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Length: Section 1

Length: Section 1. Objectives. By the end of this section, students should be able to: Distinguish among different units of length(m, cm, mm, km) Perform conversion of units of length Perform arithmetic operations involving length. Examples. Starter activity: Brainstorming.

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Length: Section 1

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  1. Length: Section 1

  2. Objectives • By the end of this section, students should be able to: • Distinguish among different units of length(m, cm, mm, km) • Perform conversion of units of length • Perform arithmetic operations involving length

  3. Examples

  4. Starter activity: Brainstorming Give examples of length in real-life situations Note: Consider different answers from students

  5. Examples of length measurements • We can measure how long things are, • or how tall, • or how far apart they are.

  6. Demonstration Measure your class length with your rulers Note: Make groups of 5-6 students & make 2 students per group to measure the class length

  7. After 10mins.. • They will notice it is difficult to measure with 30 cm rulers;  • Provide each group measuring tapes to measure the length of the class & write their answers.

  8. Standard measuring tools • These tools are in standard units and they are what we use to measure length when we want to have a common understanding of the size of something. Measuring tape Have samples of each of these available for kids to look at and explore

  9. Units of measurement We use standard units such as metres, centimetres and kilometres to measure length. Note: Observe the metre rule

  10. Note 1 metre = 100 centimetres 1 m = 100 cm

  11. Activity 1 Is the diagram shown below a tape measure?

  12. Activity 2 Draw line segments of length 8 cm 25 cm

  13. Consolidation Activity When we measure with a ruler, we start measuring at 1. True False

  14. Activity 3 Estimate the following length & fill the first column Using a measuring tape, measure the actual length & fill the second column

  15. Conversion from m to cm From m to cm, We multiply by 100

  16. Work out: 4 m = ______ cm 0.4 40 400 4000

  17. Observe & discuss (Teacher-student)

  18. Activity 4 Choose the correct answer (a) (b)

  19. Conversion from cm to m From cm to m, We divide by 100

  20. Activity 5 • Work out: • 4 cm = ______ m • 0.4 • 0.04 • 40 • 400

  21. Activity 6 • Work out

  22. Activity 7: MCQ Choose the correct answer

  23. Picture observation & problem solving

  24. Consolidation activity 8 • Fill in with metre or centimetre

  25. Hands-on practice Measure the thickness of a one rupee coin Note: Allow each student to manipulate their coin & measure with their ruler

  26. Hands-on practice cntd Now measure the thickness of this nail

  27. Conclusion Object too small to measure in centimetres

  28. Activity 9 Estimate the thickness of the following objects & fill the 1st column below. Using a ruler measure the actual length & fill the 2nd column

  29. Milimetres (mm) Observe the subdivisions on the metre ruler below • Each 1-cm interval is divided into 10 equal subdivisions • Each subdivision is called a milimetre

  30. Note 1 centimetre = 10 millimetres 1cm= 10 mm

  31. Conversion from cm to mm From cm to mm, We multiply by 10

  32. Conversion from cm to mm Work out 5 cm = ________ mm 500 50 5000 0.5

  33. Conversion from m to mm Try to think how we’ll convert m to mm

  34. Conversion from m to mm ÷ 1000 × 1000

  35. From given model, 1 m = 1000 mm

  36. Note Short distances are measured in metres (m) and centimetres (cm) Very short distances/lengths are measured in millimetres (mm)

  37. Activity 11 Convert to milimetres

  38. Activity 12: MCQ Choose the correct answer

  39. Activity 13: MCQ Choose the correct answer

  40. Group discussion Look at the distance from Mahebourg to Grand Baie and the unit used.

  41. Note Long distances are measured in kilometres.

  42. Note 1 kilometre = 1000 metres 1km= 1000 m

  43. Conversion from km to m From km to m, We multiply by 1000

  44. Conversion from m to km From m to km, We divide by 1000

  45. Activity 14: Pair work Convert the following: 3 km = __________ m 30 B. 300 C. 3000 D. 0.003 b) 6500 m = __________ km A. 65 B. 6.5 C. 0.65 D. 650

  46. Perform arithmetic operations involving length

  47. Activity 15 (a): Group work

  48. Activity part 15(b): Group work Objective of the Question: To check how students deal with addition & subtraction of length (in m and km)

  49. Video viewing

  50. Activity 16 Note: Testing multiplication of length in m and mm

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