CHAPTER 5
A
Measurement of Length
(Guided Activity)
Assessment for Feedback
What You Will See Students Doing . . .
Students will
When Students Understand
If Students Misunderstand
• measure the length of an object,
using the International System
of Units (SI) and convert
between units of measurement
• Students will accurately select an appropriate unit of
measurement, measure the length of an object, and convert
between units of measurement.
• Some students may have difficulty converting between units of
measurement. Make certain these students understand the chart
at the beginning of this lesson and give students extra guided
practice making several conversions.
1.
Introduction (Whole Class) ➧ 5–10 min
Discuss with students the different types of measurement,
such as length, area, mass, volume, and the fact that there is a
different base unit of measurement for each type in the
International System of Units.
2.
Teaching and Learning (Whole
Practising (Independent)
6.–12. Students should complete these questions
independently.
Closing (Whole Class): Ask, “What is the base unit for
measuring length in the SI system of measurement? How
many centimetres are in one metre? How many metres are in
one kilometre? How many millimetres are in one metre? How
many decimeters are in one metre? How do you convert from
one unit of measurement to another?”
Class/Pairs) ➧ 15–20 min
Read aloud to the class the information at the beginning of
the lesson. Make certain that students become familiar with
the prefixes used for each unit of measurement. Use a metre
stick to give students a visual representation of each unit of
measurement. Discuss the conversion chart near the beginning
of the lesson and the methods for using it to convert from one
unit of measurement to another. Direct students’ attention to
prompt A. Guide them through prompts A and B. Ask
students to work in pairs to complete prompts C through E.
When all pairs have had an opportunity to complete all six
prompts, discuss answers together as a class.
Answers
A. 1) decimetre
7) millimetre
2) metre
8) centimetre or decimetre
3) metre or decimetre
9) millimetre or centimetre
4) centimetre
10) centimetre
5) millimetre
11) millimetre
6) metre
12) centimetre or millimetre
Reflecting: Use these questions to ensure that students are
able to measure the length of an object, using the SI system of
measurement and convert between units of measurement.
Sample Discourse:
1. • metre
2. • kilometres-distance between two cities
millimetres—width of a thimble
3. • 100 000
3.
Consolidation ➧ 20–30 min
Checking (Whole Class)
4.–5. Ask students to complete these questions independently.
After all students have had an opportunity to complete
both questions, check their answers together as a class.
Copyright © 2009 by Nelson Education Ltd.
5A Measurement of Length
1
1.–3. See sample answers under Reflecting.
B. & C.
Object
Estimate
(Answers
will vary.)
1. student desk
5 dm
2. front classroom wall
7m
3. teacher’s desk
2m
4. ink pen
4.
Actual
Measurement
a) metre
b) kilometre
c) metre
d) decimetre
e) millimetre
f ) centimetre
5.
(Answers
will vary.)
a) 5
b) 800
c) 14 000
d) 2
e) 2000
f)9
6.
a) millimetre
b) kilometre
c) metre
d) centimetre or decimetre
e) centimetre or decimetre
f ) millimetre
7.
a) 70
b) 360 000
c) 26 000
d) 2440
8.
30 mm
9.
a)
12 cm
5. width of a pencil
eraser
6 mm
6. chalkboard
6m
7. width of a piece of chalk
9 mm
8. piece of writing paper
16 cm
9. small paper clip
18 mm
10. stapler
10 cm
11. staple
11 mm
12. chalk eraser
12 cm
D. Kilometres should only be used for long distances. Metres
can be used for anything larger than a metre. If a metre is
too large, students should have used a decimetre. If a
decimetre is still too large centimetres can be used. If an
object is extremely small, then a millimetre is the most
appropriate unit of measurement.
E. Answers will vary. Students should state if their estimates
were close to the actual measurement. If estimates were not
close, they should give a specific reason for the difference.
2
Nelson Mathematics Secondary Year One, Cycle One
e) 25 000
f ) 2.58
b)
c)
d)
e)
f)
10. a) 2 km
b) 1 m
c) 200 cm
d) 1 dm
e) 1 m
f ) 2000 m
11. a) 2 km
b) 40 cm
c) 4 km
d) 30 000 mm
e) 8 dm
f ) 9 mm
12. a) no
b) yes
c) no
Reproduction permitted for classrooms
d) no
e) yes
f ) no
Copyright © 2009 by Nelson Education Ltd.