1. Numeracy Learning Journey – Measurement (length) Year 2 – Summer Term 2015
What are standard units of measurement for length, height and distance?
How can we use a ruler to measure the length of an object accurately in centimetres?
How do we record longer lengths and distances in metres and centimetres?
Use a 30cm rule to measure length and width of everyday objects. Measure lines and around the edge of shapes (perimeters) in centimetres
Look at rulers, tape measures and metre sticks. Select appropriate unit of measurement (mm/cm/m/km) for a given task.
Use a metre stick to measure longer lengths e.g. the length of the hall, the length of the playground accurately and record in metres and centimetres (m/cm).
What calculations are needed to solve simple mathematical problems relating to length, height and distance?
How can we use the less than, greater than and equals symbols to compare measurements?
How can we measure, record and compare the heights of the children in our class?
Read, discuss and solve word problems relating to length and distance e.g. If Ben is 163cm tall and Sam is 188 cm tall. How much taller is Sam than Ben? (188cm – 163cm = 25cm).
Use a height chart to measure height in centimetres (cm) of all children in Year 2. Ask and answer questions relating to the data collected.
Order measurements (mm/cm/m/km) from shortest to longest.
Select correct symbol to to show greater than and less than
e.g. 123 cm cm

2. Numeracy Learning Journey – Measurement (weight) Year 2 – Summer Term 2015
How can we identify objects that are heavier/lighter than and the same weight as a given object.?
What are standard units of measurement for weight?
How do we read the intervals on weighing scales to measure weight in grams and kilograms?
Look at and handle 100g and kg weights.
Look at food packaging and identify the weights in grams and kilograms.
Use balance scales to find objects around the classroom that are heavier than my shoe, lighter than my shoe and the same weight as my shoe.
Use weighing scales to weigh out cooking ingredients in grams.
Read scales with 100g intervals.
What calculations are needed to solve simple mathematical problems relating to weight?
How can we use the less than, greater than and equals symbols to compare measurements?
Read, discuss and solve word problems relating to weight/mass.
e.g. I have 30g of sugar but I need 50g to make a cake. How many more grams of sugar do I need to get?
Order measurements in grams and kilograms (g/kg) from lightest to heaviest.
Select the correct symbol to show greater than and less than
e.g. 12 kg kg

3. Numeracy Learning Journey – Measurement (capacity and temperature) Year 2 – Summer Term 2015
How can we compare the capacity of different containers and vessels?
What are standard units of measurement for capacity?
How do we read the scales on measuring vessels accurately to measure capacity in litres and millilitres?
Look at drinks bottles, cans and other food packaging and identify capacity in litres, half litres and millilitres.
Estimate then test, how many cups it will take to fill a range of different sized vessels.
Look at a range of measuring jugs and read the scales in litres and millilitres (to the nearest 100 ml).
How can we use the less than, greater than and equals symbols to compare measurements?
What calculations are needed to solve simple mathematical problems relating to capacity and temperature?
What are the standard units of measurement for temperature and how can we read the scale on a thermometer accurately to measure temperature?
Read, discuss and solve mathematical word problems relating to capacity and temperature.
e.g. I have 6 bottles of lemonade. Each bottle holds 2 litres. How many litres of lemonade do I have altogether? (2l x 6 = 12l).
e.g. Yesterday the temperature was 14 °c and today it is 21 °c. How much hotter is it today than yesterday? (21 °c - 14 °c = 7 °c)
Compare and order measurements in litres and millilitres.
Select the correct symbol to show greater than and less than.
e.g ml ml
Look at the scales on a range of thermometers. Record the temperature in centigrade outside the classroom every morning and afternoon for a week. Construct a block graph to show changes in temperature and ask and answer questions relating to the data collected.