# MEASUREMENT OF DISTANCE

LESSON PLANNING OF DISTANCE

Subject Mathematics

Students` Learning Outcomes

• Convert kilometers to meters.
• Convert meters to centimetres.
• Convert centimetres to millimetres and vice versa.

Information for Teachers

• No matter values are in fractions or decimals, keep two rules;

Material / Resources

Writing board, chalk / marker, duster, textbook, measuring tape, small wooden scale

Introduction

• Ask questions to enhance application skills and get meaningful sentence.

o   How do we know that how far is our school from our home?

o   How do we measure?

o   Which are the different units of measurement given on your scale?(cm, mm, inches)

Development

Activity 1

• When you have written all the four units and their relations on the board, now it is the time to talk about their conversions.
• Before that you have to make sure that students know which unit is bigger than the other?

o   Tell them we know that 1 cm =10 mm.

o   Now measure the length of your index finger (first finger after thumb)

o   Tell them to express the size of index finger first in cm and then in mm.

o   Do the same with their friend`s finger.

o   Now ask them to fill table;

• Discuss the answer with the whole class.
• Ask: “How do you know that 3 cm is equal to 30 cm?”
• Guide them to conclude that 3 are multiplied by 10.
• Ask: “Can we say that whenever we convert cm to mm, we multiply because mm is smaller than cm? [Yes]
• So if 1 meter = 100 cm then 2 meters will be equal to what? [200 cm]
• Which is smaller, meter or a centimeter? [Centimeter]
• Ask” “Why?” give example [when there are 100 small bogie they make one large train, similarly, 100 cm make meter and 1 cm is smaller than 1 meter]
• Also remind them that 1 km = 1000 m
• Hence we conclude that whenever we have to move from a greater unit to a smaller unit we multiply, GSM-GREATER TO SMALLER MULTIPLY. [REPEAT, TWICE]
• What would be the opposite tom it, let`s write and discuss with the whole class. Whenever we have to move from a smaller unit to a greater unit we divide. (Repeat, twice)
• Ask: “if 1 km = 1000 m then 2 km = how many meters? “]2000 m]
• Ask: “if 1 km = 1000 m then 3000 m = how many kilometers? “ [3 km]
• Ask: “Why?” [Invite students on the board to explain the division]
• Recall that from decimals lesson, we know that will be the answer of 34.54 x 1000.
• Write on the board 3.45 100 and show the movement of decimal to the right side. Share the answer 345 cm. [they have done the decimal multiplications]
• Repeat the same concept with few more examples.
• Let them recall that point moves forward when multiply by 10, 100, and 1000 and point movers backward when divide.
• Write on the board 34.54 ÷ 1000 = 0.03454.

Activity 2

There is a key to unit conversions:

Activity 3

• Assign sums from the text book and let the pairs solve it.
• Later on let them exchange their sheets with other pairs to check with pencils.
• Allow them to give star for all correct answers and help fellow pairs in correcting their mistakes. (Students always learns from each other)

Teacher Directed Discussions:

• Ask them do if they remember ‘GSM’? (Yes) greater to smaller multiply.
• So if we say 2 km =…. m [write on the board]
• Which is greater km or m? [Let them think and reply “km” also asks: why?]
• So when we move from greater to smaller we multiply. So we will do 2 x 1000
• Ask: What do you think, why did I multiply by 1000? [Because 1 km =1000 m]
• So, 3.5 km, is equals to how many m? [Apply GSM]
• Let them share with their peer to answer.
• Show the movement of decimal the right side as done in decimals cheater. (3.500 to 3500.)
• Reinforce the concepts of the movement of decimal, with few more examples.
• [Revise division similarly]

Sum up / Conclusion

Assessment

• Check the record sheets and provide group wise feedback.
• Change 100 meter in kilometre.
• What is larger and why?

o   1 meter or 105 centimetre

o   12 cm or 102 mm

o   4 km or 4400 m