Lesson plan of Measurement of Length

Lesson plan of Measurement of Length

Students` Learning Outcomes

  • Recognize the standard units of length i.e. meter, centimeter.
  • Read and write standard units of length including abbreviation.

Information for Teachers

  • Various instruments and units of measurement are used to measure the physical quantities of objects.


  • The standard unit for measuring the length is meter.
  • Meter is a basic unit of length while centimeter is the sub multiple unit of length.
  • The abbreviation used for meter is ‘m’ and for centimeter ‘cm’.


  • While teaching the lesson, the teacher should also consult with textbook where and when applicable.

Material / Material

 writing board, chalk / marker, duster, meter rod, ruler with centimeter marks, measuring tape, textbook

  • Ask following questions from students;
  • Whenever your mother purchases cloth from market, what does she say to the shopkeeper to tell him how much cloth she wants? (Encourage students for correction response)


  • What thing shopkeeper uses to measure clothes? (Meter rod)
  • Who is a good jumper?


How can we decide who can jump long?


  • Who can mark the highest spot on the board with chalk / marker?


  • How you can measure height of any point from floor.




Activity 1

  • Make two dots on board at some distance. Then draw a line to join dots.
  • Now, by writing on board, tell students:
  • “Distance between two points is called length”.


  • Different units (balisht, meter, foot, centimeter etc.) and instruments (inch tape, guzz, meter rod etc.) are used to measure length.



Activity 2

  • Write word ‘meter’ on board and tell the students that basic unit of length is meter.



  • Long / big objects like table, window, cloth, wire, wall etc. are measured in meters. Similarly the distance between two nearest places is also measured in meters, like the distance between school gate to class or the distance between two corners of room etc.


  • By writing on board, tell the students that we use symbol / abbreviation ‘m’ for meter. For example if any object has length of six meter, we will write it as ‘6 m’ and read as 6 meter.
  • Repeat this abbreviation with students three or four times.
  • Now write word ‘centimeter’ on board and tell the students that the small unit of length is centimeter.
  • We measure the length of small objects like pencil, eraser, book, bottle, etc. in centimetres.



  • Tell the students by writing on board that we use symbol / abbreviation ‘cm’ for centimeter. So as if length of any object is four centimeter then we write it as ‘4 cm’ and read as 4 centimeter.
  • Repeat this abbreviation with students three or four times.


Activity 3

  • Ask the students to measure height of chart placed on the wall with their hands. (Different students will tell different heights of this chart.)



  • Now shows them meter rode and tells that if they want to get the same measurement every time for the same height then a standard measuring instrument is used.


  • This standard measuring instrument is called meter rod.
  • Meter rod is used to measure length of objects like electric wire, clothes, rope, door, table, pencil, antenna wire, etc.



  • With meter rod, we can measure the length of any object in meter and centimeter.


Activity 4

  • Provide meter rod to students in groups.
  • Ask them to count and tell the number of long lines on it.
  • Guide them in counting.
  • After taking their responses, draw a meter rod on board and tell them that there are always 100 long lines on meter rod and each long line represents one centimeter.
  • Tell the students that meter rod has one meter length and there are 100 centimetres in one meter.
  • So we can say that 1 meter = 100 centimetres.
  • Tell them word ‘centi’ means hundred.
  • Ask them what does it mean when a cricketer scores a century? (100 runs)
  • Repeat such examples again and again.

Activity 5

  • Divide students into groups.
  • Ask each group to see the lines marked on the centimeter ruler.
  • If students ask about the other lines (the inches lines) on the ruler, tell them that inches are also used to measure length.
  • An inch is bigger than a centimeter.
  • Also tell students that because cm is smaller than inch, it helps us measure things more exactly and accurately.
  • Similarly if students ask about the small lines between each two centimeter, tell them that these show ‘millimetres’. It is also the unit of length. These are ten in number between each two centimetres.
  • Ask students: what is the length of the ruler? (Expected answer would be as; 15cm) img
Sum up / Conclusion
  • Meter is the basic unit of length while centimeter is the small unit of length.
  • 1 meter = 100 centimeter
  • Units are very important to describe size of any object. If you say this table are 3 long than nobody can understand what you are saying? But if you say this table is 3m long or its length is 3 m, then everyone can understand.
  • Length of small objects is measured in centimetres while length of long or big objects is measured in meters.
  • Small objects can be measured by ruler but long or big objects are measured by meter rod.
  • What is the basic unit for measuring length?
  • What is the small unit for measuring length?
  • What instrument is used for measuring the lengths of wall or play grounds?
  • What is the abbreviation for meter?
  • ‘cm’ is abbreviation of what?
Follow up
  • Give students following table to fill:
  • Which unit will use to measure the following objects? (Meter / centimeter)
  • Measure the length of your books and pencils and write on notebook.
  • Ask the students to solve the questions given in the textbook.







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