Length – Non Standard and Non Standard Measurement | Measuring in Centimetres and Metres | Real Life Application | Counting 841 – 860 Primary 3 (Basic 3) Term 3 Week 2 Mathematics

MATHEMATICS

THIRD TERM  

WEEK 2

PRIMARY 3

THEME – PRIMARY MEASUREMENT 

PREVIOUS LESSON 3 – 

 

TOPIC – LENGTH 

LEARNING AREA

1. Introduction

2. Non Standard Measurements – Arms and Foot Length

3. Standard Measurements – Metres and Centimeters

4. Conversion of Metres and Centimetres

5. Lesson Evaluation and Weekly Assessment (Test)

PERFORMANCE OBJECTIVES 

By the end of the lesson, most pupils should have attained the following objectives –

1. compare their non standard measures, e.g. arms length.

2. identify the differences in the non standard measures.

3. use meters and centimeters as standard measuring units.

4. identify the need for lengths and measurement using standardized units.

RATIONALE

Length is a measure of distance between points. It used to describe how wide or height an object is. There are many standard measuring tools used for measuring length or distance between points. For example, rulers, tape rules, etc.

Before the invention of these standard tools, other things such as arms, length, foot or others are used for measurements and these are called non standard measurement tools.

The concept of measurement of lengths using standard and non measuring tools will enable the pupils to appreciate and improvise means of measuring whenever standard tools are not available.

ENTRY BEHAVIOUR

The pupils can measure with measuring tools or improvise using arm or length to measure.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. The classroom

2. Arms length

3. Foot, other non standard measures

4. Metre rule

5. 30cm ruler

6. Biro

7. Pencil.

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON  

LESSON 1 – COUNTING NUMBERS 

ACTIVITY 1 – COUNT 841 – 860

841  842  843  844  845  846  847  848  849  850

851  852  853  854  855  856  857  858  859  860

ACTIVITY 2 – SKIP COUNT IN 3s

841  844  847  850  853  856  859  861

ACTIVITY 3 – SKIP COUNT IN 5s

841  855  850  855  860

ACTIVITY 4 – SKIP COUNT IN 6s

841  867  854  860

ACTIVITY 5 – SKIP COUNT IN 7s

841  848  855  862

ACTIVITY 6 SKIP COUNT 9s

841  850  859  868

ACTIVITY 7 – SKIP COUNT 10s

841  851  861, etc.

ACTIVITY 8 – CLASS EXERCISE 

1. Count in 3s starting from 830 – 860.

2. Count in 5s starting from 830 – 860.

3. Count in 6s starting from 830 – 860

4. Count in 9s start from 800 – 860.

5. Count in 10s starting from 800 – 900.

LESSON 2 – NON STANDARD AND STANDARD MEASUREMENT 

ACTIVITY 1 – ARMS AND FOOT MEASUREMENT 

Teacher organizes pupils in groups or pairs depending on the size of the class to,

1. measure the lengths of the classroom with their foot and arms length.

• Foot measurement –

• Arms measurement –

2. compare their results with one another by finding the difference.

ACTIVITY 2 – STANDARD MEASUREMENT 

Teacher guides pupils to measure and record the lengths of classroom using standard tools such as measuring tape.

ACTIVITY 3 – CONCEPT OF LENGTH 

Length is the measurement of distance from one point to other side of an object. 

Length is measured in centimetres and metres.

• Centimeter (cm) is a metric unit of length that equals one hundredth of a meter. That’s, 100 cm = 1 m

•  Meter (m) is a metric unit of length that equals one hundred of a centimeter. That’s, 1 m = 100 cm.

LESSON 3 – CONVERTING CM TO M (100 CM = 1 M) 

Working Example 1

Convert 100 cm to meters.

1st, divide the number of centimeters by 100,

100 ÷ 100 = 1

2nd, change the unit to meter.

100 cm = 1 m

Working Example 2 

Convert 150 cm to metre.

1st, divide the number of centimeters by 100,

150 ÷ 100 = 2.53

2nd, change the unit to meter.

150 cm = 1.5 m or 1 m 5 cm

Working Example 3

Convert 23 cm to metre.

1st, divide the number of centimeters by 100,

23 ÷ 100 = 0.23

2nd, change the unit to metre,

23 cm = 0.23 m

Working Example 4

Convert 9 cm to metre.

1st, divide the number of centimeters by 100,

9 ÷ 100 = 0.09

2nd, change the unit to metre,

9 cm = 0.09 m

WORKING EXERCISE 

Convert the following to metres,

1. 25 cm

2. 125 cm

3. 328 cm

SOLUTIONS

1. 25 cm = 25 ÷ 100 = 0.25 m

2. 125 cm= 125 ÷ 100 = 1.25 m or 1 m 25 cm

3. 328 cm = 328÷ 100 = 3.28 m or 3 m or 28 cm

LESSON 4 – CONVERTING M TO CM (1 M = 100 CM) 

Working Example 1 

Convert 5 m to centimetres.

1st, multiply the number by 100,

5 x 100

2nd, change the unit to centimetres,

5 m = 500 m

Working Example 2 

Convert 2.3 m to centimetres.

1st, multiply the number by 100,

2.3 x 100 = 230

2nd, change the unit to centimetres,

2.3 m = 230 cm

Working Example 3

Convert 0.8 m to centimetres.

1st, multiply the number by 100,

0.8 x 100 = 80

2nd, change the unit to centimetres,

0.8 m = 80 cm

WORKING EXERCISES 

Convert the following to centimetres,

1. 11 m

2. 7.9 m

3. 0.61 m

SOLUTIONS

1. 11 m = 11 x 100 = 1100 cm

2. 7.9 m = 7.9 x 100 = 790 cm

3. 0.61 m = 0.61 x 100 = 61 cm

LESSON 5 – REVISION AND WEEKLY ASSESSMENT 

As stated in performance objectives or lesson evaluation. 

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Teacher organizes pupils in groups or pairs depending on the size of the class.

3. Teacher guides pupils to measure the length of the classroom with their foot and arms length and record their results.

Pupil’s Activities – Measure the length of the classroom with their foot and arms length and compare their results with one another.

3. Teacher guides pupils to use metre rule to measure same lengths of the classroom.

Pupil’s Activities – Use metre rule to measure the same length of the classroom.

4. Teacher asks pupils to compare and state the reason between arms and foot with the metre rule.

5. Teacher uses the pupil’s activities and responses to introduce the lesson.

Pupil’s Activities – Pay attention to the lesson introduction.

6. Teacher relates the arms and foot measurement as non standard measurement while the metre rule as standard measurement.

7. Teacher leads a discuss on the meaning and different between standard and non standard measurement.

Pupil’s Activities – Identify the different between standard and non standard measurement.

8. Teacher emphasizes the importance of standard unit as opposed to natural units of measurement.

Pupil’s Activities – Analyze the importance of standard unit as opposed to natural units of measurement.

9. Teacher leads pupils to identify the need for standardized unit of measure within the society.

Pupil’s Activities – Identify the need for standardized unit in measurement.

10. Teacher guides pupils to convert cm to m and m to cm.

Pupil’s Activities – Convert cm to m and m to cm.

11. Summarizes the lessons on the board on the board with appropriate lesson evaluation.

Pupil’s Activities – Participate actively in the summary of the lesson by responding correctly as the questions and write as instructed.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

NEXT LESSON

Meaning of Perimeter | Perimeter of Triangle, Square and Rectangular Shapes | Skip Count 861 – 880 Primary 3 (Basic 3) Term 3 Week 3 Mathematics

LESSON EVALUATION 

Teacher asks pupils to,

1. measure the length and width of their classroom with their foot and arms length.

2. measure the length and width of their classroom using standard measuring units.

3. explain the value of standardized unit of measure.

WORKBOOK

WEEKLY ASSESSMENT (TEST)

1. The used I L of arms and foot to measure is known as ________.

2. Which of these are greater?

A. Metre is less than Centimetres

B. Centimetres is greater than Metre

C. Metre is greater than Centimetres

3. 5 centimetres is _____ m.

A. 5

B. 50

C. 500

4. 13 metres is _____ cm.

A. 13

B. 1 300

C. 1 30

5. Measure the lengths of your mathematics exercise book.

Record as _____ cm.