INSIDE OUT MATHS TEACHER’S GUIDE 1

Primary 1 Chapter 7 Length

Learning Outcomes
 Write the lengths of objects in non-standard units.
 Measure lengths in centimetres and in metres.
 Compare the lengths of two or more objects
 Use a ruler to draw and measure lines in centimetres
 Solve word problems involving lengths

Prior Knowledge Check

Pupils may have learnt:
 the various vocabulary such as long, short, tall

Background Information:
In this chapter, pupils will learn about measuring lengths and the standard and non-
standard units for measurements. Pupils will need a ruler to measure and draw lines and
compare length. Word problems involving length will be introduced and vocabulary
keywords would be emphasised.

Real-World Connection:
Pupils get to compare lengths of different daily objects against other objects around us.
There are certain careers that will require measurements on a daily basis (architect,
construction, etc) Get pupils to share about how they think they will apply the concepts
learnt to these careers.
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Chapter 7 Page 110

Chapter Opener

Learning Objectives
 Measuring Lengths
 Introducing Standard and Non-Standard units

Recommended Teaching Time

0.5 period

Lesson Development
1. Tap on pupils’ prior knowledge by prompting pupils to share answers and discuss.
Ask: How do we measure <insert various objects>?

2. Introduce different types of measurement they will be learning, both standard and non-
standard.
Standard units are common units used to measure something specific.
Non-standard units are random items that people choose to measure with (like a palm-
size or a paperclip).

Ask: What things can we measure? Why do we measure things? How does measuring
make life easier? What kind of things do you and your family measure?

Ask: When is a good time to use standard tools? Why are non-standard tools used
sometimes? Why can’t we use non-standard tools all the time?

3. Get pupils to Think-Pair-Share, then discuss as a class.

4. Get pupils to look at the Opener. Ask pupils how they would determine if the lephants
have longer trunks than giraffe’s necks? What method will they use on paper or in real
life (role-play as if they are the zookeepers). Teach may bring large-sized soft toys to let
pupils act out the ‘measuring’ of an elephant’s trunk and a giraffe’s neck to experiment
with the idea of ‘measuring’ lengths.

Teaching Strategy
Math class discussions
Having a class discussion in Mathematics class can be challenging as pupils who are not
comfortable with Mathematics are not likely to speak up. At times it may be difficult for
pupils to articulate in mathematics terms. Teachers can find different ways to carry out
discussions, limiting the use of open-ended answers for pupils who are not as open.

Teachers can also carry out small group discussions to promote sharing and peer learning.
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Lesson 7.1
Comparing lengths

Learning Objective
 Using vocabulary words such as tall, taller, tallest, short, shorter, shortest and long,
longer, longest to compare lengths

Recommended Teaching Time

1.5 periods

Materials
 Three different coloured strips of paper with different lengths (per pupil)
Red – 12 cm
Blue – 10 cm
Green – 6 cm

Lesson Development
1. Using the strips of paper, get pupils to arrange the strips vertically.

2. Get pupils to describe lengths using specific vocabulary.

Ask: Which colour is the tallest? Which colour is the shortest?
Say: Blue is shorter than red but taller than green.

3. Emphasise to pupils that ‘taller than’ or ‘shorter than’ is used when comparing two
objects. Go through the statements in Example 1 and get them to point the flamingo.

4. ‘Tallest’ or ‘shortest’ is used when comparing more than two objects.

5. Go through the statements in Example 2 and get pupils to use a ruler to Mint’s height
and Fai’s height. Explain when two persons are equally tall, you can say “as short as” or
“as tall as”.

6. Teacher can get pupils to arrange themselves according to heights. Get pupils to mingle
around, and whent hey meet another pupil, they have to say if they are short or taller or
as tall as their friend.

7. Go through the video in class or get pupils to watch at home or at the computer lab to
know more about measurements: https://www.youtube.com/watch?v=fPEcTmySUIs
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Let’s Do It
Line up your things
1. Teachers are to instruct pupils to choose five objects of different lengths from their
pencil cases.

2. Teacher guide pupils to compare the objects by aligning them along a the start line.
Ask: How should you compare lengths? Is it fair if your friend is standing on a staircase,
and you’re standing on the gorund, and teacher says your friend is taller? How would it
be fair to compare your heights? (Both must be standing on the ground)

3. Say: So it is the same as objects, we need to line them up along the same line to
compare them fairly. Teacher to walk around to ensure that pupils compare objects
accurately.

4. Teacher can scan the QR code to show pupils a video on using a start line when
comparing objects.

5. Pupils may also need help in spelling the objects. Teacher should write down spelling of
common items on the board (eg. Pen, pencil, eraser, ruler etc.)

6. Pupils can try Question 2 on their own to arrange the objects according to what they
have on the table.

7. For Question 3, pupils will need some help with answering the last statement. Teacher
can highlight that when comparing three items, the item that is in the middle is shorter
than Object 1 but longer than Object 3.
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Lesson Development
8. Repeat the earlier activity of arranging the coloured strips and get pupils to describe the
lengths of the strips using vocabulary such as “longer than” and “longest” to compare.

9. Then refer to Example 3 and get pupils to practise using all the comparison vocabulary
they have learnt by describing the lengths of the crayons to their partners. Pupils should
be able to give more statements than what is written in the Textbook.

Let’s Try
1. Pupils should try Question 1 in class and practise using and writing the vocabulary.

2. It is common for pupils to mix up taller than and tallest, shorter than and shortest.

3. Reinforce the use of taller than or shorter than which is used when comparing two
objects and tallest or shortest which is used when comparing more than two objects.

4. Also, review the phrases ‘as tall as’, ‘as shorter as’ and ‘as long as’ which also means
that both objects are of the same length.
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5. Get pupils to try Question 2 independently to assess their use of comparison words on
more than 3 objects. See if pupils can simplify the question on their own by comparing 2
or 3 ribbons only each time.

6. Assign Workbook Worksheet 7.1 as homework.

Fascinating Facts
Other forms of measuring length
Length is the most necessary measurement in everyday life, and units used to measure
length in many countries still reflect humanity's first elementary methods.

Examples of other measurements of length:

1. The inch is a thumb’s length.
2. The foot speaks for itself.
3. The yard relates closely to a human pace, but also derives from two cubits (the length
of a forearm).
4. The mile originated from the Roman’s mille passus - a 'thousand paces',
approximating to a mile because the Romans define a pace as two steps, bringing the
walker back to the same foot.
These measurements date back to the olden times when it is easier to explain how far
away the next village is and to work out whether an object can go through a doorway.
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Lesson 7.2
Estimating and Comparing lengths

Learning Objective
 Write the lengths of objects in non-standard units

Recommended Teaching Time

1.5 periods

Materials
 Cubes/Paper Clips/Counters
(or any other small objects that can become a non-standard measurement unit)

Lesson Development
1. Pupils are to go around the classroom to collect as many items as possible to measure
using a common non-standard unit (cubes, paperclips, counters etc)

2. Pupils need to measure from the tip of their middle finger to the bottom of their palm
with no gaps along an object. As some measurements may not be accurate, get pupils to
write down the best possible answer.

3. After measuring the objects in the classroom, ask pupils some questions to review the
activity.
Ask: Which is the longest object that you have measured? How many units long?
Which is the shortest object that you have measured? How many units long?

4. Refer to Example 4 to 6 and get pupils to try measuring similar objects in real life. Get
them to describe their non-standard measurement by using phrases like “about ____
long”.

5. Then refer to Ning’s question and ask pupil if they can use different items to meaure an
object.

6. Tell pupils that the items they are using to measure lengths are non-standard units.

Fascinating Facts
History of measuring length
One early use of measurement technique was developed to find the heights of trees.
People needed to know if the wood would be large enough to use as strong beams for
supporting a building, or to make a boat, maybe even to act as a roller
for moving large stones for buildings.

Over time, foresters, builders, surveyors, map makers and scientists have
created special tools to help them measure the height of trees, buildings
and other tall structures very accurately. One of the tools is called a
theodolite, the illustration shows a surveyor using one.
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Lesson Development
1. With the longest and shortest object, get pupils to compare the difference in length for
these two objects.

2. Refer pupils to Example 7. Get them to find the difference in length for the strings by
counting the buttons, which is a non-standard unit of measurement.

3. Get pupils to pick a small non-standard unit and measure as many lengths of objects as
possible in the classroom. Get them to practise saying these statements:
Object ___ is shorter than object ___ by ____ units.
Object ___ is longer than object ___ by ____ units.

Let’s Try
1. Ensure pupils are counting meaningfully when trying out the questions.

2. Get pupils to label the length (e.g. 5 paperclips) next to each object so that it is easier
for them to check their answers or compare lengths.

3. Remind pupils that they can use subtraction to find the difference between two
objects or cross out the same number of units to check their answers visually.

4. Assign pupils Workbook Worksheet 7.2 as homework.

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Lesson 7.3
Length in centimetres

Learning Objective
 Measure lengths in centimetres
 Use a ruler to measure lengths

Recommended Teaching Time

1.5 periods

Materials
 Ruler
 Measurement objects – Pen, Eraser, Paperclip

Lesson Development
1. Go through in detail with pupils the readings on the ruler. Get pupils to observe 1 cm,
and the smaller unit of measurement 1 mm. Get them to count on from 1 to 15. Also,
get them to count the number divisions and intervals between 0 and 1.

2. Show pupils the length of an actual ruler what it means by a length of 15 cm.

3. Explain to pupils the commonly used measurement of centimetres.

4. Break down into smaller steps to pupils to grasp the concept.

5. Hold the ruler up and point to the line markings. Indicate that the left end of the ruler is
marked as ‘zero’, so we start measuring length from the ‘0’ marking.
Ask: Why can’t we just start measuring from the edge of the ruler?

6. Explain that the distance from the end of the ruler to the line labeled ‘1’ is one
centimetre, that the distance from the ‘1’ line to the ‘2’ line is also one centimetre. So
the two together make two centimetres

7. Also point out that the ruler is read from ‘0’ to a bigger number, which is from left to
right, just like how we read a book; the number should increase as you move your eyes
from left to right.

8. Get pupils to measure items using their ruler and guide them to place the items
accurately from the ‘0’ mark. Refer pupils to Example 8 and read the lengths.

9. Get pupils to estimate to the nearest centimetre.

A centimetre (cm) is about:
 About as long as a staple
 The width of a highlighter tip
 The thickness of a notepad
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Lesson Development
1. Go through with pupils how to find the length when the object is not placed at the 0 cm
mark. Refer to Example 9.
Ask: If the reading is 14 cm at the other end of the stapler, does it mean the stapler is 14
cm long? Why or why not?

Say: The stapler is being measured from 7 cm to 14 cm.

2. Pupils can choose to jump 7 intervals from 7 cm to 14 cm, or use 14 – 7 to get the
answer 7 cm.

3. Step by step instructions on drawing a straight line

Go through with pupils the steps to ensure neat presentation of lines drawn.

Step 1 - Mark where to draw

If the line needs to be in a specific position on paper, you might want to measure and
mark where it is going. For example, if you want to draw a margin on the left-hand side
of a page, you would measure the distance you want it to be from the edge of the paper.

Step 2 - Position ruler

Place the ruler in the position you want the line to be drawn. Hold the ruler in the centre
to prevent the ruler from moving as you draw the line. Try to keep your fingers away
from the edge you're drawing. If you draw over your finger, there might be a bump in
your line.

Step 3 - Draw line

Ensure the ruler is in the correct place, hold it steady with one hand and use it to guide
the drawing implement. Make sure the point or nib stays at the same angle against the
edge of the rule. If the position changes while drawing the line won't be straight.
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Let’s Try
1. Pupils should be able to solve Question 1 independently by reading the number off
the ruler or counting from the ‘0’ mark to the other end of the object.

2. Question 2 requires pupils to count the number of centimetres between the two
ends. Another method would be subtracting the smaller end reading from the larger
end reading. They cannot just take the marking at the end of the object as the answer.

3. For Question 3, teacher must walk around the classroom to check that pupils acquired
good habits for drawing straight lines. Help them to adjust their fingers or grip on
their rulers and pencils.

4. For Question 4, teacher need to guide pupils how to measure curved line using a
ruler.
Ask: We cannot just place a ruler on the curved line. What can we use to line along
the curve, then place on the ruler to measure the length?
Guide pupils to use a string.

Fascinating Facts
The tallest trees in the world are redwoods (Sequoia sempervirens). These trees can easily
reach a height of 300 feet (91 metres).

How to measure a tree:

 using a piece of paper
 by comparing shadows
 using a pencil and an assistant
 using a clinometre

Visit https://www.wikihow.com/Measure-the-Height-of-a-Tree for detailed explanations

of each method.
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Lesson 7.4
Length in metres

Learning Objective
 Measure lengths in metres
 Use a ruler to measure lengths

Recommended Teaching Time

1.5 periods

Materials
 Metre rulers

Lesson Development
1. Show pupils the metre ruler
Ask: What do you think this measures?

2. Tell pupils that a metre stick is one metre long. One metre is the same as 100
centimetres. Get pupils to imagine and estimate how long is 100 cm. (As tall as the
table? Up to their waist? Up to their head? Like the door? As tall as the school? etc.)

3. Ask pupils what types of things they might measure with a metre stick. Give them a few
examples and have them share whether they would measure with a ruler or a metre
stick (smaller things would be measured with a ruler, larger things with a metre stick).

4. Ask pupils to estimate about how many metres tall you are. Have a pupil come up to the
front of the class and measure your height using the metre stick. Have them give your
measurement both in metres and centimetres, rounding up to the closest centimetre.

5. Next, get pupils into groups of three to compare themselves against a metre ruler and
measure themselves with a metre ruler.

6. As a class, determine objects that should be measured with a metre ruler and try
measuring them.

A metre (m) is about:

 A little more than a yard (1 yard is exactly 0.9144 m)
 the width of a doorway (most doorways are about 0.8 to 0.9 m)
 half the length of a bed
 the width of a large fridge
 the width of a dining table
 the height of a 5-year-old
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Lesson 7.5
Comparing lengths in centimetres and metres

Learning Objective
 Compare the lengths of two or more objects using a start line

Recommended Teaching Time

1.5 periods

Materials
 Ruler
 Measurement objects – Pen, Eraser, Paperclip

Lesson Development
1. Recall with pupils the activity we did on p. 112 Let’s Do It. We discover that we need to
line up objects along a start line to be fair when comparing their lengths.

2. Get pupils to get into groups of 3. Each pupil takes out 1 pencil from their pencil case
and try to compare the length of their pencils.

3. Get pupils to indicate to teacher where the start line is for comparing their pencils.
Ask: Which tool or instrument should they use to measure the pencils – a 15 cm- ruler or
a metre rule? Why?

4. Get them to measure and write down the lengths of their pencils. Get pupils to use
comparison vocabulary to describe the lengths of their pencils, including working out the
difference in centimetres.
Ask: How did you ensure that you have read the meausrements correctly from the ruler?
(Teacher guide pupils to think about measureing from the 0-mark; reading the ruler
from above, by looking directly downwards at the markings rather than from the side to
prevent parallax error etc.)

5. Refer pupils to the diagram on p. 121. Get pupils to apply what they have just practised
on Example 10.

Let’s Try
After teacher goes through the worked solution to find how much longer is Pencil A than
Pencil C, get pupils to try finding the difference in length for Pencil B and C. Reiterate the
significance of the ‘cm'.
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6. Go through in detail the phrasing of the question and get pupils to highlight and identify
the keywords ‘taller than’ and ‘shorter than’. These keywords direct pupils to find the
difference.
7. Ask pupils what is the units for measuring buildings? Why is metres used rather than
centimetres? What other unit for measuring length do they know? (Some of the pupils
may already know kilometres ‘km’ if they go walking or running the park or stadium with
their parents.)

Activity
Math in Motion
8. Create a class chart of their heights after pupils to measure how tall they are.

9. Get each pupil to bring a small photo of themselves.

10. Paste a height chart on one of the classroom wall for pupils to measure each other’s
height. Pupils can paste their picture on the wall aligned to the height against the height
chart.

11. Get pupils to use words like ‘taller than’, ‘tallest’, ‘shorter than’, ‘shortest’ to share their
findings.
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Let’s Try
1. When comparing, remind pupils to subtract by taking the smaller value away from the
bigger value.

2. In comparing lengths, keywords like ‘shorter than’ and ‘taller than’ indicate that
pupils need to work out the difference between the two lengths.

3. Teacher can also challenge pupils to arrange the buildings according to their height in
ascending or descending order.

4. Assign Workbook Worksheet 7.5 to pupils as homework.

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Chapter 7 Page 124

STEM Activity
Overview: Make a trampoline

Trampolines are fun and bouncy. A trampoline uses elasticity (elastic potential energy) to
‘create’ a bounce when you step on it. While on a trampoline your total amount of energy is
the combination of your kinetic energy and your potential energy. The trampoline, gravity,
and yourself all work together to convert your energy back and forth between kinetic and
potential energy which is an exciting way to exercise. The idea of the transfer of energy
from the trampoline to the object bouncing on the trampoline can be applied to many other
scenarios in our daily life.

Lesson Development
Get pupils to explore the parts of a trampoline and the aspects which makes the bounce
happen.
Trampolines are used in gymnastics events which gives the gymnasts the energy to perform
the various stunts which requires a certain force. Pupils can watch the video to observe how
the trampoline works: https://www.youtube.com/watch?v=1vxZMJSuhZI

1. Plan
Get pupils to read the scenario in p. 124 of the Textbook. Ask pupils to determine the
problem they are solving (making a mini trampoline) by answering the following questions.
 What are our goals?
 What do you need to know to get started?
 What are the materials that are available?
 Which materials given is elastic (can be stretched)? Do you think that is useful in a
trampoline?

2. Design
Pupils have to choose from the resources provided (sieve bowl, rubber bands, toothpicks,
clips, sticky tape) to construct the trampoline. Give pupils some time to put the materials
together to create the trampoline.

For pupils who are not able to create a functioning trampoline, give pupils some ideas using
this:
http://sternberg.fhsu.edu/wp-content/uploads/2017/10/Trampoline-STEM-Challenge-in-
the-Classroom-or-at-Home.pdf

3. Test
After they finish building their trampolines, get them test it. Give pupils a few types of balls
and get them to test by throwing it onto the trampoline and see if it can bounce. (e.g., Ping-
Pong ball, bouncy ball, handball, inflatable ball etc.)
Get pupils to measure the height that the ball can jump by estimation (non-standard units)
first.
Fill in the statement. My ball jumped about _________palms high or _______ cm high.
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4. Improve
After they finish testing, get pupils to see if they can make their trampoline better.
Teacher may use these following questions:
 Is the ball able to bounce on the trampoline created? If no, how can you change the
design to get the bounce?
 If yes, how can you get the ball to bounce higher?
 Can we add other material to help improve the trampoline, (e.g. a sheet over the sieve
bowl)
 Is there a better way to estimate height?

Conclusion:
1. Get pupils to see what kind of balls are able to jump high on their trampolines.
2. Teacher wrap up class by using these inquiry questions:
 What is the main material that creates the bounce on the trampoline?
 Can a trampoline still work without it?
 What materials would you need to build a real-life trampoline to jump on?

Assessment: Download and use the STEM rubric score form from the online portal.
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Let’s Review
Review with pupils the important vocabulary keywords. Teachers can give a spelling quiz to
ensure pupils are able to spell the words accurately.

Remind pupils about the ‘start line’.

Review with pupils’ methods of measuring the lengths of objects in non-standard units and
standard units.

Remind pupils how they can use a string to measure the length of a curved line.
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Let’s Practise
The questions on p. 126 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Write the
lengths of
objects in
1 non- 114 -116
standard
units.

The questions on pp. 119 - 121 of the Workbook correspond to the concepts and skills
covered in this Let’s Practise. They can be assigned as homework.
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Chapter 7 Page 127

Let’s Practise
The questions on p. 127 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Measure
lengths in
2 centimetres 117 - 118
with a ruler

The questions on p. 122 of the Workbook correspond to the concepts and skills covered in
this Let’s Practise. They can be assigned as homework.
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Chapter 7 Page 128

Let’s Practise
The questions on p. 128 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Compare
the lengths
of two or
3 121 - 122
more
objects

The questions on pp. 124 - 125 of the Workbook correspond to the concepts and skills
covered in this Let’s Practise. They can be assigned as homework.
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Challenging
1. Pupils should try to arrange the flags in order independently for Question 5. Teacher can
guide pupils to use a ruler and slide from bottom to the tip of the flags to help pupils
decide which flags are taller.

2. Get pupils to recall the phrase ‘as tall as’ in order to draw a flag of the same height as
Flag Y. Guide pupils to position the ruler in a horizontal position, that is parallel to the
top edge of their book.

3. Guide pupils to label the length for each of the flowers for Question 6 before starting on
the questions. As the flowers are not placed at the 0-cm mark, remind pupils to count
the number of centimetres between the two ends of the flower. Or they could jot down
the start and end-marking, then work out the difference at the side.

4. Remind pupils that mathematical diagrams need to be drawn using a proper ruler (not
freehand) and precise and accurate. Line drawn for Question 7 should be a neat straight
line.

5. Teacher walk around to help pupils who have difficulty with fine motor skills like holding
the ruler in position before tracing the line along the ruler edge. Some pupils may have
difficulty know which hand to hold which stationery when drawing.