Session 35: Conversion of Length

Introduction  Activity (30 minutes)

Measurement in Motion (20 minutes )

Make students into small groups:-

Ask students to estimate and then measure everyday classroom objects (e.g., a pen, desk, board, bench, floor).

They measure using different units (mm, cm, m) and compare results.

Discuss: Why do we need different units for measurement?

(Draw the picture given below on a chart)

Explain the units of length (10 minutes)

Use hand movements (e.g., small steps for mm, bigger steps for meters) to make it kinesthetic.

Main Activity (55 minutes)

“What’s the Best Unit?”-  Discussion ( 10 minutes)

Present scenarios:

• Measuring a road length (km or m?)

• Measuring a pen (cm or mm?)

• Height of a tree (m or cm?)

• Tailor measuring Fabric ( cm or m )

• Doctor measures the height of a child during the check up ( mm or cm)

• Measuring football field ( cm or m )

• Measuring the thickness of a coin ( mm or cm )

• Laying tiles on the floor ( cm or m )
  

Converting Method  (35 minutes)

(Draw the picture given below on the board)

Display the conversion table and explain relationships (e.g., multiplying/dividing by 10, 100, 1000).

1. Convert 5 meters to centimeters.

2. Convert 200 centimeters to meters.

3. Convert 3 kilometers to meters.

4. Convert 1,500 millimeters to meters.

5. Convert 4.5 meters to millimeters.

Review Questions(10 minutes)

1. How many centimeters are there in 1 meter?
2. Your height is 160 cm. Express it in meters.

Follow up Tasks ( 5 minutes )

Home work

1. The rope is 2.5 meters long. How many centimeters is it?

2. A pencil is 140 mm long. Convert it to centimeters.

Expected Learning  Outcome:

Knowledge building-

• Identify different units of Length

• Inquiry based discussion ( why do we convert? )

Skill Building-

• Contextual understanding

• Critical thinking