Session 35: Conversion of Length

Introduction  Activity 

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?

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

Main Topic/ Activity

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

Objective: Understand when to use different units in real life.

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  (45 minutes)

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.

Expected Learning  Outcome:

Knowledge building-

• Identify different units of Length

• Inquiry based discussion ( why do we convert? )

Skill Building-

• Contextual understanding

• Critical thinking

Review Questions/Assessment/Tasks 

Follow up Tasks

Home work: ( 5 minutes )

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