

Next, I need to measure the felt tip because I can see the object, but I can't see the length.

The felt tip, I can see a 10 and six ones, and I know that 16 is equal to 10 plus six, so the felt tip is 16 centimetres.

Which object have I not recorded yet? Ah, it's the pencil! Well done.

So I can see the pencil is the object, and the length is 15 centimetres, because there is one 10 and five ones.

Well done if you were able to complete that table correctly.

Now Jacob and Sam are going to record their results in a different table.

Sam has noticed that there are three headings this time.

Jacob has noticed that the headings have measurements in them.

Have you noticed anything that's different about this table? Let's see how they might be able to record their results in this type of table.

Here is the eraser.

Jacob says the eraser is five centimetres long.

It is shorter than 10 centimetres.

That means the eraser belongs in the shorter than 10 centimetres part of the table.

The next result was this pen.

The pen is 14 centimetres long.

That is longer than 10 centimetres, so the pen goes in the longer than 10 centimetres part of the table.

Where do you think these results would go in this table? Pause the video and have a think.

Where would you put the highlighter and the felt tip in this table? Well done for thinking carefully about that.

Let's see if you're right.

The highlighter is exactly the same as 10 centimetres, so it belongs in the middle part of the table.

It's 10 centimetres long.

The felt tip is 16 centimetres long.

That is longer than 10 centimetres, so it's going to go in the same part as the pen.

It goes in the longer than 10 centimetres part of the table.

Now that you have learned about recording results in a table, it's time for you to go and have a practise.

You are going to choose your own objects to measure, and then you are going to record your own results in this table.

Like the one you've just seen, you are allowed to draw and write in this table.

Jacob says, "Remember to use your 10 centimetre strip of paper from earlier." You will be able to take your 10 centimetre strip of paper around with you, and use it to check if an object is shorter than 10 centimetres, it is 10 centimetres, or it is longer than 10 centimetres, and then you can write and draw it in the correct part of the table.

Off you go, to go and do some fantastic measuring.

Well done, everybody.

Let's have a look at the kind of things that you might have found.

Your table might look a little bit like this now.

Jacob found a sharpener that was shorter than 10 centimetres.

He found a mini notebook that was 10 centimetres long.

And he found a pencil that was longer than 10 centimetres.

I wonder what results you've recorded in your table.

Did you remember to use your 10 centimetre strip of paper to see if the object was shorter than 10 centimetres, longer than 10 centimetres, or perhaps it was exactly 10 centimetres? Well done for thinking really carefully about how you could use that strip of paper to help you measure.

Now that you are at the end of the lesson, you have learned that you can use centimetre cubes to accurately measure length.

You learned that you can be more efficient.

You could use a strip of paper instead of 10 cubes, so that your work is a little bit quicker and you work in a more efficient way.

You have learned to record your results in different types of tables.

You have done a lot of excellent thinking and some really hard work in this lesson.

Well done for today, everybody.

I hope that I will see you again for some more maths learning soon.

Bye everyone!.