1. Grade 4 Primary School Based
Mathematics Teachers-Training
Measurement Module

2. Let us Break Ice
The introduction of ‘ice breakers’ is important to
open the class as it:
• Helps the teacher in assessing the students in the
class
• Relaxes the students and establishes an
environment that is conducive to learning and
not intimidating
• Increases prosocial behaviour (concern, empathy,
generosity, cooperation, compassion; Beaty, J,J,
Observing development of the young child)
• A few ice breakers…let us try some

3. The 3, I’s
A Teaching Approach
Utilising the 3 I’s
Identification: Students should be able to identify different types
of measurement and explain the prefixes, when and why each
measurement is used. Non-intimidating concept introduction.
Investigation: Students should develop an appetite or curiosity ,
an eagerness to discover why the relationship exists
between/among various measurements. A tactical approach is
required.
Interrogation: Students should be able to ‘join the dots’. The
teacher will use open ended question as one method of
soliciting critical thinking enabling the student to process
information and respond independently to questioning.
Cognitive stimulation is required.

4. Definition of Measurement
Measurement is the determination of a physical
quantity and is assessed by units; each unit is
specific to:
• Length is measured in metres
• Volume is measured by litres
• Mass is measured by grams
• Time is measured by seconds
• Temperature is measured by degree Celsius

5. Key Words for Module
Length
• The standard unit of length in the metric system is the metre.
Other units of length and their equivalents in metres are as
follows:
1 millimetre = 0.001 metre
1 centimetre = 0.01 metre
1 decimetre = 0.1 metre
1 kilometre = 1000 metres
• We symbolize these lengths as follows:
1 millimetre = 1 mm
1 centimetre = 1 cm
1 metre = 1 m
1 decimetre = 1 dm
1 kilometre = 1 km
For instance: 1 metre is a little longer than 1 yard or 3 feet

6. Key Words contd.
Volume
• The standard unit of volume in the metric system is the litre. One litre is
equal to 1000 cubic centimetres in volume. Other units of volume and
their equivalents in litres are as follows:
1 millilitre = 0.001 litre
1 centilitre = 0.01 litre
1 decilitre = 0.1 litre
1 kilolitre = 1000 litres
• From these units, we see that 1000 millilitres equal 1 litre; so 1 millilitre
equals 1 cubic centimetre in volume. We symbolize these volumes as
follows:
1 millilitre = 1 ml
1 centilitre = 1 cl
1 decilitre = 1 dl
1 litre = 1 l
1 kilolitre = 1 kl
For instance, 1 litre is a little more than 1 quart. One teaspoon equals
about 5 millilitres

7. Key Words contd.
Mass
• The standard unit of mass in the metric system is the gram. Other
units of mass and their equivalents in grams are as follows:
1 milligram = 0.001 gram
1 centigram = 0.01 gram
1 decigram = 0.1 gram
1 kilogram = 1000 grams
• We symbolize these masses as follows:
1 milligram = 1 mg
1 centigram = 1 cg
1 decigram = 1 dg
1 gram = 1 g
1 kilogram = 1 kg
For instance: 1 gram is about the mass of a paper clip. One kilogram is
about the mass of a litre of water

8. Key words contd.
Temperature
• Temperature is expressed in degrees Celsius.
• The boiling point of water (at sea level) is
100°Celsius, or 100°C.
• The freezing point of water (at sea level) is 0°
Celsius. A hot day is about 30° Celsius

9. Activities to Undergrid
‘What will I need?’
Measurement:
Length: Cartridge paper or any plain paper or
Styrofoam plate and a pair of scissors. The teacher
should have a metre ruler or rulers.
Capacity: A small plastic glass or transparent cup.
You will need a permanent marker or anything that
mark and be distinguished on the surface of the cup
Mass: Small rocks from the school yard and a scale

10. Conversion
Measurement: Students to be guided by
teacher.
From milli to centi to deci to metre. Use metre
ruler created and how it applies to letter writing.
Capacity: fluids . Use marked cups.
Mass: weight by hand and scale convert on spot.
Encourage Mental reasoning.

11. Conversion contd.
Now that the student has satisfied, the first of the 3
I’s: Identify.
It is time to go to Investigate.
This requires a subject interrelated approach and/or
application to real life scenarios in order for the
student to establish meaning and relevance to their
life and possible career choice.
If field trips can be organised or a guest presenter
from a profession that uses measurement; it is at
this juncture that is to be introduced.

12. Interrogation
This of the 3 I’s is most important. As the student learns to think and is
unabashed to do so. The teacher needs to ask questions that allow for
processing, ‘joining of dots’, and underpinning of relevance to content
to domestic and intended professional life.
An example of an interrogative question:
“Which is more, 1 gram or 3000 milligrams?
a) 1 gram
b) 3000mlligrams
c) Neither, they are equal
The idea of the exercise is not only to arrive at the right answer but
why it is the right answer.

13. Interrogation Contd.
The idea is to get the students to understand the why of the
subject matter
1. Which is greater, 1 gram or 1000 milligrams?
2. 3 litres = ?
3. 1,000milimetres= ? Metres
4. Complete the following table:
Metres 2000 3000 8000
Kilometres ? ? ? 9

14. Dispelling Myths
Poof!
Let us share common myths in the classroom
that students have about measurement,
capacity and mass.
Share the ‘poof’ method or response used when
students articulate a ‘myth about
measurement.’.
Open session!

15. Let us try Sharing
Get in groups and share what you have learned
and one person from each group will present.

16. Evaluation of Presentation
The ‘P-A’ approach. Propensity to & Ability to…
Indicator Evaluation Support Indicator Evaluation Support
Propensity to: Rate 1-5 Action Ability to: Rate:1-5 Action
Fight Express ideas
Be Quiet or Withdraw Innovate
Quit Function
cooperatively
Complete Complete
independently
Work in team Identify,
Interrogate
Use of violent language Think & join
or action the dots