Scene 1

Scene 2

•Students will be able to explain why a standard unit of measurement is needed. • Students will measure an object twice, using different length units (bridge  from nonstandard  to standard) • Students will create and be able to use a ruler to measure objects.

Scene 3

Children will understand the attribute to be measured. They know the object that will that will be used during

Scene 4

Gather students, then introduce the different measurement tools. Make an anchor chart of all of the different tools, the units on each tool, and the types of objects they measure.  Discuss the different tools, then ask review questions about which tool would be best to measure specific objects. • What tool would you use to measure the weight of a dog? • What tool would you use to measure the length of a marker?

Scene 5

What things can we measure ? Why do we measure things? How does measuring makes life easier? What kind of things do you and your family measure?

Scene 6

• Explain to them that when we use hands or feet, etc.we call it a non-standard measure because the sizes of the measuring units differ. Ask the learners why all the measurements are not the same. (Because everyone in the class does not have hands that are the same size.   • Use a  metre  stick for this activity. • Show the  metre  stick to the learners and tell them that this stick is one  metre  long. • When we use this stick to measure the lengths of objects we will get an accurate measurement. It is a standard measure. • Explain: When we use a standard measuring instrument, we will all get the same answer for the measurement. This is what we need. • Use the  metre  stick to measure the lengths of different objects in the classroom, e.g. height of door, length of de sk .

Scene 7

Choose an object in the class to measure, e.g. your table, the board or a book bag. • First get three to four learners to measure the length/height/width/etc., using hand spans. • Write all the measurements on the board. • Discuss the measurements.   Choose an object in the class to measure, e.g. your table, the board or a book bag. • First get three to four learners to measure the length/height/width/etc., using hand spans. • Write all the measurements on the board. • Discuss the measurements.

Scene 8

Ask: Are they the same/different/why? • Now get three or four learners to measure length/height/width/etc.of the same object, using the  metre  stick. • Compare all the different readings. • Ask: Are they the same/different/why? • Ask: Which measurement is the most accurate? (The  metre  stick.)

Scene 9

Learners trace their hands on a piece of paper and cut it out. Use cut-out hand spans to measure various objects in the class, e.g. the window, teacher’s desk, length of the carpet. Remind the learners that it is important to remember that we always use the same hand when measuring the length of an object. After each object discuss how hands are not the same size and therefore we get different answers. Explain the importance of  metres  as a standard unit of measurement using the  metre  stick as a visual aid

Scene 10

Baseline ( determine what learner understood during the lesson) Observe while teaching to see who partake in the activities and who shy away from answering

Scene 11

Which learners need support  Try to teaching in different way as learners have different learners styles. Ask the gifted learners to help others.

Scene 12

Review on what the student have learned. Who still needs help. Where can I improve.

Measurement Length

Page 1 (0s)

Page 2 (11s)

Page 3 (38s)

Page 4 (54s)

Page 5 (1m 43s)

Page 6 (2m 6s)

Page 7 (3m 10s)

Page 8 (3m 38s)

Page 9 (3m 56s)

Page 10 (4m 55s)

Page 11 (5m 31s)

Page 12 (5m 56s)