CBSE, Maths, Class – III, Unit - VI

Longer will be short, when there is longest

**Prior knowledge:** Know the difference between longer, shorter, longest and shortest among objects

Learning objective: Students will be able to:

• Get an idea of length and distance

• Appreciate the need for standard units of measurement

Major Concept: Students will know:

• That centimeter, meter, and kilometer are used for measuring distances.

• That the meter is the metric standard of measurement.

Learning Resources: Text book, blackboard, worksheet, YouTube videos, linker cubes, crayons etc.

## ENGAGE:

**Activity 1**: Video

Students are made to watch a video on YouTube to introduce them to the concept of measurement.

https://www.youtube.com /watch?v=Ll21j2r8gDc

Affter waching video, teacher initiates a discussion with the students based on the video.

## EXPLORE:

**Activity 1:** Measuring the height of a person. Students are asked to measure the length of an object or the height a person using needles, pins, blocks, linker cubes, fingers etc...

Children are asked to note down the measurements.

**Activity 2:** Standard and non-standard units Students are given worksheets to distinguish between nonstandard and standard units such as meter and centimeter.

Object: length of the table

Note: Here the non-standard units of measurement differs for each student but the standard units remain the same for all. Building on from this experience, the teachers explains the importance of standard units and then

introduces centimeter and meter to students.

**Activity 3**: Measuring distance

• The teacher asks the students to jump according to their ability and measure the distance in cm using a measuring tape. They are then asked to run for a particular duration (2-3 seconds) and measure the distance. It would n't usually exceed 100 cm. Here, the teacher can introduce the other unit meter which is used to measure longer distances.

## EXPLAIN

Students are asked to share and discuss their understanding from the previous activities. Then the following activity is done to further explain the concept.

**Activity 1: How tall am I ?**

Children are given a yarn (string) to measure the height of their peers. A chart is placed in one corner of the classroom to paste the photograph of children along with the strings that denote their respective heights.

The heights of all the children are then measured using a scale or meter table and tabulated.

**Activity 2: Measuring using a meter tape**

The teacher extends the concept of meter and centimeter using a toy car and some building blocks. Mark the starting point to keep it consistent. Launch the car from the starting point and record the distance travelled. Now, add a block to the car and launch it. Repeat the activity by adding more blocks to the car. Try the activity with different cars. Record the distance covered in each case and tabulea tit. It is explained to students that longer distances are measured in m and shorter ones are measured in cm. Further teacher discuss these questions with students.

• Did you get consistent results in all the trials? What are your findings?

**ELABORATE:**

**Activity 1:** Using a ruler

Students are asked to measure the length of the line segments using a ruler. For example below.

**Activity 2:**

Measuring the length of various objects in the classroom and tabulate them.

**Activity 3:** Standard units of measurement

This activity is to further help childrendifferentiate between cm and m.

Name some objects that can be measured in cm and m.

**EVALUATE:**

The following worksheets can be used to evaluate the students.

**Term: **
Term 2

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