Mathematics - Primary 4 - Length

Length

Get it on Google Play
Get it on the Apple App Store
  1. Home
  2. Comprehensive Lesson Plan and Notes
  3. Primary 4
  4. Length

Term: 3rd Term

Week: 1

Class: Primary 4
Age: 9 years
Duration: 40 minutes (5 periods)
Date: [Insert Date]
Subject: Mathematics
Topic: Length

SPECIFIC OBJECTIVES:

At the end of the lesson, pupils should be able to:

  • Estimate distances in kilometers and meters (e.g., the width or height of objects).
  • Compare measurements in meters and kilometers.
  • Perform addition and subtraction of lengths in kilometers and meters.
  • Solve real-life problems involving length.
  • Solve quantitative reasoning questions on length.

INSTRUCTIONAL TECHNIQUES:

  • Teacher-centered demonstrations
  • Student-centered practice and discussions
  • Problem-solving activities

INSTRUCTIONAL MATERIALS:

  • Measuring tape
  • Meter sticks
  • Chalkboard/whiteboard
  • Objects of different sizes for demonstration
  • Visual aids (e.g., pictures of various objects to estimate their length)

INSTRUCTIONAL PROCEDURES

PERIOD 1 and 2:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Introduces the concept of estimating lengths in meters and kilometers. Provides examples of different objects and how to estimate their dimensions (e.g., width of a table, height of a door).

Pupils listen and participate in a class discussion about estimating lengths.

STEP 2 – EXPLANATION

Explains how to compare distances in meters and kilometers. Introduces the conversion of meters to kilometers and vice versa.

Pupils take notes on how to convert and compare meters and kilometers.

STEP 3 – DEMONSTRATION

Demonstrates how to estimate the length of various objects using measuring tape and meter sticks. Calculates the length of objects in both meters and kilometers.

Pupils practice estimating and measuring objects in the classroom.

STEP 4 – NOTE TAKING

Explains the importance of rounding to the nearest meter or centimeter.

Pupils write down the steps for estimating and measuring lengths.

EVALUATION:

  • Estimate the length of a table (to the nearest meter).
  • Convert 5 meters into kilometers.

CLASSWORK:

  • Measure the length of the classroom door in meters.
  • Convert 1000 meters into kilometers.

ASSIGNMENT:

  • Estimate the height of a wall in meters.
  • Convert 5000 meters into kilometers.

 

PERIOD 3 and 4:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Recaps the previous lesson on estimation and introduces addition and subtraction of lengths in meters and kilometers.

Pupils recall the previous lesson and discuss the new topic of addition and subtraction of lengths.

STEP 2 – EXPLANATION

Explains the rules for adding and subtracting lengths in meters and kilometers. Uses examples like "5 meters + 3 meters" and "5 kilometers - 2 kilometers".

Pupils listen and take notes on how to perform addition and subtraction of lengths.

STEP 3 – DEMONSTRATION

Solves addition and subtraction problems on the board. For example, "7 meters + 3 meters" and "8 kilometers - 3 kilometers".

Pupils solve similar problems under the teacher's guidance.

STEP 4 – NOTE TAKING

Notes down the methods of adding and subtracting lengths in kilometers and meters.

Pupils write down examples and steps for solving addition and subtraction problems.

EVALUATION:

  • Add 5 meters and 3 meters.
  • Subtract 2 kilometers from 7 kilometers.

CLASSWORK:

  • Add 8 meters and 12 meters.
  • Subtract 3 kilometers from 9 kilometers.

ASSIGNMENT:

  • Add 2 meters and 8 meters.
  • Subtract 1 kilometer from 5 kilometers.

 

PERIOD 5:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Reviews length conversions, addition, and subtraction. Introduces real-life problems on length.

Pupils recall the methods taught in previous lessons.

STEP 2 – EXPLANATION

Provides real-life problems such as "How much longer is one road compared to another?" and "If you walk 3 meters, then 5 meters, how far have you walked in total?"

Pupils listen and participate in discussions on solving real-life problems.

STEP 3 – DEMONSTRATION

Solves a real-life problem involving addition and subtraction of lengths. For example, "If a car travels 10 kilometers today and 5 kilometers tomorrow, how far did it travel in total?"

Pupils solve similar real-life problems using addition and subtraction.

STEP 4 – NOTE TAKING

Gives examples of how real-life problems can be translated into addition or subtraction problems in mathematics.

Pupils take notes and work on examples in their notebooks.

EVALUATION:

  • A car travels 6 kilometers on Monday and 4 kilometers on Tuesday. How far did it travel in total?
  • A road is 10 meters long, and another is 15 meters long. How much longer is the second road?

CLASSWORK:

  • A table is 3 meters long and 2 meters wide. What is the total length if you add them together?
  • A train travels 8 kilometers today and 12 kilometers tomorrow. How far does it travel in total?

ASSIGNMENT:

  • A shopkeeper arranges 4 tables, each 2 meters long. How long are all the tables together?
  • A bus travels 18 kilometers in the morning and 7 kilometers in the evening. How many kilometers does it travel in total?

 

CONCLUSION:

To conclude the lesson, the teacher

  • Reviews the importance of measuring and comparing lengths in real-life situations.
  • Emphasizes the practical applications of length, such as estimating distances, measuring items, and solving real-world problems using addition and subtraction of lengths.

Asks students to share examples from their daily lives where they have to measure or estimate distances.