UNIT 3: MEASUREMENT

School: Julian Cho Technical High School Unit Topic: Measurements

Subject: Mathematics Duration: 3 Weeks
Class: Second Forms Teachers: Mrs. Y. Cus, Mr. A. Choco, Mr. J. Supal, Mr. F.
Recinos, Mr. F. Coc

Introduction: Every aspect of mathematics uses problem solving as the basis for successful solution. Mathematical modeling is
also a very important part of this process. When a student takes a problem, analyzes it, and is able to use it in different ways, he or she
has begun the part of the process called understanding. Having fun learning mathematics makes the whole experience more
meaningful, exciting and rewarding. This approach leads to the development of more sophisticated skills and techniques as the student
moves up into the higher echelons of education.

Rationale:
This unit aims at providing students with the fundamental principles and practices for further development in the
Mathematics program offered in this institution. At the end of this unit, students should understand that the attributes of
an object can be quantified using measurement and while doing so foster a positive attitude towards the mastery of
Mathematical skills necessary for life. Therefore, students will demonstrate their ability to use concepts in measurements
to model and solve real-life problems. Additionally this unit is designed to facilitate the entire Math syllabus towards
student preparation for external examinations as in the case of CXC.

Objectives:
1. Know the importance of the metric system
2. Understand the structure of the metric system
3. Convert the units of length within the metric system
4. Convert units of area within the metric system
5. Convert unit of volume within the metric system,
6. Convert unit of capacity’, mass,
7. Use correctly the unit of time to include the 12 hr. and 24 hr. clock and solve similar problem involving time.
8. Convert units of speed within the metric system
9. Solve simple problem involving speed.
10. Calculate the perimeter and areas of simple plain figures to include triangles, kites, squares, rectangles, rhombuses,
parallelograms, trapeziums, circles, sectors of a circle and segments of a circle.

Content Instructional Objectives Teaching/Learning Assessment strategies Time

Activities/Strategies
Unit Overview 1. To acquaint students with Go over the contents of the unit. -Feed back (from 1 session
the contents of the unit. Construct a concept map of the students) on clarity of
contents outline

Metric System Students will be able to: 1.Research the two systems - Give students various
Vs. English 1. Compare and contrast 2.Compare/contrast objects to measure and 4 sessions
Systems the two systems. 3.Brainstorm meaning of prefixes. have them choose
2. Discuss the prefixes and 4. Compare all units of lengths to suitable units.
their meanings. basic units and also know the - General class
commonly used units. discussion on types of
 . units use in recipes.
The abbreviations of the
commonly used units are:
Millimeter = mm
Centimeter = cm
Meter = m
Kilometer = km
The cubic meter is the standard unit for
measuring volume in the metric system.

Table of Conversion:
1m³ = (100 cm)³ = 1 000 000 cm³
= (1000 mm)³ = 1 000 000 000 mm³

The liter is the standard unit to measure the

capacity of a container in the metric
system.
 Conversion Table:
1 l = 100 cl
= 1 000 ml
Conversions of Students will be able to: =1. Using
1 000 cm³ prefixes, have students - Class Work; Practical
units of lengths, 1. Use prefixes to convert
1 ml = 1 cm³ within units of lengths work using measuring
area volume, convert within units 1 m³ = 1000
e.g.10
l km to m or cm tapes and other
mass and of lengths. 2. Brainstorm to convert units of measuring devices. 5 sessions
capacity. 2. Convert within units area and volume. - Quiz;
of areas and volume. 3. Make available exercises length/area/volume/
3. Compare and convert through class work and home mass and capacity.
within units of mass work
and capacity 4. Use peer tutoring, group work
etc. to convert unit of mass and
capacity.

Areas & Students will be able to 1. Brainstorm plane figures. - Practical Work: Have 5 sessions
Perimeters of compute perimeter and area 2. Students list and give some students determine area
simple plane of the following: properties. of class room floor and
figures and 1. triangle, kites 3. Discuss perimeters and other two dimensional
circles 2. squares, rectangles areas. planes within the
3. rhombuses, 4. Determine/identify the school environment.
formulae to compute, perimeter,
parallelograms, area, etc. - Quiz/Test: Areas &
trapeziums Perimeters of simple
4. circle - 5. Have students determine plane figures and
circumference and centre of circle, radius, diameter, circles
area. chord, circumference, semi-
circle, arc-length.

6 sessions
Volume , Students will be able to: 1. Have students determine 1. Practical Work: Have
densities and Determine the volume, volume, density and surface students construct 3D
 surface areas of density and surface area of area using the given formulas. diagrams out of color
simple right simple right solids such as m paper. And be able to
Density → ρ=
solids prisms and pyramids. V calculate and explain the
volume, density and
m surface area of the given
Volume → V = diagram.
ρ
Surface Area: Quiz/Test: Areas &
T.S.A. = C.S.A. + F.S.A Perimeters of simple
plane figures and circles

Instructional Aids, Resources and References: Mathematics: A complete Course Vol. 1, Classroom settings, Handouts, Test papers.
Assessments: Assignments, Quiz & Test

Evaluation:
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H.O.D.: Mr. D. Borlan

HOD Signature: ____________________________ Date: ______________