MATH-ILE-PPT- COT.POWERPOINT PRESENTATION

MATHEMATICS 2

1. Quarter 2 - Lesson 2

2. 1. Measure and compare lengths of objects, in meters (m) or centimeters (cm), and distance in meters, using appropriate measuring tools. 2. Identify and use the appropriate unit (m or cm) to measure the length of an object and the distance between two locations. 3. Estimate length using meters or centimeters, and distance using meters. 4. Solve problems involving length and distance Learning Area: Mathematics Learning Competencies:

3. Integrated Learning Areas: Makabansa Integrated Learning Competency: 1. Nailalarawan ang kulturang materyal at di- materyal ng kinabibilangang komunidad.

4. WHAT WILL I LEARN? Estimating is an important skill to be developed for learners to determine the reasonableness of their answers. Further, the use of appropriate measurement tools in measuring length and distance makes our lives better and safer. It enhances the quality and quantity of life

5. Estimate the height of the cup. Write the answer of each group on the board.

6. Measuring Tools tape measure

7. Measuring Tools meter stick

8. Meter Sticks and Tape Measure A meter stick and tape measure are measuring instruments used to determine the actual length of a material just like a ruler. Meter stick has straight edges and are stiff. Tape measures are flexible straight edges with graduated markings

9. Measuring Tools ruler

10. ruler Rulers have straight edges and are stiff. One side of the ruler has markings in inches and the other side has markings in centimeters. Rulers are good to use for shorter lengths like the length of a pencil or notebook. There are two sides to a ruler. On one side, we see centimeters/millimeters and on the other side, we see inches. 12 inch 30 cm

11. Ask pupils to discuss with a partner what they notice about these tools and how they think they might be used.

12. Ask the pupils what appropriate measuring tool they will use to measure the objects used in the presentation Let the pupils measure the 2 objects

13. It is used to measure the height and width of an object and the distance of two points or objects and places.

14. Height is the distance from the top to the bottom of something. -A -B

15. Width is the measurement or extent of something from side to side. A B A B

16. Distance is the length between two points (or objects), It is the amount of space between two points. We can measure the length of an object by using different units like centimeter and meter, A B

17. For example, the length of a ruler given below tells us how long the ruler is.

18. A centimeter is a metric unit of measurement used for measuring the length of an object. It is written as cm and is used to measure shorter length.

19. A meter is the standard unit of measuring length. Its symbol is “m”. We use it to express longer length or distance. A meter has 100 centimeters

20. The length of this guitar is about 1 meter Meters can be used to measure the length of a house, or the size of a playground.

21. The following steps are required to measure the length of an object:

22. Step1: Choose the unit in which you want to measure the length of an object. If you want a value in cm, then use the cm side of the ruler or the cm symbol of a meter stick/measuring tape. If you want to measure longer objects like table or bed use meter sticks or tape measure. Step 2: Find 0 mark on one end of the measuring tool. Align the zero mark with the starting edge of the object to be measured. Step 3: Look at the endpoint of the objectand note the value. For example, in the below figure,the length of the pencil is from 0 to 10 cm.

23. Comparing Length The length measurement of objects can be compared using a common measuring tool. We can compare lengths by measuring each length and comparing their measures.

24. Comparing Length Small objects have shorter lengths when compared to larger objects. To measure the length of an object, we usually consider its longest side. If the length of an object along its longest side is smaller than the length of another object along its longest side, the first object is said to be shorter than the second object.

25. Comparing Length We use, shorter, longer or taller in comparing the length of an object. It is better to compare things of the same unit measure. Examples: 1. A pencil is 18cm and an eraser is 9cm. Pencil is longer than eraser. 18 cm 8 cm

26. Comparing Length We use, shorter, longer or taller in comparing the length of an object. It is better to compare things of the same unit measure. Examples: 2.The buildingis 70m and the treeis 53m. The building is taller than a tree. 70 m 53 m

27. Solving For Problems involving length.

28. We will discuss here how to solve the word problems on measuring length (i.e. addition and subtraction).

29. Addition and subtraction in meters and centimeters are done in the similar way as in the case of ordinary numbers.

30. a.When we add meters and meters the sum is in meters and when we add centimeters and centimeters the sum is in centimeters. Here centimeters are writtenas two-digit number.

31. a.When we subtract meters from meters the difference is in meters and when we subtract centimeters from centimeters the difference is in centimeters. Here centimeters are written as two-digit number.

32. Subtraction

33. Examples: 1.Henry has two strings. The red string is 40 cm long and the blue string is 60 cm long. How long are the two strings together?

34. 60 cm 40 cm Which is shorter? Which is longer? How long are the two strings together?

35. 1.Sita is 1 m 30 cm tall, and her sister Rita is 1m 60 cm tall. Who is taller and by how much?

36. 1m 60cm Who is taller and by how much? 1m 30cm Rita Sita

37. Who is taller and by how much? Rita is 20 cm taller than Sita

38. MODELING

39. Ask pupils to estimate about how many meters tall they are. Ask volunteers to come in front of the class and write their estimates on the board. Ask the volunteers to measure their height using a meter stick. After measuring, compare their estimates to the actual measurement. Were they close or not? Give other opportunities for estimating and confirming their estimates by checking against the actual measurements

40. Model how to measurean object using a ruler and a measuring tape, emphasizing the importance of starting at zero and reading the measurement accurately. Estimate the length of different objects Discussthe importance of using consistent units of measurement a. Show examples of objectsmeasured in meters (e.g., a meterstick) and centimeters (e.g., a ruler). b. Demonstrate how to measureobjects using meters and centimeters

41. Teacher will Demonstrate how to measure objects using meters and centimeters

42. Present a story problem. You can use another object to measure that is available in yourclassroom. Present a slide deck or pictures below. Example Number.1 Ask the pupils to write their own top tips for using a ruler.They can use show-me-board.

43. Summarize the tips given by the pupils and present the tips below. Make sure that you recognize and incorporate the suggestions of the pupils. Our top tips for Bentoy:

44. Based on the picture, the length of the shoebox is 9 cm, or the shoebox is 9 cm long 9cm

45. Bentoy wants to measure the height of the box too 4cm

46. The length of the shoebox is greater or longer than its height. The height of the shoebox is shorter than its length

47. The pack of crayon is 8 cm

48. Spot the error.

49. Maria purchased a 24 m 25 cm abaca rope and Nancy purchased 17 m 15 cm abaca rope. What is the total length of ropes purchased? 24m 25cm 17m 15cm

50. Solution: Length of ropes purchased by Maria = 24 m 25 cm Length of ropes purchased by Nancy = 17 m 15 cm Total length of ropes purchased by them = 24 m 25 cm + 17 m 15 cm

51. Solution: 24 m 25 cm + 17 m 15 cm = 41 m 40 cm

52. Get your ruler and measure the following objects.

53. GUIDED PRACTICE

54. Activity for All 1. Provide/ Let each pupil bring a ruler, meter stick or a tape measure. 2. Have the pupils work with a partner to measure the distance of various objects in the classroom example distance of door and blackboard. (the teacher can contextualize the task card)

55. 1.Let the pupils use both meters (m) and centimeters (cm) on their rulers or meterstick. 2.Roam around the classroom to observe and facilitate pupils as they measure. 3.Encourage studentsto compare their measurements with a partner and discussany differences or similarities they find. 4.You may opt to let the pupils do the activity outside the classroom if you can give them instructions clearly and you can guide them properly.

56. INDEPENDENT PRACTICE

57. THANK YOU!