LESSON PLAN OF DISTANCE

 

LESSON PLANNING OF DISTANCE

Subject Mathematics

Grade 5^th

Students` Learning Outcomes

• Convert kilometers to meters.
• Convert meters to centimetres.
• Convert centimetres to millimetres and vice versa.

Information for Teachers

• No matter values are in fractions or decimals, keep two rules; 
  
• 
• To convert meters in kilometers use smaller to Greater Division (SGD) i.e.
• To convert 36 meters in kilometers; 
  
• To convert meters in centimetres use Greater to Smaller Multiplication (GSM) 
  
• During this lesson, for all steps, the teacher should consult the textbook according to the requirement

Material / Resources

Writing board, chalk / marker, duster, textbook, measuring tape, small wooden scale

Introduction

• Ask questions to enhance application skills and get meaningful sentence.

o   How do we know that how far is our school from our home?

o   How do we measure?

o   Which are the different units of measurement given on your scale?(cm, mm, inches)

• Make two marks approximately 80 cm apart on the floor or ground.
• Have students pace, walk, skip, ho (by student choice) from one mark to the other.
• Tell students, the difference between arbitrary and standard measurements.
• Discuss with the students to conclude that we can measure people,, places, and things to determine their lengths, width, and height.
• (One day before)Ask students to inquire from their parents. How much cloth do they buy for each suit material? They would answer four or five meters. Then focus on ‘METER’ and tell that it is a unit to measure length. 
  
• Ask have you ever seen the insect with 100 small legs? Tell that it is known as “centipede”
• ‘Centi’ is Roman word and it means 100.
• So centipede means having 100 small steps.
• One meter is equal to 100 centimetres.
• Write on the board ‘1 m =100 cm’
• Write on the board ‘km’ and ask the class to share, whatever they know about it. Some of them would reply 1 km = 1000 m as added in grade IV. Write on the board 1 km = 1000 m.
• Tell them that distance between cities / places are always measured in km.
• Ask can you guess how much size is one meter?
• A meter is usually equal to a cricket bat, the standard distance between door handle and base is one meter.
• Ask, by holding scale in your hand: who will tell the relation between cm and millimetres?
• Give them time. [Since they have studied it in grade IV also] most of them would reply.
• If most of them will be unable to answer; ask them to look at the scale carefully and observe.  
  
• Ask: how many small gaps are there till one centimeter? (There are 10 small gaps) 
  
• Tell them a small gap is a mm.
• Tell them that in this period we will discuss about conversion between these units, i.e. km, m and cm.

Development

Activity 1

• When you have written all the four units and their relations on the board, now it is the time to talk about their conversions.
• Before that you have to make sure that students know which unit is bigger than the other?

o   Tell them we know that 1 cm =10 mm.

o   Now measure the length of your index finger (first finger after thumb) 

o   Tell them to express the size of index finger first in cm and then in mm.

o   Do the same with their friend`s finger.

o   Now ask them to fill table; 

• Discuss the answer with the whole class.
• Ask: “How do you know that 3 cm is equal to 30 cm?”
• Guide them to conclude that 3 are multiplied by 10.
• Ask: “Can we say that whenever we convert cm to mm, we multiply because mm is smaller than cm? [Yes]
• So if 1 meter = 100 cm then 2 meters will be equal to what? [200 cm]
• Which is smaller, meter or a centimeter? [Centimeter]
• Ask” “Why?” give example [when there are 100 small bogie they make one large train, similarly, 100 cm make meter and 1 cm is smaller than 1 meter]
• Also remind them that 1 km = 1000 m
• Hence we conclude that whenever we have to move from a greater unit to a smaller unit we multiply, GSM-GREATER TO SMALLER MULTIPLY. [REPEAT, TWICE]
• What would be the opposite tom it, let`s write and discuss with the whole class. Whenever we have to move from a smaller unit to a greater unit we divide. (Repeat, twice)
• Ask: “if 1 km = 1000 m then 2 km = how many meters? “]2000 m]
• Ask: “if 1 km = 1000 m then 3000 m = how many kilometers? “ [3 km]
• Ask: “Why?” [Invite students on the board to explain the division]
• Ask: if I write 2000/1000, what will be the answer?
• Recall that from decimals lesson, we know that will be the answer of 34.54 x 1000.
• Write on the board 3.45 100 and show the movement of decimal to the right side. Share the answer 345 cm. [they have done the decimal multiplications]
• Repeat the same concept with few more examples.
• Let them recall that point moves forward when multiply by 10, 100, and 1000 and point movers backward when divide.
• Write on the board 34.54 ÷ 1000 = 0.03454.

Activity 2

• Divide the class into groups and ask them top complete ether following task.
• Measure the length of the following items present in the classroom, in centimetres. 
• Record your finding.
  
• Take a round of the groups when they are doing conversions after taking the measurements. .
• Let them record on the sheets. Collect the sheet, for assessment.
• Discuss the answers with the whole class.

There is a key to unit conversions: 

• GSM: Greater to Smaller Multiply.
• Let`s measure around.
• Ask the students to work in pairs and complete the following task: [record in meters], 
  
• Discuss the answers with the whole class.so that all confusions are cleared.
• Ask them: While working in the same groups, convert all measurements in millimetres.
• Ask the whole class to share answers.  

Activity 3

• Assign sums from the text book and let the pairs solve it.
• Later on let them exchange their sheets with other pairs to check with pencils.
• Allow them to give star for all correct answers and help fellow pairs in correcting their mistakes. (Students always learns from each other)

Teacher Directed Discussions:

• Ask them do if they remember ‘GSM’? (Yes) greater to smaller multiply.
• So if we say 2 km =…. m [write on the board]
• Which is greater km or m? [Let them think and reply “km” also asks: why?]
• So when we move from greater to smaller we multiply. So we will do 2 x 1000
• Ask: What do you think, why did I multiply by 1000? [Because 1 km =1000 m]
• So, 3.5 km, is equals to how many m? [Apply GSM]
• Let them share with their peer to answer.
• Show the movement of decimal the right side as done in decimals cheater. (3.500 to 3500.)
• Reinforce the concepts of the movement of decimal, with few more examples.
• [Revise division similarly]

Sum up / Conclusion

• When do we divide and when do we multiply?
• Follow two rules GSM and GSD.
• GSM is greater to smaller multiply.
• SGD is smaller to greater divide.
• The units of measurement are these: 
  

Assessment

• Check the record sheets and provide group wise feedback.
• Change 100 meter in kilometre.
• What is larger and why?

o   1 meter or 105 centimetre

o   12 cm or 102 mm

o   4 km or 4400 m

• Teacher should also involve the students in solving the exercise questions given in the end of the lesson in textbook
• Fill in the blanks: 
  
• Copy and complete these tables:  
  
• Teacher should do also involve the students in solving the exercise questions given in the end of the lesson in textbook

Follow up

• Put the following units (to measure distance) in order starting with the smallest: meter, kilometre, millimetre and centimeter.