Comparing and ordering measurements

PROCEDURAL

Mathematics›Measurement|Ages 6—7|ID: mt_BFJ-ch_8QU

Compare and order lengths, mass, and capacity and record results using >, <, and =

Mastery Evidence

Measure two objects and write 45cm > 32cm
Order three containers by capacity after measuring each
Use = when two measurements are the same

Assessment Prompt

“If [child] measures three pieces of string as 15 cm, 9 cm, and 22 cm, can they put them in order from shortest to longest — and write that using a < symbol?”

Curriculum Standards1 alignment

Maths/Y2/M/2The national curriculum in England

Compare and order measures

Compare and order lengths, mass, volume/capacity and record the results using >, < and =.

Mathematics · Key Stage 1

Prerequisites2

Choosing measurement units
hardAges 6—7
Comparing and ordering numbers
softAges 6—7

Show full prerequisite tree

Choosing measurement units hard
Comparing and ordering measurements with symbols requires being able to measure in standard units
- Capacity and volume hard
  Using standard units for capacity extends from beginning to measure capacity
  - Comparing Capacity hard
    Measuring capacity with units requires first being able to compare capacities
    - Measurable Attributes of Objects hard
      Comparing capacity requires understanding capacity as a measurable attribute
- Measuring length and height (age 5+) hard
  Using standard units for length extends from beginning to measure length
  - Comparing Lengths & Heights hard
    Measuring length with units requires first being able to compare lengths directly
    - Measurable Attributes of Objects hard
      Comparing lengths/heights requires first identifying length as a measurable attribute
- Measuring mass and weight hard
  Using standard units for mass extends from beginning to measure mass
  - Measuring mass and weight (age 4+) hard
    Measuring mass with units requires first being able to compare masses directly
    - Measurable Attributes of Objects hard
      Comparing mass/weight requires first identifying mass as a measurable attribute
Comparing and ordering numbers soft
Using >, <, = for measurements parallels using them for numbers
- The two digits of a two-digit number hard
  Comparing two-digit numbers using PV requires understanding tens and ones
  - A Ten Is Ten Ones hard
    Understanding tens and ones place value requires the concept of 10 as a bundle
    - The teen numbers hard
      Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
      - How Many in Total? hard
        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Reading and writing numbers to 20 hard
        Composing/decomposing teen numbers requires reading and writing those numerals
        
        How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
  - The teen numbers hard
    General two-digit place value extends from understanding teen number composition
    - How Many in Total? hard
      Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
      - One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Reading and writing numbers to 20 hard
      Composing/decomposing teen numbers requires reading and writing those numerals
      - How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
- Two written numerals between 1 and 10 soft
  Comparing two-digit numbers extends from comparing single-digit written numerals
  - Comparing groups: more or fewer soft
    Comparing written numerals is the symbolic form of comparing quantities — conceptual comparison helps but isn't strictly required
    - Counting objects to 20 soft
      Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
      - How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence

Unlocks1

Calculating with measurements
hardAges 7—8