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 are 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 Solve Problems by Measuring Different Lengths in Centimetres Using a Ruler.

It is from the unit numbers zero to 20 in different contexts.

By the end of this lesson, you will be able to solve different types of problems by using a ruler to accurately measure length in centimetres.

Try and remember some of the things you've learnt before about how to use a ruler to measure length accurately.

That's going to be really important in this lesson today.

There are some key words that I would like you to practise because these words are going to be really important for your learning in this lesson.

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

Ready? My turn.

Longer than.

Your turn.

My turn.

Shorter than.

Your turn.

My turn.

First.

Your turn.

My turn.

Then.

Your turn.

My turn.

Now.

Your turn.

Well done.

Listen for those words in this lesson.

They are really important, and they will really help you with your learning today.

There are going to be two parts to this lesson.

To begin with, we're going to think about this question.

Will it fit? And then in a little while, we're going to look at first, then, now.

Let's start by thinking about will it fit? There are two friends who are going to help us today.

Their names are Aisha and Jacob.

Listen carefully when they show you something because they have lots of helpful things that they would like to share with you today.

Aisha wants to choose some new pens and pencils for Jacob to put in his pencil case.

Aisha says, "I need to make sure that I only choose things that will fit inside." Jacob says, "How will you know if they will fit or not?" Hmm, that is a good question.

Have you got any ideas about what they could do? Let's have a look.

Jacob says, "I will measure the length of my pencil case." He's going to get his ruler, and he is going to line up one end of the pencil case with the zero.

He's going to imagine a line just to check that he has lined it up with zero correctly.

He's going to imagine a line at the other end and now he can see that his pencil case is 17 centimetres long.

Now Aisha knows that Jacob's pencil case is 17 centimetres long.

Which pens and pencils should Aisha choose? Jacob says, "I think you should measure them to see which ones will fit." That is a good idea, isn't it? Let's see if they'll be able to do that.

Aisha's chosen this otter pencil first.

It's very cute, isn't it? I can see why she would choose this one first.

Let's see how long this pencil is.

One end is lined up with the zero.

The other end is lined up with 19.

That means that the otter pencil is 19 centimetres long.

19 centimetres is longer than 17 centimetres.

That will not fit in your pencil case.

Let's try something else.

How about this pen? One end is lined up with the zero, one end is lined up with the 14.

This pen is 14 centimetres long.

14 centimetres is shorter than 17 centimetres.

That will fit in your pencil case.

Let's check if you can measure these things to see whether they would fit in the pencil case or not.

I would like you to pause the video and see if you think the red pencil and the football pencil will fit in Jacob's pencil case.

Well done for looking really carefully at the ruler and measuring the length of these objects.

The pencil is lined up with the 12.

That means it is 12 centimetres long.

If it is 12 centimetres long, it will fit in the pencil case.

12 centimetres is shorter than 17 centimetres.

The red pencil will fit in Jacob's pencil case.

How about the football pencil? It lines up with 18.

No, it won't fit.

18 centimetres is longer than 17 centimetres.

The football pencil will not fit in Jacob's pencil case.

Now it's time for you to practise some measuring by yourselves.

There are four pens and pencils here.

I would like you to look really carefully at the picture of each one along the ruler and measure the length of each item to see whether it will fit in Jacob's pencil case or not.

Remember, Jacob's pencil case is 17 centimetres long.

Once you've decided which ones will fit, I would like you to explain to a partner how do you know if they will fit in the pencil case or not.

Once you've done that, you are going to see if you can find some of your own pens and pencils that might fit in Jacob's pencil case, so you need to choose some pens and pencils and then use your own ruler to measure them and see if they would fit in Jacob's pencil case.

Are you ready to go and practise measuring? Well done.

Off you go, everybody.

Let's have a look at how you have got on.

Were you able to decide which ones will fit in Jacob's pencil case? Let's have a look.

The felt tip is 15 centimetres long.

It will fit in the pencil case.

The pencil is 19 centimetres long.

It will not fit.

The pen is 14 centimetres long.

That will fit in the pencil case, and the blue pen at the bottom is 16 centimetres long.

That one will fit in the pencil case, too.

How did you explain how you knew which ones would fit and which ones wouldn't? Perhaps you said something a bit like this.

The pencil is the only item that is longer than 17 centimetres.

All the other items will fit in the pencil case because they are shorter than 17 centimetres.

Well done if you were thinking about longer than and shorter than to help you explain how you knew which ones would fit in Jacob's pencil case.

Did you manage to find some of your own pens and pencils that might fit in Jacob's pencil case? This is what Aisha did.

She found a pen and a pencil, and she measured them both, and she said, "My pencil was 13 centimetres long, and my pen was 14 centimetres long.

They are shorter than 17 centimetres, so they will fit in the pencil case." Then, Aisha found another pencil.

Aisha found this 19 centimetre long penguin pencil.

It is longer than 17 centimetres, so it will not fit in the pencil case.

I hope that you will use your rulers to find lots of pens and pencils that would fit in Jacob's pencil case.

Now it's time for the second part of the lesson.

You are going to be thinking about first, then, now.

You might have heard about first, then, now before when you've been learning about addition.

Today, you are going to be thinking about first, then, now in the context of measuring length.

Let's have a look at that now.

Jacob and Aisha planted some seeds a few weeks ago, and now they've grown, and Aisha is going to measure her plant to see how tall it is.

She's going to use a ruler, and she can see that the top of the plant lines up with 11 on the ruler, so Aisha can say, "My plant is 11 centimetres tall." Aisha carried on looking after her plant.

She gave it water, and she made sure it got plenty of sunlight.

A week later, she measured it again.

What do you think had happened? That's right.

The plant grew taller.

Now the top of the plant lines up with 13.

Aisha knows, "My plant has grown two centimetres taller." Now the plant is 13 centimetres tall.

You could tell a first, then, now story about Aisha's plant.

You would say, first, the plant was 11 centimetres tall because remember, the top of the plant lined up with 11 centimetres on the ruler.

Then, it grew two centimetres taller.

One, two.

Now, the plant is 13 centimetres tall.

Now the top of the plant lines up with 13 on the ruler.

Let's just read that story one more time.

First, the plant was 11 centimetres tall.

Then, it grew two centimetres taller.

Now, the plant is 13 centimetres tall.

Let's see what happened to Jacob's plant.

Jacob's plant was nine centimetres tall.

It grew one, two, three centimetres taller.

The plant is 12 centimetres tall.

You could tell a first, then, now story about Jacob's plant.

There is a first, then, now story in the boxes that you can see, but they have been jumbled up, and they are not in the right order.

Let's watch what happened to Jacob's plant one more time and then I want you to see if you can put the first, then, now story into the correct order.

Watch Jacob's plant carefully.

Look how tall the plant was.

The plant grew, and now the plant is this tall.

Pause the video and use the picture to help you to put the first, then, now story into the correct order.

Well done for thinking carefully about that.

Let's see if you've managed to get the first, then, now story into the correct order.

We can see that, first, the plant was nine centimetres tall because the top of the plant lines up with nine centimetres on the ruler.

Then, it grew three centimetres taller.

We know that it grew three centimetres taller because there are three jumps, one, two, three, in between where the plant was and where the plant is now.

To finish the story, we can see that, now, the plant is 12 centimetres tall because it lines up with the 12 centimetres on the ruler.

Well done if you got Jacob's first, then, now story into the correct order.

Jacob and Aisha carried on looking after their plants, and they measured them again a week later.

Let's see what happened.

Jacob's plant was 12 centimetres tall.

It grew taller.

I wonder how much taller it grew by.

Let's have a look.

One, two.

Jacob says, "First my plant was 12 centimetres tall, then it grew two centimetres taller." Jacob has missed out one part of the first, then, now story.

Do you think you can spot which part is missing? I think Aisha has spotted it.

Aisha says, "Now it is 14 centimetres tall." Jacob missed out the now part.

We know that, now, it is 14 centimetres tall because the top of the plant lines up with the 14 centimetres on the ruler.

Let's have a look at Aisha's plant.

It was 13 centimetres tall.

It grew taller.

It's 14 centimetres tall.

Aisha says, "First my plant was 13 centimetres tall.

Now it is 14 centimetres tall." Ooh, Aisha has missed out one part of her first, then, now story.

Can you spot which part is missing this time? I think Jacob knows.

Let's have a look and see if you agree.

Jacob says, "Then it grew one centimetre taller." Look carefully at what happens to this plant.

After you've watched the plant, you are going to try and find the missing part of a first, then, now story, so watch carefully.

Ready? There was a plant that was this tall.

The plant grew taller.

And now it is this tall.

Which part of the first, then, now story is missing? Then, the plant grew three centimetres taller.

Now, it is 12 centimetres tall.

Pause the video and tell a partner the missing part of the first, then, now story.

Let's see if you've all found it.

The missing part was first.

The plant was nine centimetres tall.

We know that, first, the plant was nine centimetres tall because we can see the plant before it grew taller, and the top of the plant is lined up with the nine on the ruler.

Jacob and Aisha want to carry on telling first, then, now stories, so now they are going to tell stories about some bracelets that they have been making.

This is Jacob's bracelet.

He says, "First, I made a bracelet that was 10 centimetres long." Oh, now he's added another bead.

"Then, I added a three centimetre bead." One, two, three.

You can see that bead is three centimetres long.

Now, my bracelet is 13 centimetres long because the end of the bracelet now lines up with 13 centimetres on the ruler.

Let's have a look at Aisha's first, then, now story.

Here are Aisha's beads.

"First, I made a bracelet that was 11 centimetres long." Aisha has added another bead.

"Then, I added a four centimetre bead." You can see this is four centimetres by counting along the ruler, one, two, three, four.

"Now, my bracelet is 15 centimetres long." Because the end of the bracelet lines up with 15 centimetres on the ruler.

To be able to tell this first, then, now story, you need to use the ruler to measure the bracelet.

That tells you the first part of the story.

We could say, first, I made a bracelet that was 10 centimetres long because we can see that the first part of the bracelet lines up with 10 centimetres on the ruler.

When the new bead is added, you need to check how long the new bead is.

That will be the then part of the story.

This bead is one, two, three, four centimetres long.

We could say, then, I added a four centimetre bead.

To finish the story, you need to see where the end of the bracelet is.

It lines up with 14, so we can say, now, the bracelet is 14 centimetres long.

Jacob says, "I looked at the ruler to see that, now, the bracelet is 14 centimetres long." Aisha did this a different way.

Aisha says, "I know that 10 plus four is 14, so I know that now the bracelet is 14 centimetres long." Aisha didn't look at the ruler to find the now part of the story.

She looked at the first and saw that it was 10, and she looked at the then, and she saw that it was four, and she knew that 10 plus four is 14.

I wonder if you will be able to do that when it comes to your practise.

Let's check if you can tell a first, then, now story about this bracelet.

Pause the video and have a go.

Look really carefully at the ruler to help you.

Well done for thinking carefully about that.

Let's have a look and see if you have told each part of the story correctly.

First, we can see that the first part of the bracelet lines up with 10, so we could say, first, the bracelet was 10 centimetres long.

The new bead is one, two, three, four, five, so the next part of the story we could say is, then, I added a five centimetre bead.

To find the now part, I could look at the ruler, and I can see it's pointing to the 15, so I can say now the bracelet is 15 centimetres long.

You could use Aisha's way.

You could use the knowledge that 10 plus five is 15 to help you.

Those are both good ways of thinking about the now part of the story, so you can choose the way that you prefer.

You can use Aisha's way and think about what you know about numbers or you can use Jacob's way and you can look at the ruler to find the now part.

It is time for you to go and practise some first, then, now stories.

To begin with, I would like you to tell a first, then, now story about this plant.

You can see that the first part has already been drawn.

There is a plant, and you will be able to use the ruler to see how tall that plant is.

I would like you to draw what this plant looks like after it has grown taller, and then once you've drawn it, you can measure it and you can tell the first, then, now story about this plant.

When you've done that, you're going to practise a first, then, now story about some bracelets.

For each bracelet, I would like you to draw one more bead and then tell the first, then, now story to a partner.

Aisha says, "When you draw your bead, think carefully about how long it will be." So you could draw a longer bead or a shorter bead, but you can only draw one.

So think carefully about how long you would like that bead to be, and then once you've drawn it, tell the first, then, now story to a partner.

Are you ready to practise telling first, then, now stories? Off you go.

Okay, let's have a look at what you might have drawn and how you might have told this story.

Now you don't have to draw your plant this size.

This is just how I chose to draw it, but let's have a look at my sentences and you can see if yours are similar.

I have said that, first, the plant was eight centimetres tall because I can see that on the ruler, the top of the plant lines up with eight centimetres.

Then, I had a look and I counted along the ruler to see how much taller my plant has grown.

One, two, three, four, five, six.

So I said, "Then, it grew six centimetres taller." To work out the now part, I checked where does the top of my plant line up with now? And it lines up with 14.

So I have said, now, it is 14 centimetres tall.

On the bracelet's first, then, now story, I drew quite a small bead on the first bracelet, and I said, "First, the bracelet was nine centimetres long." Then, I added a two centimetre bead.

Now, it is 11 centimetres long." On my second bracelet, I drew a slightly bigger bead.

I said, "First, the bracelet was 14 centimetres long.

Then, I added a three centimetre bead.

Now, it is 17 centimetres long." I hope that you drew your beads carefully and you really thought about using the ruler to be able to complete the first, then, now stories accurately.

Now that you are at the end of the lesson, you have learnt that you can use a ruler to measure length and this can help you to check if something will fit inside a container like a pencil case.

You know that if the object is shorter than the container, it will fit.

If the object is longer than the container, it will not fit.

You have also learnt to tell first, then, now stories that involve length.

You have thought really carefully in this lesson and worked really hard.

Well done, everybody.

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

Bye, everyone.