Mohamad Hafi z Bin Saleh D20091036030Kok Keng Hon D20091036644

BASIC MEASUREMENTS

Understand the concept of length to solve problems

LEARNING OBJECTIVE

At the end of the lesson, a student will be able to:I. Measure the length of objects.II. Convert one metric unit to another (mm, cm, m and km)III. Estimate lengths of objects in appropriate units.IV. Use the four operations to solve problems involving

length.

LEARNING OUTCOMES

How tall are you?What is the length of this classroom?How far is it for you to travel from your house to

school?How far is the distance from here (classroom) to the

cafeteria?

QUESTIONS

Instructions:1. Measure the distance Ironman (err… without his iron

suit) travels on his journey from his initial point to:a. His homeb. Nearest lakec. Nearest playgroundd. School.

SO, WANNA PLAY A GAME…

The suit is too heavy!

2. Measure the distance by filling in the space with selected non-standard units such as finger, rubber, pencil, etc.

G O !

GO!

Group 1 2 3 4 5

School

House

Lake

Playground

RESULTS (NSU)

All of your measured length are diff erent,Why not if I set you a path and again you use your

non-standard units to measure?Lets try!

WHAT I SEE IS THAT…

G O !

Group 1 2 3 4 5

School

House

Lake

Playground

RESULTS (NSU)

Your measure length are still not the same, why?What if I provide you with these legos of diff erent

sizes and you guys try again to measure.

STILL…

Group 1 2 3 4 5

School

House

Lake

Playground

RESULTS (SU)

You guys actually manage to obtain a similar distance by using same size lego.

This is what we called standard units.Why is it important to use same size lego or standard

units?Look at your ruler, can you see the units (cm)? Is it the same on everyone’s ruler? Why? How about if all of you try to measure the distance

again by using your ruler?

YES…

Instructions:Line up in your groups and monitor will lead the

whole class to the field.Search for a corner in the field where there is a sign

bard that reads “Mr. Handsome’s corner, do not cross without permission.”

You guys can cross it though.

NOW LETS TRY IN A BIGGER FIELD

THIS IS WHAT THE FIELD LOOKS LIKE…

1. Measure the distance from your initial point to:a. Homeb. Nearest lakec. Nearest playgroundd. School, in the field.

2. Measure the distance by using selected non-standard units such as finger, rubber, pencil, etc.

3. Next, measure the distances by using standard units (cm-ruler, and m-meter rule).

INSTRUCTIONS

Group 1 2 3 4 5

School

House

Lake

Playground

RESULTS (NSU)

Group 1 2 3 4 5

School

House

Lake

Playground

RESULTS (SU)

MASS

Understand the concept of mass to solve problems

LEARNING OBJECTIVE

i. Measure the mass of objects.ii. Convert one metric unit to another. (mg, g, kg, tonne).iii. Estimate masses of objects in appropriate units.iv. Use the four operations to solve problems involving mass.

LEARNING OUTCOMES

Instructions:1. Divide the class into 4 groups.2. 1 & 2 group will make butter cake, while 3 & 4

group will make cheese cake.3. Group 1 & 3 will make a cake for 5 person while

group 2 & 4 will make a cake for 10 person.4. Refer table 1.5. You are given 10 minutes to collect and weigh the

ingredients (as in table 1).6. Weigh the ingredients by using electronic balance.7. Record down the weigh of all the ingredients.

LETS MAKE A CAKE!

Group 1 2 3 4

Flour (cups) 1 2 1 2

Egg(s) 2 4 2 4

Sugar (teaspoon)

2 4 2 4

Salt(teaspoon)

½ 1 ½ 1

Butter (cup) ½ 1 ½ 1

Cheese (cup)

½ 1 ½ 1

LETS MAKE A CAKE!

Table 1

If a chef receives an order to bake a delicious butter cake for 5, he requires: 120g of butter, 120g of flour, 13g of sugar, 10g of salt, and 2 eggs.

However he is without an electronic balance, discuss how you can bake the cake. (Estimation)

SITUATION

WEIGHT OF COMMON INGREDIENTS IN GRAMS

Table 2

Thank you.

THAT’S ALL FOLKS