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Basic Measurements
Kok Keng Hon D20091036644 D20091036030

Mohamad Hafiz Bin Saleh

5/27/12

Learning Objective

Understand the concept of length to solve problems

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Learning Outcomes
At the end of the lesson, a student will be able to:
I.

Measure the length of objects. Convert one metric unit to another (mm, cm, m and km) Estimate lengths of objects in appropriate units. Use the four operations to solve problems involving length.

II.

III.

IV.

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Questions

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?

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So, wanna play a game

Instructions:
1.

Measure the distance Ironman (err without his iron suit) travels on his journey from his initial point to:
a. b. c. d.

His home Nearest lake Nearest playground School.

The suit is too heavy! 5/27/12

2.

Measure the distance by filling in the space with selected nonstandard units such as finger, rubber, pencil, etc.

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GO !

Go!

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Results (NSU)
Group 1 2 3 4 5

School

House

Lake

Playground 5/27/12

What I see is that

All of your measured length are different, Why not if I set you a path and again you use your nonstandard units to measure? Lets try!

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Go!

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Results (NSU)
Group 1 2 3 4 5

School

House

Lake

Playground 5/27/12

Still

Your measure length are still not the same, why? What if I provide you with these legos of different sizes and you guys try again to measure.

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Results (SU)
Group 1 2 3 4 5

School

House

Lake

Playground 5/27/12

Yes

You guys actually manage to obtain a similar length 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 everyones ruler? Why? How about if all of you try to measure the distance again by using your ruler?

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Now lets try in a bigger field

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. Handsomes corner, do not cross without permission. You guys can cross it though.

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This is what the field looks like

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Instructions
1.

Measure the distance from your initial point to:

a. b. c. d.

Home Nearest lake Nearest playground School, in the field.

2.

Measure the distance by using selected non-standard units such as finger, rubber, pencil, etc. Next, measure the distances by using standard units (cmruler, and m-meter ruler).

3.

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Results (NSU)
Group 1 2 3 4 5

School

House

Lake

Playground 5/27/12

Results (SU)
Group 1 2 3 4 5

School

House

Lake

Playground 5/27/12

mass

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Learning objective

Understand the concept of mass to solve problems

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Learning outcomes
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.

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Lets make a cake!

Instructions: Divide the class into 4 groups. 1 & 2 group will make butter cake, while 3 & 4 group will make cheese cake. Group 1 & 3 will make a cake for 5 person while group 2 & 4 will make a cake for 10 person. Refer Table 1. You are given 10 minutes to collect and weigh the ingredients (as in Table 1). Weigh the ingredients by using electronic balance. Record down the weigh of all the ingredients.

1.

2.

3.

4.

5.

6.

7.

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Lets make a cake!

Group Flour (cups) Egg(s) Sugar (teaspoon) Salt(teaspoon ) Butter (cup) Cheese (cup) 5/27/12 1 1 2 2 2 2 4 4 1 1 1 Table 1 3 1 2 2 4 2 4 4 1 1 1

Situation

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 a electronic balance, discuss how you can bake the cake. (Estimation)

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Weight of common ingredients in grams

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Table 2

Thats all folks

Thank you.

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