2. Look at the pictures. Then, write the lengths.

Length
zero mark

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm

Let's Remember
eraser
1. Look at the pictures.
Then, write in the blanks. pencil
9 meters

8 meters

7 meters scissors

6 meters

5 meters 3 The centimeter is

a) The eraser is centimeters long.
another unit of length.
4 meters 10 We use centimeter (cm)
b) The pencil is centimeters long. for short objects.

3 meters c) The pair of scissors is 5 centimeters longer

than the pencil.
2 meters

1 meter
EXPLORE
0 meters Ross jogs about 1 kilometer every day.
building tree streetlight © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

His younger sister jogs about 500 meters every day.
Who jogs more each day? How much more? Ross, 500 m
a) The building is about 8 meters tall.
How can we solve this problem?
b) The tree is about 4 meters tall.
Discuss in your group and fill in columns 1 and 2.
c) The streetlight is about 5 meters tall. 1. What I already know 2. What I need to find out 3. What I have learned
that will help me solve and learn
tree the problem
Answer varies.
d) The is the shortest. Measure and
Measure and compare lengths
compare lengths or distances in
or distances in kilometers. Solve
meters. word problems on
180 length. 181

Chapter 8  Length EXPLORE

Have students read the word problem on
Chapter Overview CB p. 181. Discuss with students the following
Let’s Remember questions:
Unit 1: Meters and Centimeters •• Do you go jogging?
Unit 2: Other Units of Length •• Do you think jogging is good for a healthy
Unit 3: Problem Solving life? Why do you think so?
•• Besides jogging, what other exercises do
you do? If not, why do you not exercise?
Let's Remember
•• Besides exercise, what can you do to lead
Recall: a healthy life?
1. Measuring and comparing lengths of objects
in meters (CB2 Chapter 3) Have students form groups to complete the © 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

2. Measuring and comparing lengths of objects tasks in columns 1 and 2 of the table. Let
in centimeters (CB2 Chapter 3) students know that they do not have to solve
the word problems. Ask the groups to present
their work.
Tell students that they will come back to this
word problem later in the chapter.

174 Chapter 8: Length

 Unit 1: Meters and Centimeters
1.1 Measuring and drawing lengths
in centimeters
Unit 1 Meters and Centimeters
You will learn to...
• measure lengths in centimeters
• draw a line segment of a given length in centimeters

Let's Learn • measure lengths in meters and centimeters

Objectives: 1.1 Measuring and drawing lengths in centimeters

•• Measure the length of a line segment or a Let's Learn
curve in centimeters a) We can measure the length of a line segment with a ruler.
The two ends of the line segment are named A and B.
•• Draw a line segment given its length We name this line segment AB.
in centimeters A B
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm

Materials:
•• 1 copy of Line Segments (BM8.1) per pair of Line segment AB is 9 centimeters long.
students C D

•• 1 copy of Curves (BM8.2) per pair of

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm

students
•• 1 fifteen-centimeter ruler per pair of students 14 − 6 = 8
Line segment CD is 8 centimeters long.
•• 1 one-meter string per pair of students 8 1
9− =
•• 1 sheet of paper per pair of students 1

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

Line segment CD is centimeter shorter than line segment AB.

Resources: b) We can measure the length of EF with a string and a ruler.

•• CB: pp. 182–185 E

F

•• PB: pp. 130–133

1 Place a string on top of EF.
(a) Stage: Concrete Experience
F
Have students work in pairs. Distribute a copy E

of Line Segments (BM8.1) to each pair.

Have students look at the first line segment on
BM8.1.
Say: The two ends of this line segment are
points A and B. So, we name this line segment
AB.
Guide students to place their rulers such
that the zero mark is aligned with point A of
line segment AB. Relate this activity to the
measurement of length of objects.
Ask: How long is line segment AB? (9 cm)
Ask students to measure the lengths of line
segments XY and OP on BM8.1. (XY = 5 cm,
OP = 7 cm)
Stages: Pictorial and Abstract Representations
Have students look at the first ruler in (a) on
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
182
(b) Stages: Concrete Experience, and Pictorial
and Abstract Representations
Have students continue to work in pairs. Distribute
a copy of Curves (BM8.2) and a one-meter string
to each pair.
Ask: Can we measure the length of EF using a
ruler? (No) Why not? (EF is not straight.)
Say: We can use a string to help us find the length
of EF. Place one end of the string at point E. Adjust
the string so that it follows the curve of EF exactly.
Have students look at step 1 in (b) on CB p. 182 to
understand what they should do.

CB p. 182.
Ask: How long is line segment AB? (9 cm)
Have students look at the second ruler in (a) on
the page.
Say: Let us find the length of line segment CD.
Ask: What is the reading at point C? (6 cm)
What is the reading at point D? (14 cm)
Say: We subtract to find the length of line
segment CD.
Write: 14 – 6 = _______
Elicit the answer from students. (8)
Say: Line segment CD is 8 centimeters long.
Ask: Which is longer, line segment AB or line
segment CD? (Line segment AB) How much
longer is line segment AB than line segment
CD? (1 cm)

Chapter 8: Length 175

 Let's Do
2 Mark and cut the string at F.
1. Look at the picture.
F
E Then, write in the blanks.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm

3 Straighten the string and measure it using a ruler.

A B
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
C D
cm E F
G H

a) AB is 5 centimeters long.

b) CD is 7 centimeters long.
The length of EF is 10 centimeters.
c) CD is 2 centimeters longer than AB.
c) Draw a line segment 9 centimeters long.
d) EF is as long as GH .
1 Place the pencil at the zero mark.
e) CD is the longest.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
f) AB is the shortest.
cm

2. Draw a line segment 8 centimeters long.

2 Draw a line segment along the ruler from the zero mark to the
9-centimeter mark. 3. Draw a line segment 11 centimeters long.
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm

Let's Practice
1. Measure. Then, answer the questions.
a) A
To draw a line segment, start from the zero mark and draw along the
ruler until you reach the mark of the given length.
B

What is the length of AB? 9 cm

183 184

Say: Next, we mark the string at point F and cut Let's Do

the string. Task 1 requires students to measure and
Have students look at step 2 in (b) on CB p. 183 to compare the lengths of line segments in
understand what they have to do. centimeters.
Say: Finally, we straighten the string and measure
it with a ruler. Tasks 2 and 3 require students to draw line
Have students look at step 3 in (b) on the page to segments given their lengths in centimeters.
understand what they have to do.
Ask: How long is EF? (10 cm) Let's Practice
Ask students to measure the lengths of LM and OP Task 1 requires students to measure and
on BM8.2. (LM = 6 cm, OP = 14 cm) compare the lengths of a line segment and a
curve in centimeters.
(c) Stage: Concrete Experience © 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
Have students work in pairs. Distribute a sheet of
paper to each pair.
Say: Let us draw a line segment 9 centimeters
long.
Guide students through steps 1 and 2 in (c) on
CB p. 183 and have them draw a line segment
9 centimeters long following the steps.
Say: To draw a 9-centimeter line segment, start
from the zero mark and draw along the ruler until
you reach the 9-centimeter mark.
Remind students to hold the ruler firmly in place
when drawing the line segment.
Call out another length up to 15 centimeters and
have students draw a line segment of that length.

176 Chapter 8: Length

 b) D b)

What is the length of CD? 12 cm

c) Which is longer, AB or CD? How much longer? CD , 3 cm The height of the shelf is more than 1 meter.
It is closer to 2 meters.
The height of the shelf is about 2 meters.
2. Measure the length of AB. The height of the shelf is 1 meter 80 centimeters.
Then, draw a line segment 2 centimeters shorter than AB.
Let's Do
A B
1. Estimate the following lengths.
Then, check your answers with a measuring tape or a meter ruler. Answers vary.
Draw a line segment 5 cm long.
PB Chapter 8: Exercise 1.1
Estimate Actual measure
a) Height of
classroom door about m m cm
1.2 Length in meters and centimeters
b) Distance from the
Let's Learn
cupboard to the door about m m cm
a)

90 100 Let's Practice

cm
1. Walk 20 steps. Measure the distance walked with a measuring tape.
0 10 20 30 40 50 60 70 80 90 100 100 cm = 1 m
cm Is the distance more than or less than 7 meters? Answer varies.

The baseball bat is as long as the meter ruler. 2. Estimate your height. Then, check your answer with a measuring
The baseball bat is 1 meter or 100 centimeters long. tape or a meter ruler. Answers vary.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

Estimate Actual measure

1 meter = 100 centimeters There are 100 centimetres
My height about m m cm
1 m = 100 cm in 1 meter.

PB Chapter 8: Exercise 1.2

I have learned to...

measure lengths in centimeters
draw a line segment of a given length in centimeters
measure lengths in meters and centimeters

185 186

Task 2 requires students to measure and draw Ask: Where is the handle of the baseball bat
line segments given their lengths in centimeters. placed? (At the 0-cm mark) Where is the other
end of the baseball bat placed? (At the
1.2 Length in meters and centimeters 100-cm mark)
Say: The baseball bat is 100 centimeters long.
Let's Learn Since the baseball bat is as long as the meter
Objective: ruler, we can also say that the baseball bat is
•• Measure lengths and distances in meters 1 meter long.
and centimeters Write: 1 meter = 100 centimeters
Materials: 1 m = 100 cm
•• 3 meter rulers Say: There are 100 centimeters in 1 meter.
Have students look at the picture of the shelf in (b)
Resources: and relate the picture to the earlier measurement
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

•• CB: pp. 185–186 •• PB: p. 134 activity.

Say: The height of the shelf is more than 1 meter
(a) and (b) Stage: Concrete Experience
but less than 2 meters. It is 1 meter 80 centimeters.
Ask students to estimate the length of the
Write: Height of shelf = 1 m 80 cm
bulletin board in the classroom. Then, place
meter rulers end to end to measure the length. Let's Do
Suppose the length of the board is between
Task 1 requires students to estimate and measure
1 meter and 2 meters.
height and distance in meters and centimeters.
Ask: Is the length of the board more than
1 meter? (Yes) Is it shorter than, longer than or Let's Practice
as long as two meter rulers? (Shorter than) Task 1 requires students to measure distance in
Show students how to measure the length of meters.
the board in meters and centimeters.
Task 2 requires students to estimate and measure
Stages: Pictorial and Abstract Representations height in meters and centimeters.
Have students look at the picture of the
baseball bat in (a) on CB p. 185.

Chapter 8: Length 177

Unit 2: Other Units of Length
2.1 Length in kilometers
Let's Learn
Objectives:
•• Understand that a kilometer is longer than
a meter
•• Measure and compare lengths and distances
in kilometers
•• Choose a suitable unit of measure when
measuring lengths and distances
Materials:
•• 1 meter ruler
•• 1 neighborhood map per group
•• Pictures of measuring wheel and odometer
Resources:
•• CB: pp. 187–188
•• PB: p. 135
Vocabulary:
•• kilometer (km)
Stage: Concrete Experience
Before the lesson, print out a map of the
neighborhood and mark the distances between
the key places in kilometers. Also, identify the
places that are about 1 kilometer apart and mark
the distances.
Make a copy of the map for every group.
Have students work in groups and distribute a
copy of the map to each group.
Hold up a meter ruler and ask questions about
two places in the neighborhood that are about
1 kilometer apart, for example, the school and
the grocery store.
Say: Imagine yourself walking from the school to
the grocery store.
Ask: Would you use a meter ruler to measure how
far you have walked? (No) Why not? (Answer
varies. Sample: The distance is too long to be
measured by a meter ruler.)
Say: We measure long distances in kilometers. The
distance between the school and the grocery
store is 1 kilometer.
Stage: Pictorial Representation
Have students look at the picture on CB p. 187.
Say: Look at the picture of the football field. The
length of the football field is about 100 meters.
Imagine 10 such football fields placed side
by side.
Ask: What is the total length of 10 football fields?
(About 1000 meters)
Say: The total length of 10 football fields is about
1000 meters or about 1 kilometer. There are
1000 meters in 1 kilometer.
178 Chapter 8: Length
Unit 2 Other Units of Length
You will learn to...
• measure and compare lengths in kilometers or millimeters
• choose a suitable unit or tool of measure for lengths and distances
2.1 Length in kilometers
Let's Learn
A football field is about 100 meters long.
100 m
The total length of 10 football fields is about 1000 meters or 1 kilometer.
The kilometer is another unit of length.
We write km for kilometer. There are 1000 meters
We use kilometers to measure long distances. in 1 kilometer.
We use a measuring wheel or an odometer to
measure long distances.
1 kilometer = 1000 meters
1 km = 1000 m
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4
Let's Do
1. Circle the best unit used to measure each of the following.
a) Length of a bus b) Distance between two cities
cm m km cm m km
c) Height of a water bottle d) Height of a waterfall
cm m km cm m km
187
Stage: Abstract Representation
Write: 1 kilometer = 1000 meters
1 km = 1000 m
Say: We use kilometers to measure long
distances. We use a measuring wheel or an
odometer to measure long distances.
Show students pictures of measuring wheel and
odometer and describe when these tools are
used to measure lengths and distances.
Have students look at the map of the
neighborhood again to find the distance
between other places in the neighborhood,
so that they get a sense of the distances © 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
measured in kilometers.
Ask: What are some long distances that can
be measured in kilometers? (Answer varies.
Sample: distance from the school to home)
Let's Do
Task 1 requires students to choose a suitable
unit of measure when measuring lengths and
distances.
 Let's Practice
Task 1 requires students to choose a suitable Let's Practice
unit of measure when measuring lengths and 1. Write centimeters, meters or kilometers.
distances. a) The length of a USB drive is about 5 centimeters .
b) Carol jogs about 3 kilometers every day after work.
Task 2 requires students to find the distance c) The length of a kite string is about 25 meters .

between two places. Students are also 2. Look at the picture. Then, write the distances.

expected to add or subtract distances in mall

hospital
•
kilometers.
• Zack’s home
25 km 47 km

EXPLORE
•
Have students go back to the word problem • 21 km
32 km •
on CB p. 181. swimming pool
Ask: Can you solve the problem now? (Answer stadium

varies.) What else do you need to know? a) The distance from Zack’s home to the hospital is
47
(Answer varies.) kilometers.
b) The distance from Zack’s home to the swimming pool is
Students are not expected to be able to solve 32 kilometers.
the problem now. They will learn more skills in c) The distance from the stadium to the hospital is
subsequent lessons and revisit this problem at 68 kilometers.
d) The distance from the swimming pool to the stadium is
the end of the chapter.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

53 kilometers.
e) The distance between Zack’s home and the mall is
7 kilometers shorter than the distance between his
home and the swimming pool.
f) Zack traveled from his home to the hospital and back to his home.
He traveled a total distance of 94 kilometers.
PB Chapter 8: Exercise 2.1

>> Look at EXPLORE on page 181 again.

Can you solve the problem now?
What else do you need to know?

188
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

Chapter 8: Length 179

2.2 Length in millimeters
2.2 Length in millimeters
Let's Learn
Let's Learn
Objectives: 10 mustard seeds have a total length of 1 centimeter.
•• Understand that a millimeter is shorter than
a centimeter
•• Measure and compare lengths in millimeters
•• Choose a suitable unit or tool of measure
when measuring lengths and distances

Materials:
•• 1 fifteen-centimeter ruler per student
•• 1 mustard seed (or another object that is
about 1 millimeter long) per student Each mustard seed is about 1 millimeter long.

The millimeter is another unit of length.

Resources: We write mm for millimeter.
We use millimeters to measure the length of very short objects.
•• CB: pp. 189–190 We use a centimeter ruler to measure short lengths.
•• PB: p. 136 1 centimeter = 10 millimeters
1 cm = 10 mm

Vocabulary:
There are 10 milimeters
•• millimeter (mm)

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

in centimeter.

Stage: Concrete Experience

Have students look at the small intervals between Let's Do
the zero mark and the 1-centimeter mark on their 1. Write millimeters, centimeters or meters.
centimeters
rulers. a) The length of a bracelet is about 20 .
millimeters
Say: Each interval is 1 millimeter long. A millimeter b) The thickness of a piece of cardboard is about 2 .

is another unit of length.

189
Distribute a mustard seed to each student.
Have students measure the length of the mustard
seed using their rulers.
Say: A mustard seed is very short. It is about Let's Do
1 millimeter long. Task 1 requires students to choose a suitable
Ask: How many intervals are there from the zero unit of measure when measuring lengths.
mark to the 1-centimeter mark on the ruler? (10)
Say: Each interval is 1 millimeter long. There are
10 millimeters in 1 centimeter.
Stage: Pictorial Representation
Have students look at the picture on CB p. 189.
Say: The length of each mustard seed is
1 millimeter.
Ask: What is the total length of 10 mustard seeds?
(10 millimeters) © 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

Say: The total length of 10 mustard seeds is

10 millimeters or about 1 centimeter. There are
10 millimeters in 1 centimeter.
Stage: Abstract Representation
Write: 1 centimeter = 10 millimeters
1 cm = 10 mm
Say: We use millimeters to measure the lengths of
very short objects. We use a centimeter ruler to
measure short lengths.
Ask: What are some lengths that can be
measured in millimeters? (Answer varies. Sample:
width of a grain of rice)

180 Chapter 8: Length

 Let's Practice
Task 1 requires students to choose a suitable Let's Practice
unit of measure when measuring lengths and 1. Write millimeters, centimeters, meters or kilometers.
distances. a) The length of a forefinger is about 7 centimeters .
b) A coconut tree is about 22 meters tall.
Task 2 requires students to compare lengths c) The length of a ladybug is about 9 millimeters .
in millimeters. d) The road distance between New Jersey and Philadelphia is about
100 kilometers .
Task 3 requires students to choose a suitable
2. Write in the blank.
tool of measure when measuring lengths and
The thickness of a coin is 2 millimeters.
distances. The thickness of a box is 7 millimeters.
The thickness of the coin is 5 millimeters less than the
thickness of the box.

3. Circle the tool you will use to measure each of the following.
a) Distance traveled from city A to city B
odometer meter ruler centimeter ruler

b) Thickness of a coin
measuring wheel centimeter ruler meter ruler

c) Height of a room
odometer meter ruler centimeter ruler

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

PB Chapter 8: Exercise 2.2

I have learned to...

measure and compare lengths in kilometers or millimeters
choose a suitable unit or tool of measure for lengths and distances

190
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

Chapter 8: Length 181

Unit 3: Problem Solving
3.1 Word problems Unit 3 Problem Solving

Let's Learn You will learn to...

• solve 1-step and 2-step word problems on length or distance

Objective: • solve a non-routine problem on length or distance

•• Solve 1-step and 2-step word problems on

length or distance 3.1 Word problems
Let's Learn

Resources: 1. Each week, Mr. Williams travels a total distance of 75 kilometers

from his home to his office and back from his office to his home.
•• CB: pp. 191–194 If he works 5 days a week and travels the same distance each day,
how much distance does he travel each day?
•• PB: pp. 137–138
1. 
Have students read the word problem on 1U nderstand
the problem.
How far does Mr. Williams travel each week?
How many days does he work each week?

CB p. 191. Does he travel the same distance each day?

What do I have to find?

1. Understand the problem.

 Pose the questions in the thought bubble 2P lan
what to do.
I can draw a bar model to show
the distance Mr. Williams travel.
in step 1.
2. Plan what to do.
3A Work out the 75 km

Say: We can draw a bar model to show us nswer.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

the distance Mr. Williams travels. ?

75 ÷ 5 = 15
3. Work out the Answer. He travels 15 kilometers each day.
Draw a part-whole bar model with 5 equal
parts as shown on the page. Draw a brace 4C heck
if your answer
is correct.
15 km × 5 = 75 km
My answer is correct.
over the whole length of the bar model
and label it ‘75 km’.
Say: The whole bar represents the total 191

distance that Mr. Williams travels each

week.
Ask: What does each equal part of the bar
model represent? (Each working day of
the week)
Say: We can mark one part of the bar
model with a question mark to indicate
that we have to find the distance
Mr. Williams travels each day.
Draw a brace under the first part of the bar
model and label it ‘?’.
Ask: How do we find the distance he
travels each day? (Divide the total
distance for the week by 5.)
Write: 75 km ÷ 5 =
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

Elicit the answer from students. (15 km)

Say: Mr. Williams travels 15 kilometers each
day.
4. Check if your answer is correct.
Say: We can check our answer by
multiplying 15 kilometers by 5 to see if we
get 75 kilometers.
Write: 15 km × 5 =
Elicit the answer from students. (75 km)
Ask: Is our answer correct? (Yes)

182 Chapter 8: Length

 5. + Plus Solve the problem in another
way.
Have students try to solve the problem 5+ Plus
Solve the
Subtract 5 from 75 and keep subtracting 5
until we get 0.
in a different way. problem in
another way.
–5–5 –5 –5 –5–5 –5 –5 –5 –5–5 –5 –5 –5 –5

Have 1 or 2 students share their 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75

methods. If students are unable to solve We subtract five 15 times.

So, Mr. Williams travels 15 kilometers each day.
the problem in a different way, explain Compare the methods in steps 3 and 5.
the method shown on CB p. 192. Which method do you prefer? Why?

 Ask: Which method do you prefer? 1. Understand 2. Plan 3. Answer 4. Check 5. Plus

Why? (Answers vary.) 2. A boat sailed 245 kilometers along a river in the morning.
It sailed 317 kilometers further in the afternoon than in the morning.
What was the total distance the boat sailed that day?
2. Have students read the word problem on
CB p. 192. 1U nderstand
the problem.
What distance did the boat sail in the morning?
How much further did it sail in the afternoon
than in the morning?
1. Understand the problem. What do I have to find?

Pose the questions in the thought

bubble in step 1. 2P lan
what to do.
I can draw a bar model to
compare the distances the boat
sailed in the morning and in
2. Plan what to do. the afternoon.

Point out to students that they can draw

3A Work out the 245 km 317 km

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

a bar model to compare the distances nswer. morning

the boat sailed in the morning and in afternoon

?

the afternoon. ?
245 + 317 = 562
3. Work out the Answer. The boat sailed 562 kilometers in the afternoon.

Draw a bar to represent the distance 245 + 562 = 807

sailed in the morning and label it as The boat sailed a total distance of 807 kilometers
that day.
shown on the page. 192
Say: The boat sailed further in the
afternoon than in the morning, so we
draw a longer bar to represent the Write: 245 + 562 =
distance sailed in the afternoon. Elicit the answer from students. (807)
Draw a longer bar to represent the Say: The boat sailed a total distance of
distance sailed in the afternoon. 807 kilometers that day.
Ask: How much further did the boat sail
in the afternoon than in the morning?
(317 km)
Label the difference in distance sailed
in the model.
Explain that we place a question mark
in the bar model to indicate what we
have to find. Label the model to show
that we have to find the total distance
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

the boat sailed that day.

Ask: How can we find the total distance
the boat sailed that day? (First, add to
find the distance sailed in the afternoon.
Then, add to find the total distance
sailed that day.)
Write: 245 + 317 =
Elicit the answer from students. (562)
Say: The boat sailed 562 kilometers
in the afternoon. Since we know the
distances sailed in the morning and in
the afternoon, we can find the total
distance sailed by adding the distances
sailed in the morning and in the
afternoon.

Chapter 8: Length 183

 4. Check if your answer is correct.
Ask: How can we check if our answer
is correct? (Answers vary. Sample: First,
subtract the distance sailed in the morning
4C heck
if your answer
is correct.
807 – 245 = 562
562 – 317 = 245
My answer is correct.
from the total distance to find the distance
sailed in the afternoon. Then, subtract the
5+
245 km 317 km
Plus
difference in distance sailed in the morning Solve the
morning
problem in
and in the afternoon from the distance another way.
afternoon
?

sailed in the afternoon to see if we get

245 + 245 + 317 = 807
245 kilometers as the distance sailed in The boat sailed a total distance of 807 kilometers
that day.
the morning.)
Compare the methods in steps 3 and 5.
Write: 807 – 245 = Which method do you prefer? Why?

Elicit the answer from students. (562) 1. Understand 2. Plan 3. Answer 4. Check 5. Plus

Say: The distance sailed in the afternoon

Let's Do
was 562 kilometers. Solve the word problems. Use or draw bar models to help you.
Write: 562 – 317 = Show your work clearly.
Next, try solving each problem in a different way.
Elicit the answer from students. (245) Which method do you prefer? Why?
Ask: What was the distance sailed in the 1. Understand 2. Plan 3. Answer 4. Check 5. Plus

morning? (245 km) Is our answer correct?

1. Erik went on a 3-day road trip. He traveled 84 kilometers each day.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

(Yes) How much did he travel on his road trip? 252 km

Besides checking for accuracy, students 84 km

can also check for reasonableness by

using estimation.
?

2. Mrs. Richards bought two types of wire.

She bought 174 meters of wire A and 138 meters of wire B.
+ Plus Solve the problem in another way.
5.  a) How much more of wire A than wire B did she buy? 36 m
b) What was the total length of wire A and wire B Mrs. Richards bought?
Have students try to solve the problem in a 312 m
different way. 193
Have 1 or 2 students share their methods.
If students are unable to solve the problem
in a different way, explain the method
shown on CB p. 193.
 Ask: Which method do you prefer? Why?
(Answers vary.)

Let's Do
Task 1 requires students to solve a 1-step word
problem involving multiplication of distance
in kilometers.
Task 2 requires students to solve a 2-step word
problem involving subtraction and addition of
lengths in meters.
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

184 Chapter 8: Length

 Let's Practice
Task 1 requires students to solve a 1-step word
problem involving subtraction of lengths
in millimeters.
Task 2 requires students to solve a 1-step
word problem involving addition of lengths
in centimeters.
Task 3 requires students to solve a 2-step word
problem involving addition of lengths in meters.
Task 4 requires students to solve a 2-step word
problem involving multiplication and addition
of lengths in millimeters.
CREATE YOUR OWN
Have students work in groups to create and
solve the word problem. Have a few groups
present their work.
Students are expected to replace ‘shorter’
with ‘longer’. The new problem is an addition
problem.
3.2 Mind stretcher
Let's Learn
Objective:
•• Solve a non-routine problem on distance
using the strategy of looking for a pattern
Resource:
•• CB: pp. 194–195
Have students read the problem on CB p. 194.
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
Let's Practice
Solve the word problems. Show your work clearly.
1. The width of Derek’s pencil is 10 millimeters.
The width of Jack’s pencil is 4 millimeters shorter than that of Derek’s pencil.
What is the width of Jack’s pencil? 6 mm
2. Fiona used 28 centimeters of ribbon to wrap a present.
Her sister used 26 centimeters of ribbon more to wrap her present.
How much ribbon did her sister use? 54 cm
3. The length of First Avenue is 447 meters.
Second Avenue is 22 meters longer than First Avenue.
What is the total length of First Avenue and Second Avenue? 916 m
4. Jane places a stack of 49 sheets of cardboard on a box.
Each sheet of cardboard is 2 millimeters thick.
The height of the box is 30 millimeters.
What is the total height of the box and the stack of cardboard? 128 mm
PB Chapter 8: Exercise 3.1
CREATE YOUR OWN
River A has a length of 415 meters.
River B is 134 meters shorter than river A. 415 + 134 = 549
Find the length of river B. The length of river B is 549 meters.
Read the problem. Replace ‘shorter’ with ‘longer’.
Next, solve the word problem. Show your work clearly.
What did you learn?
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4
3.2 Mind stretcher
Let's Learn
Harry’s family went on a cross-country drive.
Day 1: 70 km
The distance they traveled every day followed a pattern.
How many kilometers did they travel on day 10?
Day 2: 80 km
Day 3: 60 km
Day 4: 70 km
Day 5: 50 km
194
Chapter 8: Length 185
1. Understand the problem.
Pose the questions in the thought bubble in
step 1. 1U nderstand
the problem.
Did Harry's family travel the same distance every day?
How many days are given?
What do I have to find?
2. Plan what to do.
Say: The distance traveled every day followed
a pattern, so let us look for a pattern. We can 2P lan
what to do.
I can look for a pattern.

find out how the distance traveled changes

between day 1 and day 2, day 2 and day 3
and so on. This will help us find the distance
3A Work out the
nswer.
Day

Distance
1

70
2

80
3

60
4

70
5

50
6

60
7

40
8

50
9

30
10

40
(km)
traveled on day 10. + 10 – 20 + 10 – 20 + 10 – 20 + 10 – 20 + 10

3. Work out the Answer. They traveled 40 kilometers on day 10.

Write:
4C heck
if your answer
By working backwards, I get
50 kilometers on day 5.
Day 1 2 3 4 5 is correct. My answer follows the pattern.
My answer is correct.

Distance (km) 70 80 60 70 50
5+ Plus
Solve the
Can you solve the problem in another way?
If yes, show how you get the answer.

Ask: Was the distance traveled on day 2 problem in

another way.
longer or shorter than the distance traveled on

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

1. Understand 2. Plan 3. Answer 4. Check 5. Plus
day 1? (Longer) How much longer? (10 km)
Draw an arrow from 70 to 80 on the table and I have learned to...
label it ‘+ 10’. solve 1-step and 2-step word problems on length or distance
solve a non-routine problem on length or distance

Ask similar questions to compare the

distances traveled on the subsequent days. >> Look at EXPLORE on page 181 again.
Fill in column 3. Can you solve the

Guide students to see that the distance problem now?

traveled alternated between increasing by 195

10 kilometers and decreasing by 20 kilometers.
Ask: What pattern do you see in the distance
traveled from day to day? (It increased by
5. + Plus Solve the problem in another way.
10 kilometers from day 1 to day 2, decreased
Ask: Can you solve the problem in another
by 20 kilometers from day 2 to day 3,
way? (Yes or no)
increased by 10 kilometers from day 3 to day
If the answer is yes, ask students to share their
4, and decreased by 20 kilometers from day 4
methods.
to day 5.)
Guide students to find the distance traveled
on day 10 using the pattern identified.
EXPLORE
Ask: So, how many kilometers did Harry’s family Have students go back to the word problem on
travel on day 10? (40 km) CB p. 181. Get them to write down in column 3
of the table what they have learned that will
4.   Check if your answer is correct. help them solve the problem, and then solve
Ask: How can we check if our answer the problem.
is correct? (Answers vary. Sample: Work Have a student present his/her work to the class.
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

backwards from day 10 using the pattern

to see if the distance traveled on day 5 is
50 kilometers.)
Remind students that when working
backwards, they should use subtraction in
place of addition, and addition in place of
subtraction.
Ask: What was the distance traveled on
day 5? (50 km)
Say: The distance we get by calculation is the
same as the distance given in the problem. So,
our answer is correct.

186 Chapter 8: Length

 Name: Date: Name: Date:

3.2A Mind stretcher

Let's Do Math Journal
Carl places some domino tiles in a straight line.
1. Explain how to measure the length of a curve.
The distance from the center of each tile to the center of the
next tile is 8 millimeters.
The distance from the center of the first tile to the center of the
last tile is 96 millimeters.
How many tiles are there in the line?
8 mm
© 2021 Scholastic Education International (S) Pte Ltd ISBN: 978-981-4813-39-6 Current subscribers of PR1METM Mathematics Teaching Hub Grade 3 may print or photocopy this page for classroom use.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-39-6 Current subscribers of PR1METM Mathematics Teaching Hub Grade 3 may print or photocopy this page for classroom use.
...

96 mm
2. Write down what you know about the kilometer.

Strategy: Look for a pattern.

Number of tiles Number of 8-mm gaps

2 1
3 2
4 3
3. Explain why we use different units of length such as kilometer,
The number of tiles is always 1 more than the number of 8-mm gaps. meter and millimeter.

96 ÷ 8 = 12

There are 12 gaps.

12 + 1 = 13

There are 13 tiles in the line.

195A 195B

G3_Chp8_Mind Stretcher.indd 18 13/10/20 1:13 AM

3.2A Mind stretcher Math Journal

Have students work on the tasks independently to
Let's Do
check and reinforce their understanding.
Objective:
• Solve a non-routine problem on distance Use the rubric provided on page 1 of the blackline
using the strategy of looking for a pattern masters to score students’ work.
Resource:
• Hub CB: p. 195A
Students have to find the number of tiles Carl
places in a line. They should make a table to
look for a pattern and observe that the number
of tiles is always 1 more than the number of
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-39-6

8-millimeter gaps. Given that the distance from

the center of the first tile to the center of the
last tile is 96 millimeters, there will be twelve
8-millimeter gaps (96 ÷ 8 = 12) in between
13 tiles (12 + 1 = 13) placed in the line.

Chapter 8: Length 186A

PINE_Hub_TG3_Chapter 8_Mind Stretcher/MJ.indd 1 16/01/21 5:40 PM