Length Introduction To How To Measure How Long An Object Is Mathematics Primary 1 Third Term Lesson Notes Week 6
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Subject : Mathematics
Topic : Length Introduction To How To Measure How Long An Object Is
Class : Basic 1 / Primary 1 / Grade 1
Term : Third Term
Week : Week 6
Instructional Materials :
- Pencil
- Stick
- Ruler
- Pencil
- String
Reference Materials
- Scheme of Work
- Online Information
- Textbooks
- Workbooks
- 9 Year Basic Education Curriculum
Previous Knowledge :
The pupils have previous knowledge of
Addition and Subtraction of Money In Coins
that was treated as a topic in the previous lesson
Behavioural Objectives : At the end of the lesson, the pupils should be able to
- Define length
- Estimate length
- Use ruler to measure
- Take measurement
CONTENT
Measurement is the word that is used to show or calculate or find out how wide or high or long an object, animal, man or shape is. We can use ruler 📐 to take measure and use our pencil to write out the measurements that we measure or discovered.
Most rulers are already graded and have numbers written on them. The numbers have units of measurement attached to them. These units of measurement may be inches, centimetres or metres. The basic unit of measuring length is Metre.
Pupils can take measurement or measure length with natural units such as using the distance space between feet, fingers, hand span.
Good morning, class! Today, we are going to learn about length and how to estimate it using natural units. So, let’s get started!
What is Length?
Length is a measurement that tells us how long an object is. It is the distance from one point to another. For example, when we measure a pencil, we are finding out how long the pencil is from one end to the other.
Estimating Length:
Sometimes, we don’t have a ruler or measuring tape to measure the length of objects. In such cases, we can estimate the length using natural units. Natural units are non-standard units of measurement that we can easily find around us, like our hand span or the length of our index finger.
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Using Hand Span:
One way to estimate length is by using our hand span. To do this, we stretch our hand as wide as possible and use it as a rough guide. For instance, if we want to measure the length of a book, we can place our hand span next to the book and count how many hand spans it takes to cover the entire length.
Using Index Finger Length:
Another natural unit we can use is the length of our index finger. We can estimate the length of an object by comparing it to the length of our finger. For example, if we want to measure the length of a pen, we can compare it to the length of our index finger and estimate how many times the pen is longer or shorter.
Measurement with Natural Units:
When we measure using natural units like hand spans or index finger lengths, it’s important to remember that the measurements won’t be exact. They are just estimates. However, these estimates can still give us a good idea of how long something is without needing a ruler.
Let’s practice together! I’m going to show you some objects, and I want you to estimate their lengths using your natural units. Remember, it’s okay if your estimates are not perfect. The goal is to get close enough to the actual length.
Now, I’ll show you a picture of a pencil. Using your hand spans or index finger lengths, estimate how long you think the pencil is. Take a moment to think about it and then raise your hand when you have an estimate.
[Allow students to think and raise their hands]
Great! Now, let’s share our estimates. Can someone tell me how long they think the pencil is using their natural units?
[Allow students to share their estimates and discuss]
Well done, everyone! Estimating length using natural units is a handy skill when we don’t have a ruler or measuring tape. It allows us to make reasonable approximations. Keep practicing and exploring the world around you, and you’ll become even better at estimating lengths using natural units.
That’s all for today’s lesson. I hope you enjoyed it and learned something new. Have a fantastic day, and I’ll see you next time!
Presentation
The topic is presented step by step
Step 1:
The class teacher revises the previous topics
Step 2.
He introduces the new topic
Step 3:
The class teacher allows the pupils to give their own examples and he corrects them when the needs arise
EVALUATION
- What is measurement?
- Mention four things that we can measure their length
- Mention four things that we can measure how long they are in the class
- Length means how ___ something is
- The basic unit of measurement of length is the ___
- We can measure distance of length with feet. ( true /false)
- We can use fingers to measure length (True / False)
- A bunch of broom is longer than my textbook (True / False)
- A door is longer than a bag (True / False)
- My teacher is shorter than my school bag (True / False)
Evaluation
1. Length is a measurement that tells us how __________ an object is.
a) tall
b) long
c) heavy
d) wide
2. When we don’t have a ruler or measuring tape, we can estimate length using __________ units.
a) standard
b) non-standard
c) digital
d) exact
3. Natural units are non-standard units of measurement, such as __________ or __________.
a) kilometers, meters
b) inches, centimeters
c) hand span, index finger length
d) kilograms, pounds
4. We can estimate length by comparing it to our own __________ or __________ length.
a) foot, meter
b) hand, leg
c) elbow, knee
d) hand span, index finger
5. Estimating length with natural units gives us a __________ idea of how long something is.
a) precise
b) approximate
c) accurate
d) exact
6. Estimation with natural units is a useful skill when we don’t have a __________.
a) calculator
b) pencil
c) ruler
d) textbook
7. When using our hand span to estimate length, we count how many __________ it takes to cover the entire length.
a) steps
b) fingers
c) hand spans
d) centimeters
8. Estimating length with our index finger involves comparing the object to the length of our __________ finger.
a) thumb
b) pinky
c) middle
d) index
9. Estimating length using natural units is not __________, but it gives us a rough measurement.
a) precise
b) accurate
c) exact
d) specific
10. By practicing and exploring, we can become better at estimating length using __________ units.
a) traditional
b) common
c) standard
d) natural
I hope these multiple-choice questions provide you with an engaging way to test your knowledge! Let me know if you need any further assistance.
:
The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.
The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.
He or she does the necessary corrections when and where the needs arise.
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Title: Estimating Length Using Natural Units
Grade Level: Primary 1
Subject: Mathematics
Learning Objectives:
1. Understand the meaning of length as a measurement of how long an object is.
2. Explain how to estimate length using natural units such as hand span and index finger length.
3. Learn to measure and estimate distances using non-standard units.
4. Develop spatial awareness and estimation skills.
Embedded Core Skills:
1. Measurement and estimation
2. Spatial awareness and visualization
3. Critical thinking and problem-solving
Learning Materials:
1. Chart or poster displaying the meaning of length
2. Visual aids or pictures of objects for length estimation
3. Ruler and measuring tape for demonstration purposes
4. Whiteboard or blackboard and markers/chalk
5. Handouts or worksheets for learners
6. Stopwatch or timer for timing activities
Presentation:
Introduction:
1. Greet the class and establish a positive learning environment.
2. Begin by asking the learners if they know what length means. Discuss their responses and provide a simple definition.
3. Introduce the topic of estimating length using natural units.
Body:
Step 1: Understanding the Meaning of Length
1. Show a chart or poster displaying the meaning of length and discuss it with the learners.
2. Give examples of objects of varying lengths, such as a pencil, book, or table, and encourage the learners to identify the longer and shorter objects.
Step 2: Estimating Length Using Natural Units
1. Explain that natural units are non-standard units of measurement that we can find around us.
2. Introduce two common natural units: hand span and index finger length.
3. Demonstrate how to estimate length using hand spans by comparing objects to your own hand span and counting the number of spans it takes to cover the length.
4. Demonstrate how to estimate length using index finger length by comparing objects to the length of your index finger and making a reasonable estimation.
5. Encourage learners to practice estimating lengths using their own hand spans and index finger lengths.
Step 3: Measurement with Natural Units
1. Provide visual aids or pictures of objects for learners to estimate their lengths using natural units.
2. Divide the class into pairs or small groups and distribute worksheets or handouts.
3. Instruct learners to estimate the lengths of the objects on the worksheet using their hand spans or index finger lengths.
4. Allow time for learners to complete the activity and then discuss their estimations as a class.
Teacher’s Activities:
– Explain and demonstrate the concepts clearly.
– Engage the learners through discussions and questions.
– Provide examples and visual aids to support understanding.
– Monitor and assist learners during activities.
Learners’ Activities:
– Listen attentively to the teacher’s explanations.
– Participate actively in discussions and ask questions.
– Estimate lengths using hand spans and index finger lengths.
– Complete worksheets or handouts individually or in groups.
Assessment:
1. Observational Assessment:
– Observe learners’ participation and engagement during discussions and activities.
– Assess their ability to estimate lengths using natural units accurately.
2. Evaluation Questions:
1. What is the meaning of length?
2. How can we estimate length using natural units?
3. Give an example of a natural unit for length estimation.
4. How do you estimate length using hand spans?
5. How do you estimate length using index finger length?
6. Why is it important to practice estimating lengths with natural units?
7. Can you name two objects and estimate their lengths using natural units?
8. What are the benefits of using non-standard units for estimation?
9. How can estimation with natural units help in everyday life?
10. Can you explain the difference between standard units and natural units of measurement?
Conclusion:
1. Summarize the key points discussed during the lesson, emphasizing the meaning of length and how to estimate length using natural units.
2. Highlight the importance of estimation skills in everyday life and problem-solving.
3. Encourage learners to practice estimating lengths using natural units in their daily activities.
4. Offer any additional resources or activities for further exploration of the topic, if available.
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Overall, this lesson aims to provide a foundational understanding of length measurement and the concept of estimation using natural units. By the end of the lesson, learners should be able to define length, explain how to estimate length using natural units, and apply their knowledge to estimate distances in everyday situations.
