# Session 35: Conversion of Length

<div align="left" dir="ltr" id="bkmrk-session-title-conver"><table style="width: 117.619%; height: 326.438px;"><colgroup><col style="width: 35.952381%;" width="199"></col><col style="width: 63.928571%;" width="434"></col></colgroup><tbody><tr style="height: 29.7969px;"><td class="align-center" style="height: 29.7969px;">**Session Title**

</td><td class="align-center" style="height: 29.7969px;">**Conversion of Length**

</td></tr><tr style="height: 120.422px;"><td style="height: 120.422px;">Objective

</td><td style="height: 120.422px;">By the end of this lesson, students will be able to:

  
1. Identify different units of length (mm, cm, m, km).
2. Convert between these units using practical and interactive activities.
3. Apply length conversions in real-life situations.

</td></tr><tr style="height: 29.7969px;"><td style="height: 29.7969px;">Concept

</td><td style="height: 29.7969px;">Exploring the World of Length Conversions

</td></tr><tr style="height: 53.2344px;"><td style="height: 53.2344px;">Materials Required

</td><td style="height: 53.2344px;">1. Chalk
2. Board
3. Ruler
4. Scale, Measuring tapes
5. Conversion table/ Chart

</td></tr><tr style="height: 46.5938px;"><td style="height: 46.5938px;">Methodology

</td><td style="height: 46.5938px;">Activity and SEL-based

  
</td></tr><tr style="height: 46.5938px;"><td style="height: 46.5938px;">Session Duration

</td><td style="height: 46.5938px;">90 Minutes  
  
</td></tr></tbody></table>

</div>### 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)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXceHuvxL-O6bxiOGMO3mIh27vfejud-J7UcIU3JqXGu5LgzfXpHmv8GPNYU5gPnEoDZHrQH8qUHOC0ElZjLaV96ILdGRkga99uXjYpdpWSPCopBjWtbpZops1PXaKuc8QM8M2tq?key=KCcxOD7i31JH3t8mxSAZ2Kd3)

**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)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXe4T_kDjtLya8CafMcK1-An4ZPgphFDx-NJq1Kj7a009-H5a3U9-jie86ZujDIv9uSKrWrqfpFZbgntCP9npG2QeYeqe0uHUfu9uMJuSp_0KQZAIbvfC9EDxw1dU99bVf_SC0Bo6w?key=KCcxOD7i31JH3t8mxSAZ2Kd3)

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