1. BASIC MEASUREMENTS
Mohamad Hafiz Bin Saleh D20091036030
Kok Keng Hon D20091036644

2. LEARNING OBJECTIVE
 Understand the concept of length to solve problems

3. LEARNING OUTCOMES
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.

4. 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?

5. 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. His home
b. Nearest lake
c. Nearest playground
d. School.
The suit is too heavy!

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

7. GO!
GO!

8. RESULTS (NSU)
Group 1 2 3 4 5
School
House
Lake
Playground

9. WHAT I SEE IS THAT…
 All of your measured length are dif ferent,
 Why not if I set you a path and again you use your non -
standard units to measure?
 Lets try!

10. GO!

11. RESULTS (NSU)
Group 1 2 3 4 5
School
House
Lake
Playground

12. STILL…
 Your measure length are still not the same, why?
 What if I provide you with these legos of dif ferent sizes and
you guys try again to measure.

13. RESULTS (SU)
Group 1 2 3 4 5
School
House
Lake
Playground

14. YES…
 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?

15. 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. Handsome’s corner, do not cross without
permission.”
 You guys can cross it though.

16. THIS IS WHAT THE FIELD LOOKS LIKE…


17. INSTRUCTIONS
1. Measure the distance from your initial point to:
a. Home
b. Nearest lake
c. Nearest playground
d. 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).

18. RESULTS (NSU)
Group 1 2 3 4 5
School
House
Lake
Playground

19. RESULTS (SU)
Group 1 2 3 4 5
School
House
Lake
Playground

20. MASS

21. LEARNING OBJECTIVE
 Understand the concept of mass to solve problems

22. 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.

23. LETS MAKE A CAKE!
 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.

24. LETS MAKE A CAKE!
Group 1 2 3 4
Flour (cups) 1 2 1 2
Egg(s) 2 4 2 4
Sugar 2 4 2 4
(teaspoon)
Salt(teaspoon) ½ 1 ½ 1
Butter (cup) ½ 1 ½ 1
Cheese (cup) ½ 1 ½ 1
Table 1

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

26. WEIGHT OF COMMON INGREDIENTS IN
GRAMS
Table 2

27. THAT’S ALL FOLKS
 Thank you.