fun activity (basic measurements)
Post on 24-Jan-2015
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Mohamad Hafi z Bin Saleh D20091036030Kok Keng Hon D20091036644
BASIC MEASUREMENTS
Understand the concept of length to solve problems
LEARNING OBJECTIVE
At the end of the lesson, a student will be able to:I. Measure the length of objects.II. Convert one metric unit to another (mm, cm, m and km)III. Estimate lengths of objects in appropriate units.IV. Use the four operations to solve problems involving
length.
LEARNING OUTCOMES
How tall are you?What is the length of this classroom?How far is it for you to travel from your house to
school?How far is the distance from here (classroom) to the
cafeteria?
QUESTIONS
Instructions:1. Measure the distance Ironman (err… without his iron
suit) travels on his journey from his initial point to:a. His homeb. Nearest lakec. Nearest playgroundd. School.
SO, WANNA PLAY A GAME…
The suit is too heavy!
2. Measure the distance by filling in the space with selected non-standard units such as finger, rubber, pencil, etc.
G O !
GO!
Group 1 2 3 4 5
School
House
Lake
Playground
RESULTS (NSU)
All of your measured length are diff erent,Why not if I set you a path and again you use your
non-standard units to measure?Lets try!
WHAT I SEE IS THAT…
G O !
Group 1 2 3 4 5
School
House
Lake
Playground
RESULTS (NSU)
Your measure length are still not the same, why?What if I provide you with these legos of diff erent
sizes and you guys try again to measure.
STILL…
Group 1 2 3 4 5
School
House
Lake
Playground
RESULTS (SU)
You guys actually manage to obtain a similar distance by using same size lego.
This is what we called standard units.Why is it important to use same size lego or standard
units?Look at your ruler, can you see the units (cm)? Is it the same on everyone’s ruler? Why? How about if all of you try to measure the distance
again by using your ruler?
YES…
Instructions:Line up in your groups and monitor will lead the
whole class to the field.Search for a corner in the field where there is a sign
bard that reads “Mr. Handsome’s corner, do not cross without permission.”
You guys can cross it though.
NOW LETS TRY IN A BIGGER FIELD
THIS IS WHAT THE FIELD LOOKS LIKE…
1. Measure the distance from your initial point to:a. Homeb. Nearest lakec. Nearest playgroundd. School, in the field.
2. Measure the distance by using selected non-standard units such as finger, rubber, pencil, etc.
3. Next, measure the distances by using standard units (cm-ruler, and m-meter rule).
INSTRUCTIONS
Group 1 2 3 4 5
School
House
Lake
Playground
RESULTS (NSU)
Group 1 2 3 4 5
School
House
Lake
Playground
RESULTS (SU)
MASS
Understand the concept of mass to solve problems
LEARNING OBJECTIVE
i. Measure the mass of objects.ii. Convert one metric unit to another. (mg, g, kg, tonne).iii. Estimate masses of objects in appropriate units.iv. Use the four operations to solve problems involving mass.
LEARNING OUTCOMES
Instructions:1. Divide the class into 4 groups.2. 1 & 2 group will make butter cake, while 3 & 4
group will make cheese cake.3. Group 1 & 3 will make a cake for 5 person while
group 2 & 4 will make a cake for 10 person.4. Refer table 1.5. You are given 10 minutes to collect and weigh the
ingredients (as in table 1).6. Weigh the ingredients by using electronic balance.7. Record down the weigh of all the ingredients.
LETS MAKE A CAKE!
Group 1 2 3 4
Flour (cups) 1 2 1 2
Egg(s) 2 4 2 4
Sugar (teaspoon)
2 4 2 4
Salt(teaspoon)
½ 1 ½ 1
Butter (cup) ½ 1 ½ 1
Cheese (cup)
½ 1 ½ 1
LETS MAKE A CAKE!
Table 1
If a chef receives an order to bake a delicious butter cake for 5, he requires: 120g of butter, 120g of flour, 13g of sugar, 10g of salt, and 2 eggs.
However he is without an electronic balance, discuss how you can bake the cake. (Estimation)
SITUATION
WEIGHT OF COMMON INGREDIENTS IN GRAMS
Table 2
Thank you.
THAT’S ALL FOLKS
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