Hook
Complete the following as a class: https://nrich.maths.org/content/id/5994/Jumble1.pdf

Mini Lesson
Teacher to show a surveyor's tape measure… Discuss with students the units of measurement on the tape measure. 

MM, CM, M 

Why would we need to have all these measurements on a tape measure?  

Model how to measure the length of the classroom.

Independent/Guided
Support: Student measuring the activity

Able: Students convert between metres to centimetres and use decimals

Extension: Mathspace

Set up measurement-based stations (e.g., long jump, throwing a beanbag, carrying a weighted object).

Year 5 students will determine which unit should be used for each event

Year 6 students will record results

Reflection

Why is it important to have a standard unit of measurement in sports?

How do conversions help us compare results?

Hook
Complete the following as a class: https://nrich.maths.org/content/id/5994/Jumble2.pdf

Mini Lesson
Explain the concept of converting between metric units (e.g., 1 km = 1000 m, 1 m = 100 cm, 1 kg = 1000 g).

Emphasize the relationship between the units and how students can convert between them using multiplication and division.

Provide examples of conversions, focusing on length (cm to m)

Work through conversion examples as a class. Examples:

Independent
Support: Student measuring the activity
Able: Students convert between metres to centimetres and use decimals
Extension: Mathspace

Students use their data from the previous day and convert into other units of measurement. For example; if they measure their jumps using metres, convert to centimetres.

This can be done in the measurement conversion fans template. 

Year 6: convert  their scores from yesterday into different units (e.g., cm to m) 

Create a leaderboard with different converted values.

Reflection
Create a class leaderboard based on student jumps.

Hook
Complete the following as a class: https://nrich.maths.org/sites/default/files/thumbnails/content-id-5994-Jumble3.pdf

Mini Lesson
Explain how decimals are used to represent parts of a unit. For example, 1.5 m = 1 m 50 cm or 1.25 kg = 1250 g.

Show examples on the whiteboard:

• 2.25 m = 225 cm

Provide students with several examples to convert measurements involving decimals (e.g., “Convert 2.5 m to cm” or “Convert 1.8 L to mL”). involving decimals (e.g., “Convert 2.5 m to cm” or “Convert 1.8 L to mL”).

Work through the conversions on the whiteboard and give students time to solve additional examples individually or in pairs.

Reinforce how decimal numbers simplify the conversion process (e.g., 0.5 kg = 500 g).

Independent
Support: Student measuring the activity. Activity: https://drive.google.com/file/d/1nbRgOyKCtPl3Ly4edCxvZST9oLjjSM4x/view
Able: Students will use measuring tools to measure objects (e.g., a pencil’s length, a bottle’s capacity, a bag’s weight) and then convert these measurements to decimal units They can record their results in a table.

Extension: Students go on Mathspace and complete conversion measurement task.

Reflection
Recap the lesson by discussing how decimals are used to convert between units and the importance of accuracy when using decimals in measurement.

Ask students to share their thoughts: “How did decimals make the conversion easier?”

Hook
"The Mystery Package!"

Scenario:
A mysterious package arrives at the school, and it’s addressed to YOU! The package contains a special treasure map that leads to hidden treasures around the world. But there’s a catch—the map uses different measurement systems for every country, and to get to the treasure, you need to decode the clues and convert the measurements!

Challenge:
You’ll need to help decode the map by converting measurements between different units. Here’s how:

1. Clue 1: The first treasure is located 2000 meters away, but the map shows the distance in kilometers. How far is that in kilometers?

2. Clue 2: The next clue is hidden in a box that weighs 1500 grams. The map says you need to carry the box in kilograms. How much does the box weigh in kilograms?

Mission Time:

You have 10 minutes to crack the codes and find out where the treasure is hidden! Hurry, or the treasure might be lost forever!  

Mini Lesson
The school is planning to create a 400-meter running track. The track will consist of 4 sections:

1. Straight Section 1: This section will be 50 meters long.

2. Curved Section: This section will be a curved part with a radius of 20 meters.

3. Straight Section 2: This section will be 75 meters long.

4. Finishing Line Section: This section is the final straight portion, and it will be 100 meters long.

Questions:

1. How long will the entire track be if we add the four sections together?
   Show your calculations and explain your reasoning.

2. The principal contractor asks you to convert the total length of the track (including the curved section) from meters into kilometers.

   • Convert the total length of the track (including the curved section) into kilometers.
     Hint: 1 kilometer = 1000 meters.

3. The straight sections are 50 meters, 75 meters, and 100 meters long. Convert each of these lengths to centimeters.
   (Remember: 1 meter = 100 centimeters).

4. The school wants to build a small extension to the track, which will be a straight section of 150 meters. Convert this length to millimeters.
   (Remember: 1 meter = 1000 millimeters).

2. The principal contractor asked you to convert the total length of the track (including the curved section) from meters into kilometers.