HomePrimary 2MathematicsPrimary 2 Maths Lesson Plan: Teaching Length and Measurement in Metres and Centimetres Mathematics Primary 2 Third Term Lesson Notes Week 5

Primary 2 Maths Lesson Plan: Teaching Length and Measurement in Metres and Centimetres Mathematics Primary 2 Third Term Lesson Notes Week 5

Subject: Mathematics

Class: Primary 2

Term: Third Term

Week: 5

Topic: Length

Sub-topic: Measurement in Metres and Centimetres

Duration: 40 minutes

Behavioural Objectives:

By the end of the lesson, pupils should be able to:

  1. Define length.
  2. Identify units of length (metres and centimetres).
  3. Convert between metres and centimetres.
  4. Measure objects using a ruler or measuring tape.
  5. Solve problems involving length.

Keywords:

  • Length
  • Metres (m)
  • Centimetres (cm)

Entry Behaviour:

Pupils are familiar with measuring short objects using a ruler.

Learning Resources and Materials:

  • Metre sticks and rulers (30 cm)
  • Measuring tape
  • Objects of different lengths (e.g. toy cars, pencils, ribbons)
  • Chart paper
  • Marker

Building Background/Connection to Prior Knowledge:

Review the previous lesson on measuring short objects using a ruler. Ask pupils how long different objects are.

Embedded Core Skills:

  • Problem-solving
  • Critical thinking
  • Measurement skills

Reference Books:

  • Lagos State Scheme of Work
  • Primary 2 Mathematics Textbook

Instructional Materials:

  • Metre sticks
  • Rulers (30 cm)
  • Objects of different lengths (e.g. toy cars, pencils, ribbons)
  • Chart paper
  • Marker

Content:

  • Definition of length and units of length (metres and centimetres).
  • Conversion between metres and centimetres.
  • Measuring objects using rulers and metre sticks.
  • Solving problems involving length.

Length

Length is how long or short an object is. It can also tell you how wide an object is. We compare objects to see which one is longer, shorter, or the same size.

Here are some examples of comparing objects:

  • ✏ Pencil A is longer than pencil B.
  • 🚢 Ship A is shorter than Ship B.

Now, let’s practice!

Class-Work

  1. 🎂 Cake A and 🥞 Pancake BCake A is taller than Pancake B.
  2. ☕ Cup A and 🍵 Teacup BTeacup B is smaller than Cup A.
  3. 🏐 Ball A and ⚽ Ball BBall A is the same size as Ball B.
  4. 🚌 Bus A and 🚕 Car BBus A is bigger than Car B.
  5. 📻 Radio A and 📟 Walkie-Talkie BWalkie-Talkie B is smaller than Radio A.
  6. 💿 Disk A and 💽 Disk BDisk B is smaller than Disk A.

Length is a way of measuring how long an object is.

Units of Measurement:

  • Metres (m): This is a larger unit of measurement for length. We use metres to measure longer lengths, like the length of a classroom, a road, or a garden.
  • Centimetres (cm): This is a smaller unit of measurement for length. We use centimetres to measure shorter lengths, like the length of a pencil, a notebook, or a toy car.

Examples:

  • A classroom might be 8 metres long.
  • A pencil might be 15 centimetres long.

Conversion:

  • 1 metre = 100 centimetres
  • If you have a measurement in metres and want to convert it to centimetres, you multiply by 100.

For example:

  • 3 metres = 3 * 100 = 300 centimetres

Practice:

  1. If a ruler is 1 metre long, how many centimetres is it?
    • Answer: 100 centimetres
  2. If a ribbon is 150 centimetres long, how many metres is it?
    • Answer: 150 cm ÷ 100 = 1.5 metres

 

Learning About Data and Counting Mathematics Primary 2 Third Term Lesson Notes Week 11

Length

Length tells us how long something is. We can measure length in metres (m) and centimetres (cm).

  1. Example 1:
    • Given: A rope is 5 metres long.
    • What is the length in centimetres?
    • Answer: 5 metres × 100 = 500 centimetres
  2. Example 2:
    • Given: A pencil is 20 centimetres long.
    • What is the length in metres?
    • Answer: 20 centimetres ÷ 100 = 0.2 metres
  3. Example 3:
    • Given: A playground is 10 metres long.
    • What is the length in centimetres?
    • Answer: 10 metres × 100 = 1000 centimetres
  4. Example 4:
    • Given: A book is 30 centimetres long.
    • What is the length in metres?
    • Answer: 30 centimetres ÷ 100 = 0.3 metres
  5. Example 5:
    • Given: A table is 2 metres long.
    • What is the length in centimetres?
    • Answer: 2 metres × 100 = 200 centimetres
  6. Example 6:
    • Given: A ribbon is 150 centimetres long.
    • What is the length in metres?
    • Answer: 150 centimetres ÷ 100 = 1.5 metres
  7. Example 7:
    • Given: A path is 12 metres long.
    • What is the length in centimetres?
    • Answer: 12 metres × 100 = 1200 centimetres
  8. Example 8:
    • Given: A toy is 25 centimetres long.
    • What is the length in metres?
    • Answer: 25 centimetres ÷ 100 = 0.25 metres
  9. Example 9:
    • Given: A line is 7 metres long.
    • What is the length in centimetres?
    • Answer: 7 metres × 100 = 700 centimetres
  10. Example 10:
    • Given: A ruler is 35 centimetres long.
    • What is the length in metres?
    • Answer: 35 centimetres ÷ 100 = 0.35 metres
  11. Example 11:
    • Given: A cloth is 4 metres long.
    • What is the length in centimetres?
    • Answer: 4 metres × 100 = 400 centimetres
  12. Example 12:
    • Given: A scarf is 90 centimetres long.
    • What is the length in metres?
    • Answer: 90 centimetres ÷ 100 = 0.9 metres
  13. Example 13:
    • Given: A playground is 14 metres long.
    • What is the length in centimetres?
    • Answer: 14 metres × 100 = 1400 centimetres
  14. Example 14:
    • Given: A stick is 45 centimetres long.
    • What is the length in metres?
    • Answer: 45 centimetres ÷ 100 = 0.45 metres
  15. Example 15:
    • Given: A rope is 9 metres long.
    • What is the length in centimetres?
    • Answer: 9 metres × 100 = 900 centimetres

Class Activity Discussion :

  1. Q: What is length?
    • A: Length is how long something is.
  2. Q: What are the units of length?
    • A: Metres (m) and centimetres (cm).
  3. Q: How many centimetres are in 1 metre?
    • A: 1 metre has 100 centimetres.
  4. Q: How do you convert metres to centimetres?
    • A: Multiply the length in metres by 100.
  5. Q: How do you convert centimetres to metres?
    • A: Divide the length in centimetres by 100.
  6. Q: What is longer, 1 metre or 1 centimetre?
    • A: 1 metre is longer than 1 centimetre.
  7. Q: How long is a pencil in centimetres?
    • A: It depends, but a typical pencil is about 15 to 20 centimetres long.
  8. Q: What unit would you use to measure a classroom?
    • A: Metres, because a classroom is long.
  9. Q: What unit would you use to measure a book?
    • A: Centimetres, because a book is not very long.
  10. Q: How long is a metre stick?
  • A: It is 1 metre long or 100 centimetres long.
  1. Q: What is the length of a road usually measured in?
  • A: Roads are usually measured in metres or kilometres.
  1. Q: How long is a metre?
  • A: A metre is about the length of a big step.
  1. Q: Is a metre stick the same as a yardstick?
  • A: No, a metre stick is longer than a yardstick. A yardstick is about 91.44 centimetres.
  1. Q: How long is a ruler in centimetres?
  • A: A ruler is often 30 centimetres long.
  1. Q: Can you measure a garden in centimetres?
  • A: Yes, but it’s easier to use metres for a big garden.
  1. The unit used to measure the length of a pencil is:
    • a. Metres
    • b. Kilometres
    • c. Centimetres
    • d. Yards
  2. How many centimetres are in 1 metre?
    • a. 50
    • b. 100
    • c. 10
    • d. 200
  3. The length of a long jump can be measured in:
    • a. Metres
    • b. Centimetres
    • c. Millimetres
    • d. Yards
  4. A standard ruler is usually:
    • a. 1 metre long
    • b. 30 centimetres long
    • c. 100 centimetres long
    • d. 20 metres long
  5. A small toy car might be measured in:
    • a. Metres
    • b. Kilometres
    • c. Centimetres
    • d. Inches
  6. To convert 200 centimetres to metres, you:
    • a. Multiply by 10
    • b. Divide by 100
    • c. Add 200
    • d. Multiply by 100
  7. To measure a classroom, you would use:
    • a. Metres
    • b. Millimetres
    • c. Centimetres
    • d. Kilometres
  8. 3 metres is equal to:
    • a. 300 centimetres
    • b. 30 centimetres
    • c. 3000 centimetres
    • d. 3 centimetres
  9. The length of a swimming pool might be measured in:
    • a. Kilometres
    • b. Metres
    • c. Centimetres
    • d. Millimetres
  10. 1 metre is equal to how many centimetres?
    • a. 1000
    • b. 100
    • c. 10
    • d. 1
  11. A line that is 50 centimetres long is:
    • a. 0.5 metres
    • b. 5 metres
    • c. 0.5 metres
    • d. 500 metres
  12. To measure the length of a hallway, you would use:
    • a. Metres
    • b. Millimetres
    • c. Inches
    • d. Yards
  13. The length of a piece of string can be measured in:
    • a. Metres
    • b. Centimetres
    • c. Kilometres
    • d. Millimetres
  14. 200 centimetres is equal to how many metres?
    • a. 2 metres
    • b. 20 metres
    • c. 0.2 metres
    • d. 2000 metres
  15. What would you use to measure the length of a football field?
    • a. Metres
    • b. Centimetres
    • c. Millimetres
    • d. Kilometres

Presentation

Step 1:

The teacher revises the previous topic which was:

  • Measuring short objects using a ruler.
  • Ask pupils how they measured objects in the last lesson.

Step 2:

The teacher introduces the new topic:

  • Define length.
  • Introduce units of length: metres (m) and centimetres (cm).
  • Explain how to convert between metres and centimetres.
  • Show pupils a metre stick and a ruler.
  • Discuss when to use each measuring tool.

Step 3:

The teacher allows the pupils to give their own contributions and the teacher corrects the pupils when and where necessary:

  • Ask pupils to share examples of objects measured in metres and centimetres.
  • Provide feedback and correct misconceptions.

Teacher’s Activities:

  • Demonstrate how to use a ruler and a metre stick to measure objects.
  • Show how to convert between metres and centimetres.
  • Guide pupils in measuring various objects.

Learners’ Activities:

  • Practice measuring objects using a ruler and a metre stick.
  • Convert measurements from metres to centimetres and vice versa.
  • Solve problems involving length.

Assessment:

  • Observe pupils while they measure objects and convert units.
  • Ask pupils to solve length problems.
  • Give feedback and correct mistakes.

Evaluation Questions:

  1. What is length?
  2. How many centimetres are in 1 metre?
  3. What unit would you use to measure a classroom?
  4. What unit would you use to measure a book?
  5. How many metres is 200 centimetres?
  6. Measure a pencil using a ruler and tell me its length in centimetres.
  7. Convert 3 metres to centimetres.
  8. What is the length of a swimming pool usually measured in?
  9. Convert 150 centimetres to metres.
  10. Solve: If a rope is 2 metres long, how many centimetres is it?

Conclusion:

  • The teacher goes around the classroom to mark pupils’ work.
  • Provide necessary corrections and feedback.
  • Praise pupils for good work.
  • Encourage pupils to practice measuring objects at home

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