Spring Block 2

Length and perimeter

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter

Small steps

Step 1 Measure in metres and centimetres

Step 2 Measure in millimetres

Step 3 Measure in centimetres and millimetres

Step 4 Metres, centimetres and millimetres

Step 5 Equivalent lengths (metres and centimetres)

Step 6 Equivalent lengths (centimetres and millimetres)

Step 7 Compare lengths

Step 8 Add lengths

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter

Small steps

Step 9 Subtract lengths

Step 10 What is perimeter?

Step 11 Measure perimeter

Step 12 Calculate perimeter

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 1

Measure in metres and centimetres

Notes and guidance Key questions

In Year 2, children used either metres or centimetres to • Where should you start measuring from on your ruler?
measure the length of objects. In this small step, they revise
these skills, initially using a ruler to measure objects in
• What is the length of in centimetres?

centimetres. They then combine both units of measurement, • What is the length of in metres?
such as 1 m and 20 cm, for example by measuring the lengths • What is the length of in metres and centimetres?
of desks or the heights of children in the class.
• Would you measure the length of the classroom in
Children do not need to convert between metres and centimetres or metres? Why?
centimetres at this stage, and as they have not yet been
introduced to decimals, lengths should remain in the format • What equipment would you use to measure the length
of ?
m and cm.
Provide opportunities for children to use different measuring
equipment, including rulers, tape measures, metre sticks and Possible sentence stems
trundle wheels.
• The is cm long.

• The is m long.
Things to look out for
• The is m and cm long.

• Children may measure from the end of the ruler or

measuring tape rather than measuring from zero.

• When using more than one ruler to measure, children may

place them end to end, rather than lining up zero with the National Curriculum links
end point of the previous ruler.
• Measure, compare, add and subtract: lengths (m/cm/mm);
• Children may measure using the non-metric side of a ruler. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 1

Measure in metres and centimetres

Key learning
• What is the length of the line? • Mo and Annie use metre sticks to measure their height.
How tall are they?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1m 1m
0 1
cm 2 3 4 5 6 7 8 9 10 11 12 13 14 15 90 cm 90 cm
cm 80 cm
70 cm
80 cm
70 cm
60 cm 60 cm
50 cm 50 cm
40 cm 40 cm

•
30 cm 30 cm
What is the length of the lollipop? 20 cm 20 cm
10 cm 10 cm
0 cm 0 cm
1m 1m
90 cm 90 cm
80 cm 80 cm
70 cm 70 cm
60 cm 60 cm
50 cm 50 cm
40 cm 40 cm
30 cm 30 cm
20 cm 20 cm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 10 cm 10 cm
0 1
cm 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0 cm 0 cm

cm
m and cm m and cm

• Use a ruler to measure the lines.

• Measure your classroom to complete the sentences.
A B The classroom is m and cm long.
The classroom is m and cm wide.
Use a metre ruler to measure some other items in
C
your classroom.
D
Use a metre ruler to measure some items outside.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 1

Measure in metres and centimetres

Reasoning and problem solving

Tiny is trying to measure the length of Tiny is measuring the table top.
the line. 0 cm
50 cm
m
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0 cm 1
cm
50 cm
1m

I cannot
measure the line No
because my ruler is
not long enough.
The length
Do you agree with Tiny? of this table is
1 m and 50 cm.
Why?

Dani draws a circle in chalk on

She could, for Do you agree with Tiny?
the playground.
example, use a
How could she measure the distance Explain your answer.
piece of string,
round the circle?
wrap it round then
measure the string.
No

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 2

Measure in millimetres

Notes and guidance Key questions

This small step builds on children’s understanding from the • Why is it important to start measuring from zero on
previous step by introducing millimetres as another unit your ruler?
of measurement.
• How many intervals are there between 0 and 1 cm?
Children need to understand that 1 mm is smaller than 1 cm So how many millimetres are there in 1 cm?
and that millimetres can be used to measure lengths that are not
an exact number of centimetres. Allow children time to explore
• Where is the 5 mm mark on your ruler?

a ruler with millimetre markings to see that there are 10 mm in • What is the same and what is different about measuring a
1 cm. Children could be encouraged to count in 10s and add length in centimetres and measuring a length in millimetres?
on the remaining 1s when finding lengths. For example, when • What is the length of in millimetres?
measuring a line that is 8 cm and 3 mm long, they can count in
10s to 80 mm and then add on the extra 3 mm to give a total • Would you measure the height of the door in millimetres?

length of 83 mm. However, at this stage children are not required

to formally convert between centimetres and millimetres. Possible sentence stems
Children may find measuring oblique lines more difficult than
horizontal or vertical lines. Model how rotating the page can • The is mm long.

make it easier to measure. • 1 mm is than 1 cm.

Things to look out for

• 1 mm is than 1 m.

• Children may measure from the end of the ruler or

measuring tape rather than measuring from zero. National Curriculum links
• Children may give answers to the nearest centimetre • Measure, compare, add and subtract: lengths (m/cm/mm);
rather than counting the millimetre intervals. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 2

Measure in millimetres

Key learning
• What are the lengths of the lines in millimetres? • Choose a phrase to complete each sentence.

less than greater than

0 10 20 30 40 50 6 7 08 10
9 20
10 30
11 40
12 50
13 6
14 7
15 8 9 10 11 12 13 14 15
mm mm 1 mm is 1 cm.

1 m is 1 mm.

0 10 20 30 40 50
mm

6 7 08 10
mm
9 20
10 30
11 40
12 50
13 6
14 7
15 8 9
•10Measure
11 12 these
13 14 15 to the nearest millimetre.
lines

A
• What lengths are the arrows pointing to? B

B 1 cm
A C C
0 cm

0 mm 10 mm
• Find five things in your pencil case that you can measure
in millimetres.

• What are the lengths of the lines in millimetres? List them in order of size, starting with the smallest.

0 1 2 3 4 5 6 7 08 19 2
10 3
11 4
12 5
13 6
14 7
15 8 9
•10Use11a 12
ruler to draw lines with these lengths.
13 14 15
cm cm 80 mm 25 mm 51 mm

30 mm 75 mm 67 mm

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 2

Measure in millimetres

Reasoning and problem solving

Tiny is thinking about measuring Whitney measures her

a table. rubber in millimetres.

Tiny could
I cannot measure the table My rubber is less
measure the table than 60 mm. Its length is in
in millimetres,
in millimetres, the 5 times-table. The digits
because it is but it is not the
add up to 9 45 mm
too big. most efficient unit
to use.

Do you agree with Tiny?

Explain your answer.
Work out the length of Whitney’s rubber.

Measure these two lines in millimetres.

Is the statement true or false?

lines measured A length measured in millimetres

is always shorter than a length False
accurately
measured in centimetres.
Which line did you find easier to
measure? Why? Talk about it with a partner.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 3

Measure in centimetres and millimetres

Notes and guidance Key questions

In this small step, children combine learning from the previous • Which is greater in length, 1 mm or 1 cm?
steps to measure objects in centimetres and millimetres.
Measurements should be recorded in the form “4 cm and 3 mm”,
• What are the main things to remember in order to measure
accurately using a ruler?
and encourage children to record their measurements as
centimetres and millimetres, not the other way around. • Is the an exact number of centimetres long?
If possible, show children a ruler that has a centimetre scale on • How many millimetres past the last centimetre interval does
the top and a millimetre scale on the bottom to allow them to the reach?
see the relationship between centimetres and millimetres.
• How do you write a length that is not an exact number
If children are finding it difficult to measure using millimetre of centimetres?
intervals, support them to identify the 5 mm interval on their
ruler and count forwards or backwards. After sufficient practice, • How does the 5 mm interval help you to measure the length?

children’s measurements should be accurate to within 2 mm.

As well as measuring lengths, children also practise drawing Possible sentence stems
lengths accurately.
• cm mm = cm and mm

• The is cm and mm long.

Things to look out for

• Children may inaccurately measure the millimetre part
of a length, due to the intervals on the ruler being very
close together. National Curriculum links
• Children may record a length as, for example, 5 cm and
• Measure, compare, add and subtract: lengths (m/cm/mm);
0 mm, rather than just 5 cm. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 3

Measure in centimetres and millimetres

Key learning
• What is the length of each object in centimetres and millimetres? • Measure the length of some items in the classroom.
Record the lengths in centimetres and millimetres.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm Compare answers with a partner.
Are your answers exactly the same?

•
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm Use a ruler to draw lines that measure:

• between 4 cm and 5 cm

• between 65 mm and 80 mm

• between 10 mm and 2 cm

• between 3 cm 4 mm and 3 cm 9 mm
Ask a partner to measure and label each line.

0
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
• Tiny measures the sweet.

The sweet is 3 cm
• Measure the lines.
and 5 mm long.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Give
cm your answers in centimetres and millimetres.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
C cm
A
B
D Do you agree with Tiny?
Explain your answer.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 3

Measure in centimetres and millimetres

Reasoning and problem solving

Dexter, Alex and Tommy are Four children measure the height
comparing the lengths of of a carton of juice.
their pencils.

It is 85 mm.
My pencil
is 15 cm. Teddy
Dexter It is 8 cm
and 5 mm.
All the children
My pencil is half Sam have given
the length of Alex It is 7 cm the same
between 7 cm and
Dexter’s pencil. and 15 mm. measurement,
5 mm and 14 cm
and 9 mm Annie but they have
My pencil is shorter It is 5 mm expressed it
than Dexter’s pencil and 8 cm. differently.
but longer than
Ron
Alex’s pencil.
Tommy What is the same about
their measurements?
What could be the length of
What is different?
Tommy’s pencil?
Talk about your answer with
Compare answers with a partner.
a partner.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 4

Metres, centimetres and millimetres

Notes and guidance Key questions

In this small step, children compare and consider the • How many millimetres are there in a centimetre?
appropriateness of different units of measurement.
• How many centimetres are there in a metre?
Children need to understand that although, for example,
metres are used to measure longer distances, it is still possible
• Which is longer, 1 m or 1 cm?

to measure these distances in centimetres or millimetres. • Which is shorter, 1 cm or 1 mm?

Encourage discussion about why it is important to choose the • Which is longer, 3 m or 60 cm?
appropriate unit or measuring equipment before measuring
an object or length. • Which is shorter, 4 cm or 20 mm?

Children make simple comparisons of lengths that do not • What unit would you use to measure the length of ?

require them to understand equivalent units of measurement,

for example, comparing 3 m with 3 cm. By this stage, however, Possible sentence stems
they should know how many centimetres are in 1 m and how
many millimetres are in 1 cm. • m is shorter/longer than cm.

• mm is shorter/longer than cm.

Things to look out for • There are mm in 1 cm.

• Children may focus on the number when comparing • There are cm in 1 m.

lengths, rather than considering the unit of measurement.

• Children may not have understood the relationship

between millimetres, centimetres and metres. National Curriculum links
• Children may need reminding of the meaning of the
• Measure, compare, add and subtract: lengths (m/cm/mm);
symbols <, > and =. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 4

Metres, centimetres and millimetres

Key learning
• Which unit would you use to measure each item? • Brett and Huan each draw a straight line.
Sort the items into the table. Brett’s line is 18 cm.
Huan’s line is 30 mm.
length of a car length of a pencil
Whose line is longer?
length of a fingernail length of a garden
• Write < , > or = to compare the lengths.
length of a playground height of a water bottle
8 cm 10 mm

Metres Centimetres Millimetres

50 mm 2m

14 m 98 cm
Compare answers with a partner.
3 m and 87 cm 4m

• Write the lengths in order.

6 m and 20 cm 20 cm and 6 m
Start with the shortest length.

14 m and 5 cm 14 m and 5 mm
10 m 10 mm 10 cm

• Write the measurements in order.

• Scott has 4 m of ribbon.
Start with the longest measurement.
Aisha has 40 cm of ribbon.
2m 87 cm 3 cm 12 mm
Who has the longer piece of ribbon?

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 4

Metres, centimetres and millimetres

Reasoning and problem solving

Use the digit cards to complete the statement. Tiny is putting lengths in order.

1 2 3 4 5 I have put the

lengths in order from
shortest to longest.
1 m and 34 cm < cm < 2 m

Find all the possible answers.

135 cm, 142 cm, 143 cm, 145 cm, 152 cm, 153 cm, 154 cm 13 mm, 29 cm,
1 m, 121 cm

Is the statement always true, sometimes true or never true?

1m 13 mm 29 cm 121 cm
A length measured in metres will be longer
than a length measured in centimetres.
What mistake has Tiny made?

Explain your answer. Put the lengths in the

correct order.
sometimes true

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 5

Equivalent lengths (metres and centimetres)

Notes and guidance Key questions

In this small step, children use the fact that 1 m is equivalent to • How many centimetres are there in 1 m?
100 cm. They use this to convert multiples of 100 cm into metres
and metres into multiples of 100 cm. At the beginning of this
• How can you work out how many centimetres there are in 6 m?

step, it might be helpful to practise counting in 100s as a class. • What is centimetres in metres?

Encourage children to partition the measurement into • How many centimetres are there in m and cm?

metres and centimetres when converting lengths that are • How can you partition 430 cm to help you to write the
not multiples of 100, for example 134 cm = 1 m and 34 cm. measurement in metres and centimetres?
1
Part-whole models, bar models and double number lines are
useful representations to support children in these conversions.
• How many centimetres are there in m?
2
1
So how many centimetres are there in 4 metres?
2
Children may also be encouraged to find and use common
fractions to convert between metres and centimetres, for
1 1 Possible sentence stems
example m is equivalent to 50 cm, so 4 m is equivalent
2 2
to 450 cm. • There are cm in 1 m.

• 1 m = 100 cm, so m= cm

Things to look out for • I can partition cm into cm and cm.

• Children may partition centimetres according to place • There are 100 cm in 1 m, so cm = m and cm.
1
value, which is inefficient when converting centimetres • 2
m= cm
into metres. For example, 163 cm = 100 cm + 60 cm + 3 cm
rather than 100 cm + 63 cm. National Curriculum links
• When converting multiples of 100 cm, such as 400 cm,
• Measure, compare, add and subtract: lengths (m/cm/mm);
children may write 4 m and 0 cm. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 5

Equivalent lengths (metres and centimetres)

Key learning
• Use the bar models to complete the sentences. • Where do the measurements belong on the measuring stick?

1m 1m 1m 1m 1
110 cm 80 cm 190 cm m 10 cm 100 cm
2
100 cm

4m= cm
0m 1m 2m

• Complete the bar models.

100 cm 100 cm 100 cm
230 m cm
m = 300 cm m cm 15 cm 1m

• Esther uses the a part-whole model to find equivalent lengths.

198 cm cm

m cm 3m 75 cm
260 cm
200 cm = 2 m
260 cm = 2 m and 60 cm
• Complete the sentences.
200 cm 60 cm
3 m and 52 cm = cm
2 m and 19 cm = cm
Use Esther’s method to convert the lengths into metres
483 cm = m and cm
and centimetres.
501 cm = m and cm
120 cm 125 cm 367 cm 542 cm
© White Rose Maths 2022
Year 3 | Spring term | Block 2 – Length and perimeter | Step 5

Equivalent lengths (metres and centimetres)

Reasoning and problem solving

Is the statement true or false? Eva and Jack each have a

skipping rope.

413 cm > 4 m and 31 cm

False
I have the
Explain your answer. longer skipping rope.
My skipping rope is
1
2 m long.
Eva 2 Eva

Which measurement is the odd one out? Her skipping rope

My skipping rope is 250 cm long,
which is 30 cm
is 220 cm. It is longer
longer than
250 cm 25 cm than Eva’s because 220
1 220 cm.
is greater than 2
2
Jack
25 cm
1
2 m 2 m 50 cm
2
Who is correct?
Explain your answer.
Explain your choice.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 6

Equivalent lengths (centimetres and millimetres)

Notes and guidance Key questions

In this small step, children use the fact that 1 cm is equivalent • How many millimetres are there in 1 cm?
to 10 mm. They use this to convert millimetres into centimetres
and centimetres into millimetres. Recapping previous
• How can you work out how many millimetres there are in 4 cm?

knowledge of multiples of 10 from Spring Block 1 may be • How many millimetres are there in cm and mm?
useful prior to teaching this new content. • How do you know mm and cm are equivalent?
As children have not yet formally explored multiplying • How can you partition 47 mm to help you convert into
and dividing by 10, they should be encouraged to partition centimetres and millimetres?
measurements into centimetres and millimetres when 1
converting lengths that are not multiples of 10, for example • How many millimetres are there in cm?
2
34 mm = 30 mm + 4 mm = 3 cm and 4 mm.
As in previous steps, children do not need to use decimal Possible sentence stems
notation in this step. Bar models, part-whole models and
double number lines are also useful representations to • 1 cm = 10 mm, so mm = cm
explore the connection between units of measurement.
• 1 cm = 10 mm, so cm = mm

• mm = mm + mm = cm and mm

Things to look out for • cm and mm = mm + mm = mm

• Once a length has been partitioned, children may convert

the incorrect part, for example 52 mm = 2 cm and 5 mm.
National Curriculum links
• Children may convert centimetres to millimetres, but then
forget to add on the remaining millimetres, for example
6 cm 7 mm = 60 mm.
• Measure, compare, add and subtract: lengths (m/cm/mm);
mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 6

Equivalent lengths (centimetres and millimetres)

Key learning
• Use the bar models to complete the sentences. • Whitney uses a part-whole model to find an equivalent length.

1 cm 1 cm 1 cm 1 cm 1 cm 1 cm
68 mm
10 mm
60 mm = 6 cm
68 mm = 6 cm and 8 mm
6 cm = mm
60 mm 8 mm

Use Whitney’s method to convert the lengths into centimetres

10 mm 10 mm 10 mm
and millimetres.

30 mm = cm 24 mm 35 mm 91 mm 88 mm

• What measurements are the arrows pointing to? • Ron uses a part-whole model to find an equivalent length.

Complete the sentences. 7 cm

and
A B 4 mm 7 cm = 70 mm
0 mm 10 mm 20 mm 30 mm 7 cm and 4 mm = 74 mm

7 cm 4 mm
0 cm 1 cm 2 cm 3 cm

A= cm and mm A= mm Use Ron’s method to convert the lengths into millimetres.

B= cm and mm B= mm 6 cm and 8 mm 8 cm and 6 mm 1 cm and 9 mm

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 6

Equivalent lengths (centimetres and millimetres)

Reasoning and problem solving

Mo, Rosie and Kim are finding Dexter is thinking of a

equivalent lengths. measurement.
In millimetres,
40 cm and 7 mm is my measurement is a
equivalent to 47 mm. multiple of 2
It is greater than 81 mm. 82 mm, 84 mm,
Mo It can be partitioned as 86 mm or 88 mm
8 cm and mm.
4 cm and 7 mm is
Mo
equivalent to 47 mm.
Rosie What measurement could
Dexter be thinking of?
Kim
7 mm and 4 cm is
equivalent to 47 mm.
Which measurement is the odd one out?
Kim
500 mm 50 cm
Whose conversion is incorrect?
500 cm
Whose conversion could be improved?
1
m 500 cm
Talk about your answers 2
with a partner.
Explain your choice.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 7

Compare lengths

Notes and guidance Key questions

In this small step, children compare and order lengths using • How can you compare lengths given in different units?
comparison language and inequality symbols. Building on the
previous two steps, they need to convert all the measurements
• Why does finding equivalent lengths with the same unit make it
easier to compare lengths?
to the same unit of length before comparing.
Children can use practical equipment to justify decisions,
• Does it matter which unit of measurement you use to compare?

measuring and comparing lengths of objects inside and • Is the unit of measurement or the size of the number
outside the classroom to practise their measuring skills. more important?

Children may need reminding of the meaning of the inequality • How many mm/cm are there in cm/m?
symbols, < and >. Recapping how many millimetres are in a
centimetre and how many centimetres are in a metre will also
Possible sentence stems
be useful.
Ensure children are aware that while they use the words • m cm is equal to cm.
shorter/longer when comparing lengths, they should use
shorter/taller when talking about height.
• cm is than cm, so the greater length is
cm.

• cm is equal to mm.
Things to look out for • mm is than mm, so the greater length is

• If children attempt to compare lengths without mm.

converting into the same unit of measurement, they
may make mistakes. National Curriculum links
• Children need very secure place value understanding when
• Measure, compare, add and subtract: lengths (m/cm/mm);
comparing a length in metres with a length in millimetres. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 7

Compare lengths

Key learning
• Jack is comparing 34 mm and 3 cm 6 mm. • Write the lengths in order.
Complete the sentences. Start with the shortest length.
3 cm 6 mm = mm
230 cm 750 mm 2 m 25 cm
34 mm is than mm.
Is there another way to compare the measurements?
2m 1 m 75 cm 170 cm

• Amir and Dora measure their heights.

• Amir’s height is 127 cm.

• Fill in the missing numbers to make the statements correct.
• Dora’s height is 1 m and 30 cm.
4 cm < mm m < 378 cm
Write taller or shorter to complete the sentences.
Amir is than Dora. 245 mm = cm + mm 5m> m and 99 cm

Dora is than Amir.

• Four friends are building towers.

• Write < , > or = to compare the lengths.
• Filip’s tower is 22 cm and 7 mm tall.
101 cm 1 m 10 cm • Tom’s tower is 22 cm tall.

80 mm 8 cm
• Nijah’s tower is 215 mm tall.

• Dani’s tower is 260 mm tall.

90 cm 90 mm Complete the statement to put the towers in height order.

< < <

500 mm 1 m 50 cm
© White Rose Maths 2022
Year 3 | Spring term | Block 2 – Length and perimeter | Step 7

Compare lengths

Reasoning and problem solving

Brett has put some lengths in Sort the lengths into the table.
order from shortest to longest.
1 m 65 cm 165 mm
longer than a
metre:
170 mm
1 m 65 cm, 165 m,
165 m 165 cm
165 cm,
160 cm 5 mm
74 cm 7 mm
160 cm 5 mm 16 cm 5 mm shorter than a
between metre:
74 cm 8 mm and 165 mm,
1 m 49 cm 16 cm 5 mm
Longer than Shorter than
a metre a metre
1
1 m equivalent lengths:
2
1 m 65 cm and
165 cm
165 mm and
Fill in the missing measurement. 16 cm 5 mm
Find three possible answers.
Are any of the lengths equivalent?

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 8

Add lengths

Notes and guidance Key questions

In this small step, children add lengths. They begin by adding • How many centimetres are there in 1 m?
lengths that are measured in the same unit of measurement,
before adding lengths that have different units.
• How many millimetres are there in 1 cm?

When measurements have different units, children should find

• Why is it important the lengths have the same unit of
measurement before adding them?
equivalent lengths with the same unit to allow them to add the
two lengths. It is important to explore with children that this can • Which unit of measurement will you use to find equivalent
lengths before adding them? Why?
be done in two ways, for example 38 mm + 2 cm 1 mm could be
added as 38 mm and 21 mm or as 3 cm 8 mm and 2 cm 1 mm. • How did you find the total length?
Encourage children to discuss the different strategies available
when adding lengths, before choosing the most efficient method.
• Does it matter in which order you add the lengths?

This step provides an opportunity to revisit addition both with

Possible sentence stems
and without exchanges as covered in Autumn Block 2
Children will use skills learnt in this step when adding lengths • cm + mm = mm + mm = mm
to find the perimeter later in the block.
• m+ cm = cm + cm = cm

Things to look out for

• I am going to convert all of the units of measurement to
because …

• If children are not secure with converting units of

measurement, they may make errors when
adding lengths. National Curriculum links
• Children may add lengths without converting the units of
• Measure, compare, add and subtract: lengths (m/cm/mm);
measurement, for example 14 cm + 24 mm = 38 cm. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 8

Add lengths

Key learning
• Dora builds this tower out of boxes. 23 cm • Complete the additions.
How tall is Dora’s tower? 7 cm + 30 mm = 7 cm + cm = cm
Dora puts a third box on the tower. 62 cm 22 mm + 4 cm = 22 mm + mm = mm
The box is 30 cm tall.
cm = 1 m + 28 cm
2
How tall is Dora’s tower now?
Can you write your answer another way?
• Complete the bar models.

cm m cm
• Teddy and Kim are working out 350 cm + 1 m 20 cm.
11 cm 20 mm 90 cm 20 cm 2m
Teddy’s method Kim’s method

350 cm + 1 m 20 cm
350 cm + 1 m 20 cm
3 m 50 cm + 1 m 20 cm
3m+1m=4m
• Sam, Ron and Esther take part in a standing jump competition.
350 cm + 120 cm = 470 cm Complete the table to show their total jump distances.
50 cm + 20 cm = 70 cm
4 m and 70 cm
Child Jump 1 Jump 2 Jump 3 Total

Talk about their methods with a partner. Sam 90 cm 65 cm 1 m 10 cm

Use both methods to work out the additions. Ron 85 cm 85 cm 80 cm

Esther 75 cm 1m 1 m 25 cm
3 m 65 cm + 240 cm 135 cm + 5 m and 20 cm
Who jumped the greatest total distance?

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 8

Add lengths

Reasoning and problem solving

Red cubes are 30 mm tall. Work out the missing length.

Green cuboids are 4 cm tall.
Tommy builds 30 mm
234 cm + 1 m 83 cm = 2 m + cm 217 cm
these towers.
Work out the height
4 cm green tower:
of each tower. Compare methods with a partner.
20 cm, 200 mm
Give your answer
red tower:
in centimetres
30 cm, 300 mm
and in millimetres. Which is the odd one out?

How much taller is the 10 cm, 100 mm 4 m + 30 cm + 70 cm

red tower than the green tower? All calculations add
up to 5 m.
Draw a tower of red cubes that is 4 to 8 red cubes 245 cm + 255 cm Possible answers
between 12 cm and 24 cm tall. may refer to units
3 to 6 green cuboids
Draw a tower of green cuboids 50 mm + 4 m + 95 cm of measurement,
that is between 12 cm and fractions, number
24 cm tall. 1 1 of digits.
3 m+1 m
2 2
How many answers can you find?
Explain your choice.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 9

Subtract lengths

Notes and guidance Key questions

In this small step, children begin by subtracting lengths that are
measured in the same unit of measurement. They then look at
• How many centimetres are there in m and cm?

subtracting milllimetres from a whole number of centimetres • Why is it important that the lengths have the same unit of
measurement before you subtract them?
as well as centimetres from a whole number of metres using
simple conversions, for example 1 m − 35 cm and 4 cm − 3 mm. • Which unit of measurement will you use to find equivalent
They then explore more complex examples where the lengths lengths before you subtract them? Why?
have different units of measurement and therefore equivalent
lengths need to be found, for example 4 m 36 cm − 112 cm. This
• What is the difference in length between the two objects?

can be a useful opportunity to also revisit subtraction where • How can you check that you have the correct answer?
there is a need for exchange, for example 2 m 43 cm − 118 cm.
Children should be exposed to the different structures of Possible sentence stems
subtraction through word problems: partitioning, reduction and
difference. Bar models can be a useful pictorial representation • mm/cm = 1 cm/1 m

to highlight these different structures.

• cm − mm = mm − mm = mm

• m− cm = cm − cm = cm

Things to look out for • I am going to convert all of the units of measurement to
because …
• If children are not secure with converting between
units of measurement, they may make errors when
subtracting lengths. National Curriculum links
• Children may subtract lengths without converting the
• Measure, compare, add and subtract: lengths (m/cm/mm);
units of measurement, for example 71 cm – 5 mm = 66 cm. mass (kg/g); volume/capacity (l/ml)

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 9

Subtract lengths

Key learning
• Complete the bar models. • Complete the subtractions.
1 m − 42 cm = cm 5 cm − 3 mm = mm
78 mm 365 cm
3 m − 42 cm = m cm 88 mm = 10 cm − mm
70 mm mm cm 65 mm

• Tommy and Eva are working out 3 m 85 cm – 120 cm.

• What is the difference in length between the bottle of water and Here are their workings.
the can of fizzy drink? Tommy’s method
Write your answer in centimetres. 3 m 85 cm – 120 cm
120 cm = 1 m 20 cm
Wa t er

3m–1m = 2m
85 cm – 20 cm = 65 cm
3 m 85 cm – 120 cm = 2 m 65 cm
Eva’s method
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 3 m 85 cm – 120 cm
cm
3m = 300 cm
3 m 85 cm = 385 cm
385 cm – 120 cm = 265 cm
3 m 85 cm – 120 cm = 265 cm

Whose method do you prefer?

0 1
cm
2 3 4 5 6 7 8 9 10 11 12 13 14 15 • Kim has 5 m of rope.
She uses 1 m and 54 cm to make a skipping rope.
How much rope does she have left?
© White Rose Maths 2022
Year 3 | Spring term | Block 2 – Length and perimeter | Step 9

Subtract lengths

Reasoning and problem solving

A bike race is 950 m long. A train engine is 20 metres long.

1 1
Dora cycles 243 m and stops for A car is 15 m shorter than the train. 4 m
2 2
a break. A bike is 250 cm shorter than the car.
She cycles another 459 m and stops 248 m
Work out the length of the car. 200 cm or 2 m
for another break.
Work out the length of the bike.
How much further does she need
How much longer is the train than 18 m
to cycle to complete the race?
the bike?

Tom has a 3 m roll of ribbon.

Tiny has worked out
He is cutting it up into 10 cm lengths.
3 m 20 cm − 2 m 56 cm.
How many lengths can he cut?
30

3 m 20 cm – 2 m 56 cm 64 cm
60 cm, 6 lengths = 1 m 36 cm
Tom gives 240 cm of his ribbon to Nijah.
How much ribbon does he have left?
What mistake has Tiny made?
How many 10 cm lengths does Tom
have left? What is the correct answer?

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 10

What is perimeter?

Notes and guidance Key questions

In this small step, children are introduced to perimeter for the • What does “perimeter” mean?
first time.
• When might someone need to find the perimeter in real life?
Children learn that perimeter is the distance around the outside
of a closed 2-D shape. Children explore what perimeter is, and
• Why are you unable to find the perimeter of this shape?

what it is not, by deciding whether they can find the perimeter • How would you use your finger to trace the perimeter of this
of a group of open and closed 2-D shapes. piece of paper?

Provide children with practical opportunities to understand • Which of the shapes has the greater perimeter?
perimeter, such as walking around the perimeter of the playground How do you know?
or using their finger to trace the perimeter of 2-D shapes. • How does the squared grid help you to find the perimeter?
At the end of this step, children start to find the perimeter of shapes
on squared grids by counting along the edges. Encourage children
Possible sentence stems
to mark as they count to ensure they do not miscount.
• The perimeter of a shape is …

Things to look out for • This shape does/does not have a perimeter because …

• I can find the perimeter of this shape by ...

• Children may think that it is possible to find the perimeter
of open shapes.

• When children are finding the perimeter of a shape on a

squared grid, they may miscount by counting all of the National Curriculum links
squares around the shape rather than along the edge of
the shape. • Measure, compare, add and subtract: lengths (m/cm/mm);
mass (kg/g); volume/capacity (l/ml)

• Children may trace or count some sides more than once. • Measure the perimeter of simple 2-D shapes

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 10

What is perimeter?

Key learning
• Which shapes have a perimeter? • Scott counts around the edge of the rectangle to find
the perimeter.
1 cm

1 cm

9 + 3 + 9 + 3 = 24
The perimeter is 24 cm.

Use Scott’s method to find the perimeter of each rectangle.

1 cm

1 cm
Why do some of the shapes not have a perimeter?
Compare answers with a partner.

• Which shape has the greater perimeter in each pair?

What do you notice?
How do you know?

• Work out the perimeters of the shapes.

1 cm

1 cm

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 10

What is perimeter?

Reasoning and problem solving

Whitney wants to find the Tiny is finding the perimeter of

perimeter of this shape. the shape by counting squares.
1 cm

1 cm

1 2 3 4 5
14 6
13 7 Tiny has counted
the squares rather
12 11 10 9 8
than the edges of
No the shape.
I cannot find the
perimeter of the shape,
because it does not have The perimeter 10 cm
straight sides. is 14 cm

Do you agree with Whitney? What mistake has Tiny made?

Explain your thinking. Find the correct perimeter.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 11

Measure perimeter

Notes and guidance Key questions

In this small step, children measure the sides of different shapes • What does “perimeter” mean?
in centimetres to find the perimeter. This builds on the previous
step, where children found the perimeter by counting the number
• What equipment is useful for measuring the perimeter
of a shape?
of squares of each length.
Encourage children to work in a systematic order, possibly
• Does starting in different places when measuring the perimeter
give you a different answer?
marking the lengths after they have been measured, to ensure
that children measure the lengths of all the sides. • Do you need to measure all the sides? How do you know?

Children should also be encouraged to think about whether it is • How do you know that you have measured all the sides?
necessary to measure every side to find the perimeter or whether • Which method do you prefer, to find the perimeter of a square?
they can use the properties of 2-D shapes to help them.
• Can you find the perimeter of a shape with a curved edge? How?
Children could explore measuring the perimeter of shapes with
curved sides by using a piece of wool or string to place along the
edges and then measuring the wool or string with a ruler. Possible sentence stems
• Perimeter is …

Things to look out for • cm + cm + cm + cm = cm

• When measuring, children may start from the beginning

of the ruler, rather than from the zero mark.

• Children may not record the units of measurement in National Curriculum links
their answer.
• Measure, compare, add and subtract: lengths (m/cm/mm);

• Children may measure using the non-metric side of mass (kg/g); volume/capacity (l/ml)
the ruler. • Measure the perimeter of simple 2-D shapes

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 11

Measure perimeter

Key learning
• Measure and label each side of the rectangle. • Measure and label the sides of the hexagons.

What is the perimeter of the rectangle?

+ + + = cm
Work out the perimeter of each hexagon.

• Measure and label the sides on each shape.

• Here is a square.
3 cm

3 cm

Do you need to measure all the sides to find the perimeter?

What is the perimeter of the square?
Work out the perimeter of each shape.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 11

Measure perimeter

Reasoning and problem solving

Scott is measuring the perimeter of Sam measures the sides to find the perimeters of the shapes.
a rectangle.
Scott only
needs to measure 6 cm 6 cm
two sides!
60 mm 60 mm
Yes
6 cm 6 cm

30 mm 6 cm
Do you agree with Tiny?
Explain your answer.
The perimeter
of the triangle is greater
than the perimeter of
Dexter thinks that the perimeter of the
the pentagon.
triangle is 17 cm. Dexter has only
measured two sides
What mistake has Sam made?
of the triangle.
10 cm
7 cm The perimeter is
the total distance The units of measurement are different.
around the shape.
triangle = 15 cm; pentagon = 30 cm
Explain why Dexter is incorrect.

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 12

Calculate perimeter

Notes and guidance Key questions

In this small step, children use their understanding of the • Are any of the sides equal?
properties of different shapes to calculate the perimeter of • How can you work out the perimeter of the shape?
simple 2-D shapes.
• What other method could you use to find the perimeter of
Encourage children to identify equal sides of a square and equal the shape?
opposite sides of a rectangle to support them in calculating
the perimeter. It is important to explore different strategies for
• How can you work out the lengths of the sides that are
not labelled?
calculating perimeter with children and encourage them to use
more efficient strategies, for example for a rectangle they could • How many sides do you need to measure before you can find
the perimeter?
add all four lengths, they could double the width and length and
add them together or they could add the width and length and • Do the lengths need to have the same unit of measurement?
then double. How do you find equivalent lengths?

Although children can calculate the perimeter of rectilinear

shapes in this step, these shapes are not formally introduced Possible sentence stems
until Year 4
• Opposite sides of a rectangle are

Things to look out for • The missing side length is cm because …

• Children may not record the units of measurement in

their answer.

• Children may not remember that a square has four equal National Curriculum links
sides and that opposite sides of a rectangle are equal.
• Measure, compare, add and subtract: lengths (m/cm/mm);

• Children may find it difficult to add lengths measured in mass (kg/g); volume/capacity (l/ml)
centimetres and millimetres. • Measure the perimeter of simple 2-D shapes

© White Rose Maths 2022

Year 3 | Spring term | Block 2 – Length and perimeter | Step 12

Calculate perimeter

Key learning
• Find the perimeters of the rectangles.
9 cm 5 mm
• Find the unknown lengths.
cm 7 cm
7 cm
9 cm
4 cm
3 cm 4 cm 3 mm 7 cm 7 cm

cm 7 cm
Compare methods with a partner.
perimeter = 21 cm perimeter = 35 cm

• Find the perimeter of the square.

4 cm
• Esther is finding the unknown length of the rectangle.
5 cm

5 cm + 5 cm = 10 cm
cm 16 cm – 10 cm = 6 cm
• Work out the perimeter of each shape. 6 cm ÷ 2 = 3 cm
6 cm 100 mm
perimeter = 16 cm
2 cm Use Esther’s method to find the unknown length.
70 mm
3 cm
8 cm 150 mm
6 cm 70 mm
cm
80 mm
perimeter = 20 cm
3 cm 30 mm 4 cm
© White Rose Maths 2022
Year 3 | Spring term | Block 2 – Length and perimeter | Step 12

Calculate perimeter

Reasoning and problem solving

How many sides do you need Each side of this shape is the
to measure to find the perimeter same length.
of each shape? square: one side
rectangle: two
adjacent sides
6 cm
triangle: all three
sides

Explain your answers. The perimeter is 60 cm.

How long is each side?

The rectangle and square have

the same perimeter. The perimeter of the square is
greater than 11 cm and less
7 cm than 25 cm.

3 cm 5 cm 3 cm, 4 cm, 5 cm
or 6 cm

What is the length of each side of

the square? In whole centimetres, what could the
length of one side be?

© White Rose Maths 2022