Your Basket 0 items - £0.00

Students learn how to use 12 and 24 hour time and convert between metric and imperial units of length, capacity and weight using ratio notation. As learning progresses students read and draw their own real life conversion graphs.

This unit takes place in Term 3 of Year 9 and is followed by Compound Measures.

**Prerequisite Knowledge**

- multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
- measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
- tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

**Success Criteria**

- use standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.)
- measure line segments and angles in geometric figures, including interpreting maps and scale drawings

**Key Concepts**

- Understanding and apply the keywords is vital throughout this topic.
- Metric terms such as milli, cent, kilo need to be associated with their numerical equivalences.
- Relate metric conversions to multiplying and dividing by 10, 100 and 1000.
- Practical measuring activities using the appropriate equipment helps students to remember the imperial/metric conversions.

**Common Misconceptions**

- Students sometimes fail to recognise that imperial and metric units are two distinct sets of measurements.
- Remembering the metric/imperial conversions often prove difficult for most students.
- Students may have difficulty with the numerical conversions, especially with imperial units. Encourage the use of calculators when appropriate.

June 5, 2019

Students should be able to represent the solutions to an inequality on a number line, using set notation or as a list of integer values. Here’s how I teach using the balance method for solving inequalities using a number line. Matching inequalities, Number sets and Number Lines At the start of the lesson students recap […]

May 1, 2019

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson. I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making. When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback. […]

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]