Year 3/4 Bulletin
Learning Intention: To apply measurement and ratio to real world examples using a key.
Fluency
Our maths lessons begin with short “drill and skill” tasks designed to strengthen students’ mathematical fluency and automaticity. These activities run for seven minutes at the very start of the lesson, with students walking in, settling quickly, and beginning their work silently and independently. The focus is not on how many questions they can complete in the time, but on practising quick recall and building efficiency with essential number facts and operations. This regular, focused practice helps students develop speed and confidence, freeing up their working memory for more complex problem-solving later in the lesson.
Whole (modelled session)
We explored how to measure distances on a map using a scale. The teacher demonstrated this step-by-step using the Pirate Island Map, starting by selecting two points (e.g., the Pirate Ship and the Treasure Chest) and clearly identifying them for the class. We modelled to students how to accurately use a ruler to measure, ensuring the 0cm is the starting point. The measurement in centimetres was read aloud, then multiplied by 10 (because 1 cm = 10 m) to convert it to real-world distance “as the crow flies.” The result was recorded clearly, with the correct unit of metres.
Students are provided a list of questions on the board for them to answer or check-in with throughout the modelled process, ensuring they are taking in the skills necessary aligning with the learning intention.
Tasking questions:
- Have I chosen my two points on the map?
- Is my ruler lined up exactly with the start and end points?
- Did I start measuring from the zero mark on my ruler?
- What is my measurement in centimetres?
- How do I convert centimetres to metres using the map scale?
- Have I written the distance clearly with the correct unit (m)?
After the modelling, students had five minutes to enact the skill independently. The teacher had written three different location pairs on the board for students to measure “as the crow flies.” Using their map, ruler, and whiteboard, students worked through the tasks on their own while the teacher circulated to observe and identify anyone who might need further support with the skill.
Small
In this learning experience, students applied their knowledge of measurement, map reading, and scale to a real-world context by working with a detailed zoo map. All students began by examining the “Explore” portion of the task and spent about two minutes looking it over and thinking about how they might approach it. This gave them the opportunity to assess their own readiness and decide whether they needed to take a step back for more support, or to stretch and challenge themselves with a more complex version of the task. The focus throughout was on measuring distances accurately and converting those measurements using a scale.
Enabling (Step into the Task)
Some students began with a targeted starter activity to help them access the main task. They were asked to find the distance between the komodo dragon and the red panda enclosures. Using a ruler and the scale 1 cm = 50 m, they practised lining up their measurements accurately and converting them into real-world metres.
Explore
The main task involved following a set path through the zoo map, moving from one animal enclosure to the next. Students measured each section of the path “as walked,” starting from the zero mark on their ruler and recording the length in centimetres. They then used the scale 1 cm = 50 m to convert each section into metres. Finally, they added up all the sections to calculate the total distance travelled along the path.
Extending (Stretch & Challenge)
For those ready for an extra challenge, students measured all three coloured paths on the zoo map. They worked to the nearest half centimetre, which meant also calculating distances in 25 m increments (0.5 cm = 25 m). After converting each path’s total length into metres, they ranked the paths from shortest to longest and wrote a short explanation of their reasoning, noting any patterns they discovered.
Small Targeted Explicit Teaching Groups
Throughout the lesson, we work with small, targeted explicit teaching groups drawn out during the independent phase. These groups allowed the teacher to provide precise, focused instruction based on students’ points of need, whether it was revisiting how to line up the ruler accurately, reinforcing how to read measurements, or guiding them through the conversion process. This approach ensured that every student received the support or extension they needed to make progress with the skill.
Allira, Richard, Amy
Year 3/4 Team