Fundamental quanties of mesurement are quantities that are measured

directly.
They include

 Length: Distance between two points.

 Mass: The amount of matter in an object.
 Time: The duration of events.
 Temperature: How hot or cold something is.

Derived quantities are quantities obtained by combining two or more

fundamental quantities.

 Area: Space covered by a surface.

 Volume: Space occupied by an object.
 Speed: Distance traveled per unit of time.
 Density: Mass per unit volume.
 Capacity: Howmuch space is inside a container

3.1 LENGTH (6 HOURS)

How can you introduce the concept of length?
 Allow learners to compare objects physically by placing them side by side
 Use real life comparison such as identifying tall, long, short, small, same,
equal, taller than, longer than, shorter than and smaller than
 Learners handles and compare objects directly, guide then tomeasure non
standard units before introducing standard tools such as ruler

How to measure length?

Measurement is assigning numbers to an observation.

 Identify the object to be measured.

 Choose an appropriate measuring tool (e.g., ruler, metre rule,
measuring tape).
 Place the object on a flat surface.
 Align one end of the object with the zero mark on the measuring tool.
 Ensure the measuring tool is straight and properly positioned.
 Read the measurement at the other end of the object.
 Record the measurement using the correct unit (e.g., centimetres or
metres).

Uses of length in real life

 Measuring height and distance.

 Building and construction (e.g., walls, roads).
 Tailoring and making clothes.
 Measuring furniture or rooms.
 Mapping and navigation.
 Sports (e.g., race tracks, swimming pools).
 Science experiments (e.g., measuring objects in the lab).
 Uses of length that Grade One learners can relate to:

 Measuring height – to see who is taller.

 Measuring objects – like pencils, books, or desks.
 Building things – like houses, fences, or classrooms.
 Making clothes – measuring fabric to fit.
 Sports – measuring running tracks or swimming pools.
 Cooking – measuring ingredients with rulers or sticks for size.
 Travel – knowing distances between places.
 Measuring your desk – to see how big it is.
 Playing games – like jumping or running certain distances.
 Making simple things – like cutting paper or drawing lines

Importance of length:

 Helps us measure objects – to know how long, tall, or wide something is.
 Useful in building and construction – ensures things are the correct size.
 Helps in making clothes and crafts – to cut materials accurately.
 Important in sports and games – for measuring tracks, fields, or equipment.
 Assists in travel and navigation – knowing distances between places.
 Supports science and learning – measuring objects in experiments or daily
activities.

Create an activity that involve actual measurement of length from one point to
another and compare lengths directly to illustrate the concept of length
Activity: Measuring and Comparing Lengths
Objective: Learners measure objects from one end to another and compare which is
longer or shorter.
Materials: Rulers, measuring tapes, classroom objects, paper, pencils.
Procedure:
1. Guess which object is longer.
2. Measure objects using rulers or tape from one end to the other.
3. Record the measurements.
4. Compare objects to see which is longest or shortest.
5. Discuss why measuring accurately is important and relate to real life.
Skills Developed: Observation, measuring, comparing, recording, and teamwork.
 Model an activity of estimating and measuring one’s height to promote self-
awareness and self- efficacy,
Activity: Guess and Measure Your Height

Objective: Learners will estimate and measure their height to develop self-awareness
and confidence.

Materials:
 Wall space
 Paper strips or masking tape
 Pencil or marker
 Chart paper for recording

Procedure:
1. Estimate Height:
 Ask learners: “How tall do you think you are?”
 Let them guess and write it down or say it aloud.
2. Mark the Height:
 Learner stands straight against the wall with heels touching it.
 Teacher or learner marks the top of the head on the wall using a paper
strip or pencil.
3. Measure:
 Measure from the floor to the mark using paper strips, blocks, or a
simple tape measure.
 Record the actual height.
4. Compare and Reflect:
 Compare the estimate and actual height.
 Ask: “Was your guess close?” and encourage discussion.
5. Discussion/Application:
 Explain that estimating helps us think before measuring.
 Relate to real life: checking growth, buying clothes, or sports activities.

Skills Developed:
 Estimation and measurement
 Observation and recording
 Self-awareness and confidence
 Reflection and comparison
Briefly Explain the following stage of development of teaching length

a. Direct comparison of length. 4mks

b. Measuring length using different arbitrary units. 4mks
c. Measuring length using a fixed arbitrary units. 4mks
d. Measuring length using a standard unit 4mks

a. Direct comparison of length (4mks)

 Learners compare two objects by placing them side by side or end to end.
 No measurement units are used.
 Focus is on observing which object is longer or shorter.
 Develops the basic concept of length.

b. Measuring length using different arbitrary units (4mks)

 Objects are measured using non-standard units like blocks, pencils, or hands.
 Units may differ from object to object.
 Learners count how many units fit along the object.
 Introduces the idea of measuring length.

c. Measuring length using a fixed arbitrary unit (4mks)

 One arbitrary unit is chosen and used consistently for all measurements.
 Ensures comparability between objects.
 Example: Using a single pencil to measure different items.
 Develops consistency in measurement.

d. Measuring length using a standard unit (4mks)

 Uses recognized standard units like meters, centimeters, or inches.
 Measurements are accurate, reliable, and universally understood.
 Allows precise communication of length.
 Prepares learners for scientific and everyday use of measurement
Briefly discuss and write an activity on

a. Direct comparison of length. 4mks

b. Conservation of length 4mks
c. Measuring length using different arbitrary units. 4mks
d. Measuring length using a fixed arbitrary units. 4mks
e. Measuring length using a standard unit 4mks

a. Direct Comparison of Length

Discussion:
This is the first stage in teaching length. Learners compare two objects by placing
them side by side or aligning them at one end. No units are used. The aim is to help
learners understand concepts such as longer, shorter, and equal in length.

Activity:
Give learners pairs of objects (e.g., two sticks, two strips of paper). Ask them to place
the objects next to each other and state which one is long, short, tall, longer, shorter,
taller, long than, shorter than, taller than, shortest, tallest, longest, same, Equal, order
to get tallest/longest/shortest. Let them explain how they know.

b. Conservation of Length
Discussion:
Conservation of length refers to understanding that the length of an object does not
change even if its position or arrangement changes (e.g., curved, moved, or
rearranged). Learners must understand that length remains constant unless the object
is physically altered.

Activity:
Show learners two equal strings placed side by side. Then curve or rearrange one
string. Ask learners whether the lengths are still the same. Straighten the string again
to confirm that the length has not changed
c. Measuring Length Using Different Arbitrary Units
Discussion:
At this stage, learners use non-standard units such as hand spans, pencils, blocks, or
paper clips to measure objects. Different units may be used for different objects. This
introduces the idea that length can be measured by counting units.

Activity:
Ask learners to measure a desk using hand spans and then measure it again using
books or blocks. Let them compare the results and discuss why the numbers are
different. This means the length desk will be different and lead to misconception. A
fixed arbitrary unit will solve the issue of misconception.
d. Measuring Length Using a Fixed Arbitrary Unit
Discussion:
Learners choose one non-standard unit and use it consistently to measure various
objects. This helps them understand the importance of using the same unit for
accurate comparison. This measurement is not universally accepted, therefore
standard units of measurements are needed.

Activity:
Provide learners with identical paper clips. Ask them to measure the length of
different objects in the classroom using only those paper clips. Compare the
measurements and discuss the importance of using the same unit.

e. Measuring Length Using a Standard Unit

Discussion:
This is the formal stage where learners use standard units such as centimeters, meters,
or inches. Standard units provide accurate and universally accepted measurements.

Activity:
Give learners rulers or meter rules. Ask them to measure items such as a book, desk,
or classroom door and record their measurements in centimeters or meters. Discuss
why standard units are important in everyday life.

An activity of estimating and measuring one’s height to promote self-awareness

and self- efficacy.
Learners estimate their height, measure it using a tape measure, and compare the two
results. They calculate the difference and reflect on their estimation accuracy.

This activity reinforces measurement skills while promoting self-awareness,

confidence, and belief in their ability to solve mathematical tasks (self-efficacy)
through personal reflection and successful participation.

Practical Activity: Demonstrating the Relationship Between Different Units of

Length

Objective:
To help learners understand how millimeters (mm), centimeters (cm), meters (m), and
kilometers (km) are related.

Materials Needed:
 Ruler (with mm and cm markings)
 Meter rule or measuring tape
 String
 Chart paper and marker
Procedure:
Step 1: Relationship Between Millimeters and Centimeters
 Give learners a ruler.
 Ask them to count the small divisions between two centimeter marks.
 They observe that 10 millimeters (mm) = 1 centimeter (cm).
 Let them measure a small object (e.g., eraser) in both mm and cm.

Step 2: Relationship Between Centimeters and Meters

 Show learners a meter rule.
 Ask them to count how many centimeters make one meter.
 They discover that 100 centimeters (cm) = 1 meter (m).
 Measure the length of a desk in centimeters and convert it into meters.

Step 3: Relationship Between Meters and Kilometers

 Measure the classroom length in meters.
 Explain that for longer distances, kilometers are used.

Show that 1000 meters (m) = 1 kilometer (km).

Conclusion
 10 mm = 1 cm
 100 cm = 1 m
 1000 m = 1 km

Model nets of regular shapes appropriate for learning the concept of perimeter
and circumference in primary school mathematics
The Cube - All its faces are identical squares.
 Have students unfold a cube net. Ask them to trace the perimeter of
just one square face. Then, ask them to trace the entire outer boundary
of the unfolded net.
 If one side of a square is 5 cm, the perimeter of that face is 4X5 = 20

2. The Circumference of Circles

 This net consists of two circles and a rectangle. The most important
concept here is showing that the length of the rectangle is exactly the
same as the circumference of the circle it wraps around.
 Have students measure the circumference of the cylinder's base with
string, then measure the length of the rectangular side of the net to see
they match.

3. The Triangular Prism (Concept: Perimeter of Complex Polygons)

Perimeter is simply the sum of all outer edges, regardless of shape complexity.

 When unfolded, the net shows triangles and rectangles. Students can
calculate the perimeter of the triangular face, and then the total
perimeter of the net.

Shape Net Components Key Concept

Cube 6 Squares Adding equal straight sides.

Cylinder 2 Circles, 1 Rectangle Linear length of a curved boundary.

Triangular Prism 2 Triangles, 3 Rectangles Total sum of all outer edges.

 Standard Metric Length Units (Largest → Smallest)
Unit Symbol Relationship to Next Smaller Unit
Kilometer km 1 km = 1,000 m
Hectometer hm 1 hm = 100 m
Dekameter dam 1 dam = 10 m
Meter m Base unit
Decimeter dm 1 m = 10 dm
Centimeter cm 1 dm = 10 cm; 1 m = 100 cm
Millimeter mm 1 cm = 10 mm; 1 m = 1,000 mm
Micrometer µm 1 mm = 1,000 µm
Nanometer nm 1 µm = 1,000 nm
Define perimeter
Briefly Discuss and wite an activity on
i. Perimeter of a rectangle
ii. Perimeter of a square
iii. Circuference of a circle
iv. Estimate the value of Pi

Definition of Perimeter
Perimeter is the length around a closed object. It is found by adding the lengths of all
the sides of the shape.

i. Perimeter of a Rectangle
Discussion:
A rectangle has two pairs of equal opposite sides (length and width).
To find its perimeter, add all four sides:
P=L+L+W+W
P = 2L + 2W
P = 2(L + W)
Where: L = length and W = width
Activity:
Give learners rectangular objects (e.g., a book or desk). Ask them to measure the
length and width using a ruler. Then guide them to calculate the perimeter using the
formula P = 2(L + W)).
ii. Perimeter of a Square
Discussion:
A square has four equal sides. P = S + S + S + S.
To find the perimeter, multiply one side by 4: P=4XS
P = 4S. Where: S = length of one side

Activity:
Provide learners with square-shaped papers. Let them measure one side and calculate
the perimeter using (P = 4S). They can verify by adding all four sides.

iii. Circumference of a Circle

Discussion:
The perimeter of a circle is called the circumference.
It is calculated using the formula:

C = 2pi r = 2π r
C = pi d = π d

Where:
 r = radius
 d = diameter
 π (pi) ≈ 3.14

Activity:
Give learners round objects (e.g., a plate or bottle cap). Ask them to wrap a string
around the edge, measure the string using a ruler, and record the length. This gives an
estimate of the circumference.

iv. Estimate the Value of Pi (π)

Discussion:
Pi (π) is the ratio of the circumference of a circle to its diameter. It is a constant value
for all circles. Its approximate value is 3.14 or 22/7.

Activity:
Provide circular objects of different sizes.
1. Measure the circumference using a string.
2. Measure the diameter using a ruler.
3. Divide circumference by diameter.
4. Learners will notice the result is approximately 3.14, helping them
discover the value of π practically.
 1. Identify the core competencies and values developed in learning
measurement of length

Core competencies
 Self-efficacy; as teacher trainees, demonstrate activities in
measuring length using arbitrary units, fixed units and standard
units.
 Digital literacy - as teacher trainees use digital devices to search for
regular objects and generate pattern using the shapes.

Values
 Integrity is enhanced as teacher trainees take and record correct
measurements of regular objects.

QUESTIONS
1. Define perimeter and explain the pedagogical approach to teaching this
concept to primary students using concrete materials.

 Perimeter is the total distance around the edge of a closed 2D shape.

 Pedagogical Approach: Do not start with formulas. Start with concrete
experiences.
 Walking: Have students walk around the perimeter of the classroom or
playground to feel the distance.
 String Method: Give students shapes cut from cardboard and ask them to wrap a
string around the edge, then measure the length of the string with a ruler.
 Grid Method: Have students count the unit segments around a shape drawn on
grid paper.

2. Explain the difference between length and perimeter.

Length is a measure of distance between two points. Perimeter is the total length of
the boundary of a closed figure (the sum of the lengths of all sides).

3. A student claims that 1.5Metres is shorter than 120 Centimeters. Is the student
correct? Justify your answer.

To compare, convert both to the same unit (centimeters).

We know 1M = 100 Cm.
1.5 m = 1.5 X 100 = 150cm.
Since 150cm is greater than 120 cm, the student is incorrect.

4. Convert 2km 350m into meters.

Convert the kilometers to meters: 2km = 2 X 1,000 = 2,000 m.
Add the remaining meters: 2,000m + 350m = 2,350m.

5. A triangular field has side lengths of 15m, 12m, and 10m. What is the
perimeter of the field?
Perimeter is the sum of all sides.
P = 15m + 12m + 10m. = 37m.
6. A circular pond has a radius of 7m. Calculate its circumference. (Use pi = 22\7

C = 2x22\7R. C = 2 X 22\7X7 ) = 44m.

6. Identify the core Competencies to be developed in teaching and learning

length
 Self-efficacy; as teacher trainees, demonstrate activities in
measuring length using arbitrary units, fixed units and standard
units.
 Digital literacy - as teacher trainees use digital devices to search for
regular objects and generate pattern using the shapes.

7. Identify the values developed in teaching and learning length

Integrity is enhanced as teacher trainees take and record correct
measurements of regular objects.

Digital Devices To Search And Select Appropriate Digital Content

For Learning Length In Pre-Primary And Primary.

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