Length – Non Standard Measurements (Compare Arms and Foot Length) | Standard Measurements in Metres and Centimetres | Conversion of Metres to Centimetres and Vice Versa Primary 2 (Basic 2) and Primary 3 (Basic 3) – Mathematics

 

MATHEMATICS

THIRD TERM  

WEEK 5 FOR PRIMARY 2

WEEK 2 FOR PRIMARY 3

THEME – PRIMARY MEASUREMENT 

PREVIOUS LESSON FOR PRIMARY 3 – Second Term Mathematics Plan Lesson Notes for Primary 3 (Basic 3)

PREVIOUS LESSON FOR PRIMARY 2 – Introduction to the Days of the Week | Activities of Different Days of the Week Primary 2 (Basic 2) – Mathematics

 

TOPIC – LENGTH 

 

LEARNING AREA

1. Introductory Activities

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 (cognitive, affective and psychomotor) and should be able to –

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

 

WRITING INSTRUCTION 

Copy as I write or draw as I write. This instruction should be given when you need the pupils to write or draw.

 

CONTENT OF THE LESSON  

LESSON 1 – INTRODUCTORY ACTIVITIES 

Teacher’s Activities – Display standard measuring tools like ruler and tape rule for the pupils to identify and state their common use.

Pupil’s Activities – Both are used for measuring or measurement.

Teacher’s Remark – Correct, ruler and tape rule are standard measuring tools used for measurement. There are many standard measuring tools but for these lesson, we are going to consider rule and measuring tape.

Before the invention of measuring tools, hand span, arms length, foots, etc. are used for measurement. Today, you are going to take the measurement of the length of this classroom using you arms length and foots in group.

 

MEASUREMENT OF LENGTH USING ARMS AND FOOT LENGTH

GROUP WORK

Group the pupils into 2 – 5 groups depending on the size of the class, ask them to choose a leader and secretary and follow the following instructions to –

 

 

1. Measure the length of the classroom with their foot and arms length.

  • Foot measurement –
  • Length measurement –

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

 

Teacher’s Activities – Cold call for group work presentation.

 

Note:

1. The class has four (4) lengths, mark each length A for group 1, B for group 2, etc.

2. The group work should be guided and well supervised. Remember, don’t expect the same result due to individual differences in arm’s or foot’s length. 

 

Teacher’s remarks – Listen to the pupil’s presentation, give your comments and a great cheer for group work and active participation.

 

LESSON 2 – INTRODUCTORY ACTIVITIES 

Teacher’s Activities – Maintain the previous groups, give each group different standard measuring tools to examine, identify and describe the common features.

 

Note – Ruler has cm and inch, some tape rule are in meter and feet. 

 

Pupil’s Activities/Expected Responses – Markings of different lengths, number, cm and inch.

Teacher’s Remark – Correct, the common features are makings, number, cm, mm and inch or feet. Today, we are going to measuring the lengths of this classroom in meter while our mathematics textbook in centimetres.

 

MEASUREMENT IN METRES AND CENTIMETRES

GROUP WORK

1. Use metre rule to measure the length of the classroom as in the previous class.

 

 

2. Compare your result with the arms and foot measurements.

Expected response – Metre rule is easy and accurate while arms and legs are not. 

3. Use metre rule to measure the length of the mathematics textbook. Note – your mathematics textbook has four (4) lengths. Measure and compare the lengths.

Expected response – Length A and C are the same while B and C are the same too. 

4. Why do you asked to measure the length of the class in metre and mathematics textbook in centimetres by comparing both?

  • Expected response – Meter is used for long distance (length) while centimetres s shorter. 

 

Teacher’s Activities – Cold call for group work presentation. Thumb up for each and everyone of you for active participation.

 

Teacher’s Remarks – Metre rule and ruler are standard measuring tools While arms and length measurement are called non standard measurement tools.

 

LESSON 3 – INTRODUCTORY ACTIVITIES 

Teacher’s Activities – Display chart showing the relationship between metres and centimetres such as –

      Metre      =       Centimetre

  •   1         =         100

 

 

  •   2         =         200
  •   3         =         300
  •   __        =        500
  •   __        =        800
  •   7         =          __
  •  10       =          __

 

Study the chart, state the relationship and complete the chart.

Pupil’s Activities – For every 1 m, we have 100 cm. Therefore, 500 cm = 5 m, 800 cm =8 cm, 7 m = 700 cm and 10 m = 1 000 cm.

Teacher’s Remark – Correct. 1 m = 100 m. Today, we are going to be converting metres to centimetres and vice versa.

 

RELATIONSHIP BETWEEN METRE AND CENTIMETRES

INDIVIDUAL WORK

If 1 m = 100 cm, find

1. 15 m = _____

2. 17 m = _____

3. 23 m = _____

4. _____ = 1 500 cm

5. _____ = 1 700 cm

6. _____ = 2 300 cm

 

Teacher’s Activities – Check response and leave.

 

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. Asks 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 their classroom with their foot and arms length and compare their results with one another.

3. Leads pupils to find out the difference in arms length and other non standard measures used.

 

 

Pupil’s Activities – Find out the difference in arms length and other non standard measures.

4. Guides pupils to use metre rule to measure some objects in class.

Pupil’s Activities – Use metre rule to measure some objects in the class.

5. Emphasizes the importance of standard unit as opposed to natural units of measurement.

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

6. 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.

7. Summarizes the lesson on the board.

Pupil’s Activities – Copy as the teacher writes.

 

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

Introduction to Area of Squares and Rectangles by Counting and Using Formula | Weekly Assessment (Test) Primary 3 (Basic 3) – Mathematics

 

LESSON EVALUATION 

Ask 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. Measure the length of your arm and record as _____cm.

 

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.