# Length

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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 ............

## Activity 3:

• To measure two-dimensional figures [LO 4.5.3]

## Scale:

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.

1.1 What is the actual length of the knife above? 1_____

1.2

1. What is the actual distance, according to the scale, from town

A to town B?....................

1. And from C to D?....................

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 measure the distance. _____ mm
• How many cm is it?
• How many m is it?

Now take any 340 mℓ cool drink tin and measure the distance around it in mm.

## Assessment

 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: mass using grams (g) en kilograms (kg); capacity using millimetres (mm), centimetres (cm), metres (m) en kilometres (km); length using. millimetres (mm), centimetres (cm), metres (m) en kilometres (km); 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: bathroom scales, kitchen scales and balances to measure mass; measuring jugs to measure capacity; rulers, metre sticks, tape measures and trundle wheels to measure length.

## Memorandum

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

what is the stm
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Tarell
how did you get the value of 2000N.What calculations are needed to arrive at it
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