Measurement of Height and Distance | Conversion of Units in Height and Distance (Metres and kilometres) Primary 5 (Basic 5) Term 3 Week 6 Mathematics

 

MATHEMATICS 

THIRD TERM  

WEEK 6

PRIMARY 5

THEME – MEASUREMENT 

PREVIOUS LESSON – The Nets of Three Dimensional Shapes (Prisms and Pyramids) | Making Three Dimensional Shapes Using their Nets Primary 5 (Basic 5) Term 3 Week 5 Mathematics

 

TOPIC – MEASUREMENT IN HEIGHT AND DISTANCE 

 

LEARNING AREA

1. Introduction

2. Measurements of Heights and Distance

3. Conversion of Units of Height and Distance

4. Revision, Lesson Evaluation and Weekly Assessment (Test)

 

 

LEARNING OBJECTIVES 

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

 

1. identify height and distance as length.

2. identify and differentiate between height and distance.

3. identify the units of height and distance.

4. conversion between the units of height and distance.

 

 

ENTRY BEHAVIOUR

The pupils can measure their heights and short distances.

 

 

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 – INTRODUCTION 

ACTIVITY 1 – HEIGHT MEASUREMENT

Height measurement is the length of people from head to foot or something from base to top.

 

Height is measured in metres or feet.

The standard tools for measuring height are tape rule, measuring tape and scale ruler or stick.

While, the non standard measuring tools are rope, stick or rod.

 

ACTIVITY 2 – HEIGHT COMPARISON 

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

• compare their height with one another and make a list of their names accordingly to their height.

• measure their heights in metres.

• measure the height of their desk, doors and windows, etc.

 

 

LESSON 2 – DISTANCE MEASUREMENT 

ACTIVITY 1 – INTRODUCTION 

Distance is the length of the space between two points.

Distance is most commonly measured in millimeters, centimeters, meters, and kilometers.

The standard tools for measuring distance are ruler, tape rule, measuring tape reel and measuring wheel.

While, the non standard measuring tools are arms and foot measurement, stick, rod, etc.

 

ACTIVITY 2 – DISTANCE MEASUREMENT 

Based on the existing groups or pairs, guides pupils to,

 

• measure the length of the floor from the front to the back and the right to the left.

• measure the length of the corridor.

• measure the length and height of the school bus or car.

 

 

LESSON 3 – HEIGHT AND DISTANCE IN M AND KM

ACTIVITY 1 – INTRODUCTION 

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

Length is measured in centimetres and metres.

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

• While a kilometer is equal to 1000 meters.

 

 

ACTIVITY 2 – CONVERTING M TO KM (1000 M = 1 KM) 

Working Example 1

Convert 1000 m to kilometre.

 

1st, divide the number of metres by 1000,

1000 ÷ 1000 = 1

2nd, change the unit to kilometre.

1000 m = 1 km

 

Working Example 2 

Convert 150 m to kilometres.

1st, divide the number of metres by 1000,

150 ÷ 1000 = 0.15

2nd, change the unit to kilometres.

150 m = 0.15 km

 

Working Example 3

Convert 23 m to kilometres.

 

1st, divide the number of centimeters by 1000,

23 ÷ 1000 = 0.023

2nd, change the unit to kilometres,

23 m = 0.023 km

 

Working Example 4

Convert 9 m to kilometres.

1st, divide the number of centimeters by 1000,

9 ÷ 1000 = 0.009

2nd, change the unit to kilometres,

9 m = 0.009 km

 

WORKING EXERCISE 

Convert the following to kilometres,

 

1. 250 m

2. 1250 m

3. 3280 m

 

SOLUTIONS

1. 250 m = 25 ÷ 1000 = 0.25 km

2. 1250 m= 125 ÷ 1000 = 1.25 km or 1 km 25 m

3. 3280 m = 328÷ 1000 = 3.28 km or 3 km or 28 m

 

 

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

Working Example 1 

Convert 5 km to metres.

 

1st, multiply the number by 1000,

5 x 1000

2nd, change the unit to metres,

5 km = 5000 m

 

Working Example 2 

Convert 2.3 km to metres.

1st, multiply the number by 1000,

2.3 x 1000 = 2300

2nd, change the unit to metres,

2.3 km = 2300 m

 

Working Example 3

Convert 0.8 km to metres

 

1st, multiply the number by 1000,

0.8 x 1000 = 800

2nd, change the unit to metres,

0.8 km = 800 m

 

WORKING EXERCISES 

Convert the following to metres,

1. 11 km

2. 7.9 km

3. 0.61 km

 

SOLUTIONS

1. 11 km = 11 x 1000 = 11 000 m

2. 7.9 km = 7.9 x 1000 = 7 900 m

3. 0.61 km = 0.61 x 1000 = 610 m

 

 

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 the pupils in groups or pair depending on the size of the class.

3. Teacher displays objects with different height.

4. Teacher asks pupils as groups or pairs to arrange the objects according to their height.

5. Teacher asks pupils to line up according to their height.

Pupil’s Activities – Compare their height with one another and arrange objects according to their heights.

6. Teacher uses the group’s or pair’s responses to introduce the lesson and guides pupils to measure, record and compare their heights, the doors, windows, desks, tables, etc.

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

7. Teacher uses the activities for height measurement to introduce and different between height and distance. That’s, height is vertical while distance is horizontal.

Pupil’s Activities – Identify and differentiate between height and distance.

 

8. Teacher guides pupils as groups or pairs to measure and compare the distance between the front of the class to the back, right to the left, the corridor, etc.

Pupil’s Activities – Participate actively in the group’s or pair’s activities.

9. Teacher introduces the units for height and distance and discuss the relationship and different between metres and kilometres.

10. Teacher guides pupils to convert metres to kilometres and vice versa.

Pupil’s Activities – Convert metres to kilometres and kilometres to metres.

11. Teacher summarizes the lesson on the board with appropriate evaluation.

Pupil’s Activities – Participate actively in the summary of the lesson 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

 

 

LESSON EVALUATION 

Teacher asks pupils,

 

1. differentiate between height and distance.

3. state the relationship between the units of height and distance.

4. Convert the following to metres,

• 101 km

• 7.09 km

• 0.615 km

5. Convert the following to kilometres,

• 250 m

• 1250 m

• 3280 m