Lesson plan Measurement: Length A: General Details Date Time Year Number of pupils Subject Topic Learning Area

a Learning Objective Learning Outcomes : 7th May 2007 : 10.30 am to 11.30 am : 4 Cemerlang : 18 : Mathematics : Length : Relationship between Unit of Length : Pupils will be taught to (i) Understand the relationship between units of length : At the end of the lesson, pupils should be able to: (i) State the relationship between centimeter and millimeter , (1cm=10mm) correctly based on concrete materials. (ii) Convert units of length from millimetre to centimetre and vice versa correctly based on teaching and learning activities. (iii) Convert compound units to single unit (from cm and mm to mm, cm and mm to cm) based on teaching and learning activities.

Group Learning Outcomes: 1. Group Sun will be able to convert the units of length from millimetre to centimeter and compound units to single unit (cm and mm to mm, cm and mm to cm) based on the teaching the learning activities with minimum teachers guidance. 2. Group Star will be able to convert the units of length from millimetre to centimetre and compound units to single unit (cm and mm to mm, cm and mm to cm) with some guidance from teacher. 3. Group Moon will be able to convert the units of length from millimetre to centimetre and compound units to single unit (cm and mm to mm, cm and mm to cm) with full teachers guidance. Previous knowledge: 1. Pupils can measure length by using standard units (mm and cm). 2. Pupils can estimate the length of object. 3. Pupils can do the basic division, multiplication and addition operations. Vocabulary: Convert, relationship, multiplication, division Thinking Skills: Explain, relating, discover relationship, explain, compare and contrast Moral values: Cooperative, careful, confidence, dedication, diligence Integration: Communicating in English, Science, Art

Material / Resources: Power point slides, paper strips, Question Wheel, worksheets, white board B. Implementation Steps Set Induction ( 5 minutes) Content Story telling: How Big is a Foot Teacher starts the class by telling a story as below: Once upon a time, there was a king who was famous with his bad temper and everybody was really scared of him. At that time, the beds had not been invented, the king asked his followers to make a bed for his queen. The king shouted: Mr. John! Come here and listen now! I want you to make a bed for my lovely daughter! If you fail to do it, I will jail you! Mr. John feels scared and forced to accept the order. Oh my God, I will face a big trouble! How can I know the size of the bed that I need to make?Mr. John thought. The king said again: listen carefully! The bed must be 6 feet long and 3 feet wide! Thus, Mr. John measures the wood with his own feet (which is much smaller).Mr. John counted with his feet: 1,2,3,4,5,6..1,2,3.. When the bed is completed, it is too small. The king was angry and put Mr. John in the jail. Teacher asks the class the questions as following: 1. Why was Mr. Johns measurement of the bed not match the kings requirement? (Answer: Mr. John used his feet to measure the wood.) Teaching & Learning Remarks Activities 1. Teacher tells the story Method: to the class. Story telling 2. Teacher asks questions to the class. 3. Pupils answer the question. Teacher then introduces todays topic to the class. Technique: Questioning Moral value: Careful Systematic Materials: Power point Slides, Music, ruler, white board Critical thinking: Explain, Relating

2. Nowadays, how we settle such problem? (Answer: We use some units of length, for example metre, centimetre, and milimetre to measure the wood.) Teacher tells the class that there have relationships between units of length (cm and mm). Step 1 ( 10 minutes) State the relationship between units of length (1cm=10mm) 1. Teacher shows the power point slide below: 1. Teacher introduces the relationship between cm and mm to pupils. 2. Teacher divides students into three groups: Group Sun, Group Star and Group Moon. 3. Each group will write down their answers on the white board given by teacher. Teacher asks pupils: What is the length from A to B? (1 cm) How many plastic rulers are used? (10 plastic rulers) Method: Discover relationship Technique: Questioning Moral value: Confidences Materials: Power point Slides , Ruler Critical thinking: Discover relationship, Explain

3. Teacher explains to pupils: The thickness of each plastic ruler is 1 mm. So, the thickness of plastic rulers is 10 mm. 4. Teacher use paper strip proves to the students that the relationship between cm and mm, for example 10cm=100mm, 5cm=50mm etc.

= What is the leng

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Step 2 ( 3 minutes)

Introduction of conversion of units of Length (cm to mm and vice versa) 1. Introduce some vocabularies that are used in conversion of units of length.

1. Teacher introduces to the pupils the vocabulary that will be used in the conversion units of length. 2. Teacher guides pupils to understand the relationship between cm and mm and vice versa.

Method: Demonstration Technique: Practical work Moral value: Confidence Materials: Power point Slides , Paper strips

2. Show pupils with two paper strips with marking. One paper strip is marked in cm, and the other paper strip is marked in mm. 3. Stress that 1 cm = 10 mm or 10 mm = 1 cm.

Critical thinking: Discover relationship, compare and contrast

1.Convert 2.Relationship
Technique: Practical work Moral value: Cooperative Careful Materials: Power point Slides Critical thinking: Discover relationship, compare and contrast 2. Teacher guides the students to convert the units from cm to mm and vice versa. 3. Teacher stresses that 1 cm = 10 mm and 10 mm = 1 cm. 1. Teacher asks students to listen to the conversation between Puan Hanim and Raju about the conversion of units of objects from cm to mm and vice versa. Method: Exposition and explanation

4.

Step 4 ( 10 minutes)

Conversion of units from cm to mm and vice versa. 1. Create a situation of a Mathematic Exhibition in school.

5.

I. There is a mathematics exhibition in school. Pn.Hanim and a few students are at the exhibition. They talk about the units of measurement and how they are used. II. Puan Hanim asked the students to measure the objects given (pencils, ruler, eraser and paper clip).

III. Raju found that the objects are measured in different units, cm and mm.

IV. Puan Hanim stressed that every 10 mm make 1 cm and to convert the unit of cm to mm, we need to multiply by 10.

Ok, teacher.

15 cm

V. Puan Hanim gave an example to students (the conversion of 34 cm to mm).

1 cm = 1
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15 cm = 15 These two pencils

VI. The conversion of the unit of mm to cm. For example the conversion of 450 mm to cm.

34 centimetres con will be 3

VII. The calculation of how to convert 450 mm to cm.

X 1 450 millimetres con 3 4

Step 4 ( 10 minutes)

Learning Activity of Conversion of Units from cm to mm and Vice Versa

1. Each group leader will stand up 2. Teacher rotates the and shout their group name (Sun, Questions Wheel until Moon and Star). it show one question. For example: 2. The fastest group leader will 86.8 cm = mm answer a general question in order to show the answer to get the cm = 91.9 cm marks. If the group is failed to

cm to mm 450 millimetres to W c 450 mm 34 3 mm to cm cm =W

1. Teacher explains the steps to do the learning activities. Method: Games Technique: Questioning, Practical work Moral value: Cooperative Materials: Power point

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45 450

answer the general question, the chance will be given to the second fastest group to answer the question and so on. The general questions: 1) Who is our prime minister? Answer: Abdullah Badawi. 2) When is Teachers Day? Answer: 16th of May. 3) When is Mothers Day? Answer: 13th of May. 4) When is Malaysias National Day? Answer: 31st August 1957 5) How long has our country achieved independence up to this year? Answer: 50 years. 6) What is the biggest ocean in this world? Answer: Ocean Pacific. 7) Which is the biggest state in Malaysia? Answer: Sarawak. 8) What is the tallest mountain in Malaysia? Answer: Mount Kota Kinabalu. Step 5 ( 10 minutes) Convert compound units to single unit (from cm and mm to cm, mm and cm to mm) 1. The steps to convert compound units to single unit ( from cm and mm to mm): For example: Conversion of 9 cm and 80 mm to mm. I. Find how many mm is 9cm.

Students are given one minute to write their answers on the white board given. 2. Teacher lets each group of the students to write their answer on the white board. 2. Teacher lets the group leader who stands up and shouted their group names fastest to answer one general question. 3. If the group leader answers correctly, teacher will let the group leader to show their answer to get the marks.

Slides, white board Critical thinking: Discover relationship, compare and contrast

Teacher explains to students the steps to do the compound of units of length to single unit (from cm and mm to mm, cm and mm to cm).

Method: Expository, Cooperative learning Technique: Explanation, discussion Moral value: Cooperative, Careful

9 cm X 10 = 90 mm II. Add both of the number in mm. 90 mm + 80 mm = 170 mm

Materials: Power point Slides Critical thinking: Discover relationship, compare and contrast

1 cm = 10 mm

2. Learning Activity (Convert compound the units of cm and mm to mm)

Teacher gives one question to each group (Sun group, Star Group I. Each group (Sun group, Star and Moon Group) and Group and Moon Group) asks each group to show will answer only one their answer to the class. question. II. Each group will show their answer with the working steps to the class.

9 cm 80 mm

Find how many mm is 9 cm

Add both of the number in mm

III. Check the answer with teacher.

9 cm 80 mm = 170 mm 6 cm
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3. The steps to convert compound the units of cm and mm to cm. For example: To convert 8 cm 60 mm to cm. Teacher explains the steps to compound the units of length from cm I. Find how many mm is 8 cm. and mm to cm. 8 cm X 10 = 80 mm II. Add both of the number in mm. 80 mm + 60 mm = 140 mm III. Divide the answer by 10. 140 mm 10 = 14 cm

10 mm = 1 cm

8 cm 60 mm Find how many mm is 8 cm

Add both of the number in mm

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Step 6 ( 10 minutes)

Colouring Activity (Colour the correct spaces with the correct conversion) 1. Each group will cooperate to colour the spaces with the correct conversion) 2. The answer will make the words love, honest and kind which are the moral values. 3. Each group representative will share the moral value and its meaning to the class.

1. Teacher guides the students to colour the correct spaces with he correct conversion. 2. Teacher asks the student to share the meaning of the moral values to the class.

Method: Colouring activity Technique: Practical work Moral value: Cooperative, Careful, Kind, Love, Honest Materials: Crayon, colour paper Critical thinking: Discover relationship, compare and contrast, analyze

Closure ( 2 minutes)

Summary of today lesson 1. Show students the wrong conversion and ask them to point out the error. 2. Stressed that to convert the unit of cm to mm, we need to multiply by 10 and vice versa.

1. Teacher shows students the wrong conversion and ask them to point out the error.

Method: Questioning and revision Technique: Analyze, Revision

2. Teacher stressed that to convert the unit of cm to mm, we need to Moral value: multiply by 10 and vice Diligence versa. dedication 3. Teacher distributes work sheets to the pupils and asks them to hand it by the next day. 4. Teacher will read together with students the rhyme. Materials: Power point Slides , Worksheet Critical thinking: Discover relationship, compare and contrast 10

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3. Rhyme Students will read the rhyme together.

4. Distribute worksheet to pupils for homework.

You do not need any hands, No more paces, palms or spans, A standard unit is always fixed, Start from zero and measure quick. All we need is a centimetre & millimetre stick. Measure correctly is the trick. A centimetre always has the strength, To measure any height or length, You can measure anything, Read in centimetre as you sing. All we need is a centimetre and millimetre stick. Measure correctly is the trick.

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