| << Chapter < Page | Chapter >> Page > |
4. We know that there are 1 000 mm in 1 m
Thus: 2 347 mm = 2 m 347 mm= 2,347 m
Complete the table:
| mm | m | |
| e.g. | 4 328 | 4,328 |
| ..................... | 3 | |
| 367 | ..................... | |
| ..................... | 4,7 | |
| 28 | ..................... | |
| ..................... | 0,067 | |
| 6 | ..................... |
5. In the same way 1 000 m = 1 km
Thus: 1 407 m = 1 km 407 m= 1,407 km
Complete the table:
| Distance in m | 2 368 | ............ | 426 | ............ | 38 | ............ | 9 |
| Distance in km | 2,368 | 7 | ............ | 0,6 | ............ | 1,48 | ............ |
DID YOU KNOW?
When we draw something, e.g. a house, we don’t draw it as big as it actually is.
We draw it to scale. The shape stays the same but the size is different (smaller). The knife below is drawn on a scale of 1:4
Now think about maps. Normally a place will be drawn much smaller than it actually is in reality. A scale tells us how to measure distances on a map. In the map below 1 cm equals 500 km.
1. Answer the following questions:
1.1 What is the actual length of the knife above? 1_____
1.2
A to town B?....................
2. Determine the scale of each item below:
2.1 The actual length of the crayon is 15 cm.
Scale: .........................................
2.2 The actual length of the bottle is 80 cm.
Scale: .........................................
2.3 The actual length of the fish is 45 cm.
Scale: .........................................
Now take any 340 mℓ cool drink tin and measure the distance around it in mm.
| LO 4 |
| MeasurementThe learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. |
| We know this when the learner: |
| 4.1 reads, tells and writes analogue, digital and 24-hour time to at least the nearest minute and second; |
| 4.2 solves problems involving calculation and conversion between appropriate time units including decades, centuries and millennia; |
| 4.3 uses time-measuring instruments to appropriate levels of precision including watches and stopwatches; |
| 4.4 describes and illustrates ways of representing time in different cultures throughout history; |
4.5 estimates, measures, records, compares and orders two-dimensional shapes and three-dimensional objects using S.I. units with appropriate precision for:
|
| 4.6 solves problems involving selecting, calculating with and converting between appropriate S.I. units listed above, integrating appropriate contexts for Technology and Natural Sciences; |
4.7 uses appropriate measuring instruments (with understanding of their limitations) to appropriate levels of precision including:
|
ACTIVITY 1
3. tape measure / metre stick / trundle / ruler / string / wool
Activity 2
1. 1.1: cm
1.2: m
1.3: m
1.4: mm
1.5: km
1.6: m
2. 2.1: 2 m
2.2: 26 cm
2.3: 674 km
3.
| 42 | 179 | 1463 | |||||
| 8,5 | 24,5 | 102,6 |
4.
| mm | m |
| 3 000 | |
| 0,367 | |
| 4 700 | |
| 0,028 | |
| 67 | |
| 0,006 |
5.
| 7 000 | 600 | 1 480 | |||||
| 0,426 | 0,038 | 0,009 |
ACTIVITY 3
1. 20 cm
1.1: 1 250 km
1.2: 1 500 km
2. 2.1: 1:5
2.2: 1:20
2.3: 1:15
Notification Switch
Would you like to follow the 'Mathematics grade 5' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|