<< 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 24hour 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 timemeasuring 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 twodimensional shapes and threedimensional 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?