<< Chapter < Page Chapter >> Page >

Mathematics

Grade 5

Measurement and time

Module 51

Length

In this learning unit we shall be looking at different units used to measure length, as well as at the importance of measuring accurately.

Activity 1:

  • To measure and record [LO 4.5.3]
  • To measure accurately with the appropriate measuring instruments [LO 4.7.3]

1. Let us start right away! How well do you know yourself? Measure the following as accurately as possible (your friend may help you):

1.1 the length of your thumb nail

1.2 the length of your little finger

1.3 the length of your right foot

1.4 the length of your left arm from your shoulder to the tip of your middle finger

1.5 How tall are you?

1.6 How high can you reach when you jump up from the ground?

1.7 How much higher is this than your height?

2. What did you use to measure the above?

3. What other measuring apparatus could we also use to measure length?

Do you still remember?

1 cm = 10 mm

1 m = 100 cm

1 m = 1 000 mm

1 km = 1 000 m

Did you know?

  • One metre is roughly the distance from an adult’s nose to the tip of his middle finger on his stretched out hand.
  • The length of a fingernail is roughly 1 cm.
  • The length of a hand is roughly 10 cm.
  • The space underneath your fingernail is roughly 1 mm.
  • The breadth of a little finger is roughly 10 mm.

4. Work together with a friend and complete the following table.

Measure Estimate Actual Measurement Difference
a) the height of your educator ...................... ....................... .......................
b) the breadth of your classroom ...................... ....................... .......................
c) the height of your desk/table ...................... ....................... .......................
d) the total length of the blackboard in the classroom ...................... ....................... .......................

Activity 2:

To solve problems that include selecting, calculating with and converting standard units [lo 4.6]

1. It is important for us to know which measuring units are used for specific lengths. In order to do that correctly, we must know exactly how long the different measuring units are. Let us see how good you are at this! Choose a suitable unit to measure the following:

1.1 The chest size of Dad’s suit (of clothes) is 102 ____

1.2 The height of my bedroom wall is 4 ____

1.3 The breadth of the stoep of the farmhouse is 2,5 ______

1.4 The thickness of my dictionary is 40 _____

1.5 The distance between Johannesburg and Cape Town is more than 1 000 _____

1.6 The depth of the water in our swimming pool is 1,500 _____

2. Circle the measurement that is the closest to reality:

2.1 Our classroom door is about ____high.

(a) 20 m

(b) 200 mm

(c) 2 km

(d) 2 m

2.2 My foot is about ____long.

(a) 26 cm

(b) 26 mm

(c) 26 km

(d) 26 m

2.3 The distance from Durban to East London is ____

(a) 674 mm

(b) 674 km

(c) 674 m

(d) 674 cm

3. Let us look at the way of writing length in the decimal form:

We already know that 10 mm = 1 cm

Thus: 25 mm = 10 + 10 + 5 mm= 1cm + 1 cm + 5 mm= 2 cm + 5 mm= 2,5 cm of 2 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {} cm

Complete the table:

Number of mm 10 85 ............ 245 ............ 1 026 ............
Number of cm 1 ............ 4,2 ............ 17,9 ............ 146,3

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
what is the meaning
Dominic
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
×/×+9+6/1
Debbie
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Naagmenkoma
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
16
Makan
x=16
Makan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Mathematics grade 5. OpenStax CNX. Sep 23, 2009 Download for free at http://cnx.org/content/col10994/1.3
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Mathematics grade 5' conversation and receive update notifications?

Ask