Times the time/times as long/times the amount of money are phrases that can be used to compare and describe - one child might run a race in three times the time of another child.

Compare and describe measurements involving time and money

Maths

Compare and describe lengths using knowledge of multiplication

Solve comparison and change problems using multiplication

Compare and describe lengths using knowledge of division

Solve comparison and change problems using division

Solve problems involving comparison and change

Compare and describe measurements involving mass and capacity

Describe changes in measurement using knowledge of multiplication and division

Use knowledge of multiplication and division to solve comparison and change problems

Solve comparison and change problems in a range of contexts

In this unit pupils will learn to compare and describe measurements using multiplication and division. In the future unit pupils will apply memorised unit conversions to convert between units of measure with larger to smaller units and smaller to larger units and solve problems involving converting between units of time and money. 

 In the prior unit pupils used their knowledge of decimal place value to convert between and compare metres and centimetres and explained that different lengths can be composed additively and multiplicatively. In this unit pupils will learn to compare and describe measurements using multiplication and division.

In this unit pupils will learn to compare and describe measurements using multiplication and division, applying their understanding of scaling as a structure of multiplication.

Compare and describe measurements using knowledge of multiplication and division

Izzy and Sam both cycle to school. It takes Izzy 6 minutes. It takes Sam four times as long. Does this table represent the times?

Izzy and Sam both cycle to school. It takes Izzy 6 minutes. It takes Sam four times as long. It takes Sam {{ }} minutes to cycle to school.

Jacob played for three times the time Izzy played.

Jacob played for one third of the time Izzy played.

Jacob played for 30 minutes less time than Izzy played.

Izzy plays the whole 45 minutes of a netball match but Jacob has to leave after 15 minutes. Which statement describes how long he played for?

Sam saved £50. Jacob saved one fifth times as much money as Sam. Which representation shows this?

Sam saved £50. Jacob saved one fifth times as much money as Sam. Which two calculations would you need to work out how much money Jacob and Sam saved together?

Match the amounts of money that Izzy and Lucas might have saved. The bar model compares the amounts of money they have saved.

Match the possible masses of an adult penguin and chick. The bar model shows that a penguin chick is one quarter times the mass of an adult.

Look at the bar model showing the mass of an adult penguin compared to the chick. Which equations can be formed from the bar model to calculate the mass of the chick?

The capacity of the mug is one third times the capacity of the kettle. Which bar model represents this statement?

The capacity of the mug is one third times the capacity of of the kettle. The capacity of the kettle is 1 l 500 ml. The capacity of the mug is {{ }} ml

The mass of the adult penguin is six times the mass of the chick. Read the scale and calculate the mass of the adult penguin.

Exit Quiz

Izzy and Sam both cycle to school. It takes Izzy 6 minutes. It takes Sam four times as long. Does this table represent the times?