# EdPlace's Year 3 and 4 home learning maths lesson: Converting between units of measure (metric)

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**Get them started on the lesson below **and then jump **into our teacher-created activities** to practice what they've learnt. We've recommended five to ensure they feel secure in their knowledge - 5-a-day helps keeps the learning loss at bay (or so we think!).

Are they keen to start practising straight away?** Head to the bottom of the page to find the activities. **

**Now...onto the lesson!**

**Key Stage 2 Statutory Requirements for Maths**

**Year 3 and 4**

*students should be able to c*

*onvert between different units of measure (e.g kilometre to metre).*

**What's it about?**

When was the last time you had to convert millimetres to centimetres or kilometres to metres? As adults, we can often do this very easily mentally but it’s a common area of confusion for children who struggle with mental maths methods and understanding of place value.

Why not check out our step by step approach?

We're confident that if you follow this step-by-step approach together, your child will be able to:

1) **U**** nderstand **how to convert between metric units of measure including millimetres, centimetres, kilometres and metres.

2) **A**** pply **this understanding to convert smaller units into larger units and vice versa

3) **Explain** how to solve some simple word problems involving measures, if they've really cracked it!

## Step 1 - Key Terminology

Before we jump into** converting measurements** it’s important to check that your child understands what the key terminology means.

We use abbreviations when writing about **measurements**:

We can measure **length** in **kilometres** (km), **metres** (m), **centimetres** (cm) or **millimetres** (mm).

**Mass** (or **weight**) is measured in **grams** (g) or **kilograms** (kg).

**Capacity** is measured in **litres** (L) or **millilitres** (ml)

## Step 2 - Unit of Measure

When we **measure** **objects**, **liquids** or **distances**, it is important to use a sensible **unit of measure**.

For example, when measuring car journey **lengths**, **km** are far more sensible than **m**, **cm** or **mm**! However, we would use **metres** when measuring the length of the garden and cm or mm for measuring smaller items such as pencils or small toys.

In year 3, your child will have learned some very simple **equivalent measurements,** such as 10mm = 1 cm and 100cm = 1 m. They will also have **measured lengths** in cm and mm e.g a pencil could be 16 cm and 4 mm.

To be able to convert between units, children must also have a really sound understanding of **place value** and what happens when we **divide** and **multiply** by 10, 100 and 1000.

## Step 3 - Converting Between Measurements

When **converting** between two types of **measurements**, it is useful to know some basic facts.

1 cm = 10 mm

1 m = 100 cm

1 km = 1000 m

1 L = 1000 g

1 kg = 1000 g

Do you notice that these facts involve **multiples** of 10, 100 and 1000? This is really important. When **converting** between **metric measures**, we always **multiply** or **divide** by 10, 100 or 1000.

When **converting** from a **smaller unit **to a larger unit - we always **divide!**

E.g.

When **converting** from a **larger unit** to a **smaller unit** - we always **multiply!**

E.g.

## Step 4 - Putting it into Practice

Why not apply the above to the following **measurement** questions together?

1. How many metres are there in 3km?

2. How many cm in 55mm?

3. James has 3 bags of flour each with a mass of 2kg. How many grams of flour does he have in total?

4. Chloe has a 2 litre jug of orange and drinks 1500ml. How much is left in the jug?

## Step 5 - Give it a go...

Why not test your child's understanding and see if they can tackle these activities?

All activities are **created by teachers and automatically marked.** Plus, with an EdPlace subscription, we can **automatically progress your child** at a level that's right for them. Sending you progress reports along the way so you can **track and measure progress, together** - brilliant!

Activity 1 - Measurement: Choosing the best type

Activity 2 - Metric capacities and containers: making them match

Activity 3 - Measures: converting to larger units

Activity 4 - Measures: converting to smaller units

Activity 5 - Measurement: Solving problems

**Answers**

1. 3000 metres.

2. 5.5 or 5 ½ cm.

3. 6000 grams.

4. 500 ml or ½ litre.

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