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Day 6 · Compare like lengths in like unitsYear 11 Essential Maths · T1 W1–2 · Day 6 lesson

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Year 11 / Essential Mathematics / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: convert Card D's lengths to a shared unit before making a simplest ratio. 25 = 2 + 5 + 6 + 7 + 5.

  1. 0–2: Read 150 cm : 1 m. Ask what could go wrong if 150 and 1 are simplified directly.
  2. 2–7: Model 1 m=100 cm; now 150 cm:100 cm=150:100=3:2. Check 3×50 cm=150 cm, 2×50 cm=100 cm.
  3. 7–13: Learners compare a second invented pair 60 cm:40 cm=3:2 and explain why the values differ but the ratio matches. The physical lengths remain unequal.
  4. 13–20: Routes: line up labelled length strips on the unit mat; fill a convert-then-divide table; calculate and voice/type/AAC both-unit and simplified statements. All routes identify the common unit and verify by scaling back.
  5. 20–25: Exit “Is 150:1 the simplest length ratio here?” Key: no; units differ, and after conversion the ratio is 3:2. Move: rewrite both lengths in cm before any cancellation.

Alternative domains: fictional ribbon display or model path. Optional/home: compare invented 2 m and 1 m in centimetres, then simplify. Two more cases.

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