MEASUREMENT (LENGTH)

Prepared by:
Group 1

Abd. Ghaffar bin Mat Ripin.

Mohamad Afiq bin Mohamad Nawi.
Ida Safrina binti Ramlan.
Fauziah binti Husin.
Aimie Syafiza binti Syamsuddin.

CONCEPT OF
MEASUREMENT

The concept of measurement can be difficult for

primary-grade children to grasp. It is an area of
mathematics that requires understanding that
various attributes of objects can be measured (such
as weight, length, or capacity), and numerous
standard units of measure exist from which to
choose (such as grams, inches, or gallons).
Measurement easily lends itself to hands-on
investigations because students can explore
measurement concepts by experimenting with
objects and discussing their findings.

TYPES OF
MEASUREMENTS

MASS

TIME

MEASUREMEN
TS

LENGTH

VOLUME
of lIQUID

TIME
DEFINITION
Events occur in apparently irreversible
succession from the past through the
present to the future.
A number, as of years, days, or minutes.
A similar number representing a specific
point on this continuum, reckoned in
hours and minutes.

VOCABULARY
Seconds, minutes, hours, days, weeks,
months, years, decades, clock.
CONTENTS
Involving the usage of clock.

length
DEFINITION
Distance.
How far from end to end.
A specified distance, especially between
two positions or locations.

VOCABULARY
Millimeter, centimeter, meter, kilometer,
measure.
CONTENTS
Formally use ruler as the important items.
Can know the relationship between the
different units in length.

mass
DEFINITION
A scale, or graduated standard, of
heaviness.
Any heavy thing or load.
Quantity or amount of heaviness; how
much a thing weights.

VOCABULARY
Weight, mass, gram, kilogram, read.
CONTENTS
Use weighing scale to know the weight ;
mass.
gram & kilogram

Volume of liquids
DEFINITION
A unit of capacity for liquids (for measuring the
volumes of liquids or their containers).
A graduated beaker can be used to know the
volume of an available liquid. As mentioned
earlier, the liquid volume is directly
proportional to the height of its container of
uniform cross section. Therefore, in a
graduated beaker, the readings are calibrated
to directly give the value of the volume.

VOCABULARY
milliliter, liter, measuring cylinder, water level.
CONTENTS
Use the measuring cylinder or any container
which have scales.
Use liquids (water, oil).
Has 2 units ( milliliters, liters ).

Information
Also use the basic operations.
Can be applied in daily life.

HISTORY OF
MEASUREMENT
(LENGTH)

The Egyptians have evidence that

proves that they may be the earliest
civilization that discovered a standard
unit for length
The Egyptian cubit was developed
about 3000 BC, the unit was based on
the length of the arm (from the elbow to
the extended finger).

The cubit (finger tip to elbow).

The Greeks used the width of 16 fingers to

find one foot.
The Romans adopted the foot from the
Greeks and divided it into 12 sections which
was called unicae, which came to be known
as an inch.
The cubit could vary considerably due to the
different sizes of people.

The Greeks used the width of 16 fingers

to find one foot.
The Romans adopted the foot from the
Greeks and divided it into 12 sections
which was called unicae, which came to
be known as an inch.

As early as the middle of the tenth century it

is believed that the Saxon king Edgar kept a
"yardstick" at Winchester as the official
standard of measurement
A traditional tale tells the story of Henry I
(1100-1135) who decreed that the yard
should be "the distance from the tip of the
King's nose to the end of his outstretched
thumb".

The yardstick
(Henry I, thumb to nose).

LANGUAGE OF EQUALITY AND

INEQUALITY

Many of the appropriate vocabulary terms may

been used prior to these experiences but it is
important that the words and ideas be
specifically linked.
The following expression: as long as, not as
long as, longer than, shorter than, different
lengths, the same length
As the childs understanding increases, it
include other vocabulary such as, higher than,
lower than, beside, above, below

These will all gradually become a part of his

vocabulary.
It is probably preferable to restrict the
vocabulary used to terms such as same, same
length as, and different rather than introduce
the words equal and unequal or not equal.
These terms should be introduced when the
child has developed his ideas through a number
of topics in measurement and number.
Thus language relating to equality and inequality
may remain informal for some time.

Introduction OF MEASUREMENT

Units of measurement were among the

earliest tools invented by humans.
Primitive societies needed rudimentary
measures for numerous tasks such as:
constructing dwellings of an appropriate
size and shape, fashioning clothing, or
bartering food or raw materials.
One of the units of measurement is
length.

Definition of Length
1.

2.

3.

The linear extent or measurement of something

from end to end, usually being the longest
dimension or, for something fixed, the longest
horizontal dimension.
The extent of something from beginning to end,
measured in some more or less regular units or
intervals the book was 600 pages in length.
A specified distance, especially between two
positions or locations the length of a race.
(According to free dictionary website)

Conclusion
So, from the definition given, we
can conclude that the length
means the measure of how long
a thing is or measurement of
anything from end to end.

Comparison of Length

Comparison is assisted when

the ends of the sticks are
placed in line.

The idea may be extended to show that

when material lies or stands in any
position, accurate comparison of length is
possible.

Initially the objects to be compared should

be similar, varying only in the attribute of
length. Differences can become less
marked to encourage the correct aligning
of objects.

Teaching Strategies

The learning and teaching strategies for this

indicator of progress are based on practical
tasks /activities from which students infer the
attributes of length and simultaneously develop
appropriate vocabulary.

There are 3 activities where teacher can carry

out:

Activity 1: Direct Comparison.

Activity 2: Indirect comparisons.
Activity 3: Using more than one attribute at a
time.

Activity 1: direct comparison

Student can compare the length of objects directly

and use a variety of language (not just long and
longer, but also short, shorter, longest, taller, wider,
higher etc).
Examples of possible tasks are:
Is Your Pencil Longer Than Mine?
Provide strips of plastic ribbon of various lengths and a stick
thirty centimeters long. Ask the child to find all the lengths that
are:
a) Longer than the stick.
b) Shorter than the stick.
c) The same length as the stick.

Activity 2: Indirect
comparisons
Indirect comparisons requires indirect
comparisons in which it is necessary to use a
third object as the basis of the comparisons.
The following tasks prompt the idea of using
the length of a third object for comparisons:

Which is longer: my desk or the tables in the

playground? (In fact anything that cannot be

moved can be used for these comparisons). In
this case, the students must use a third object to
compare the two items.

Activity 3: Using more than one

attribute at a time

Using more than one attribute at a time requires

students, at a slightly higher level, to contrast two
attributes. Such activities should be undertaken as soon
as students have a basic understanding of individual
attributes, to further highlight their nature.
Students need to be able to work with more than one
attribute at a time. For example:
Find two objects that hold the same amount of water,
but one is taller than the other. Find two objects that
weigh the same, but one is taller than the other.

MEASURING WITH
MIXED OBJECT

Can help children understand that many

object may be placed end to end so that
the length will be equal with the length of
another object.
Example:

This is a one to many relationship.

An understanding of this concept will
become apparent as the child goes
about his activities related to
measurement of length.
Example of activities:
1. Find a long stick and then find four
objects that are the same as the stick in
length.

2. Place a pen, whiteboard marker end to

end. Then find three objects that are the
same in length as those objects.

STANDARD
AND
NON STANDARD
UNIT OF LENGTH

NON STANDARD UNIT

Before we had standard units people measured various

things with their body parts.

1) finger- the width across your first

2) hand- the width across your hand with your fingers
together.
3) cubit- length of your arm from the end of your middle
finger to your elbow
4) pace- length of a step or stride length stride

5) fathom- distance from fingertips of left

hand to right hand with arms outstretched
6) inch- distance from the tip of your thumb
to the first knuckle.
7) yard- distance between thumb and nose
with hand extended (stretched out)
8) span- distance between the tips of the
thumb and little finger with hand
extended (spread apart)

STANDARD UNIT
The length is measures by two standard units. They are,
1)Metric unit
2)Customary unit

Standard metric unit of length in math:

In metric unit, the millimeter, centimeter, meter and
kilometer is used for measurement.
The standard units are,
1 cm = 10 mm
1 m = 100 cm
1 km = 1000 m

Standard customary units of length in

math:
In customary unit, inches, feet, yard and
mile is used for measurement of length.

The standard units are,

1 feet = 12 inches
1 yard = 3 feet
1 mile = 5,280 feet