•Metric system is a system used for measurement based on common units such as meters, grams, and liters. •English system is a system used for measurement using common units such as inch, foot, yard, and mile.

At the end of the lesson the learners will be able to:
1. describe non-standard units of measure;
2. use traditional or non-standard units of measure; and
3. measure objects in the local culture or community using standard and non standard units accurately.

1. SYSTEMS of UNITS of MEASURE Non-Standard Units

2. At the end of the lesson the learners will be able to: 1. describe non-standard units of measure; 2. use traditional or non-standard units of measure; and 3. measure objects in the local culture or community using standard and non standard units accurately. LESSON OBJECTIVES:

3. Measurement Scavenger Hunt

4. You will be grouped into teams with 4 to 6 members to find objects within the school or classroom to measure . The list of objects that you will measure will be given by your teacher. Write the name of the objects in the first column. Instructions:

5. Field Field Hallway Hallway

6. Teams should locate the specified objects and measure them accurately. Record measurements in the worksheet (in the table below). Instructions:

7. 1. How did the scavenger hunt help you understand the role of measurement in the real world? 2. Why is accurate measurement important in various professions? 3. Can you think of situations where incorrect measurements could lead to problems? Guide Questions:

8. 4. How can you apply measurement skills in your daily lives? 5. Why it is important to know the different units of measurement and when to use them appropriately? 6. Why is accurate measurement important in various professions? Guide Questions:

9. Non-standard Units of Measure are informal or customary units that can vary from one person to another or from one region to another. Unlocking Content Vocabulary

10. Why do you think measurement is important

11.  Measurement is a fundamental aspect of human civilization, and its development has played a crucial role in shaping our understanding of the world.

12. From ancient civilizations to the modern scientific era , the evolution of measurement has been a fascinating journey.

13.  The origins of measurement can be traced back to ancient civilizations. In Mesopotamia, Egypt, and the Indus Valley, early humans developed primitive systems of measurement based on body parts or natural objects like grains and stones.

14.  Non-standard units of measurement , sometimes referred to as informal or customary units , have a rich history in human civilization .

15. Non-standard units often reflect the ingenuity and adaptability of people throughout time.  They are based on everyday objects , body parts , or localized traditions .

16. Non-standard units of Measure

17. Cubit : used by various ancient civilizations, the cubit was based on the length of a person’s forearm from the elbow to the tip of the middle finger

18. The span was typically the width of a person’s hand , measured from the tip of the thumb to the tip of the little finger .

19. Based on the length of a person’s foot and it was a common unit for measuring shorter lengths in everyday life and construction.

20. Used by sailors, a fathom equaled the span of a person’s outstretched arms , typically about six feet. It was used to measure the depth of water and depth in nautical contexts .

21. Non-standard units of measure in the Philippines

22. a) Kaban or Cavan : It is a traditional unit of dry measure used for rice . It represents a traditional volume of rice grain, often equivalent to 50 kilograms .

23. b) Dipper or Tabo : In rural areas, people might use a dipper as an informal unit of measuring liquids . It is often used for transferring water or other liquids and is not precisely standardized.

24. c) Tumpok : This refers to a stack or pile of items, such as firewood, bananas, or coconuts

25. d) Step : In some areas, people use the step as an informal unit of length. For example, they might say that a location is “ two steps away ” to give a rough idea of distance.

26. Identify the non-standard units of measure described in each illustration. Tumpok Span Cubit Kaban Step Dipper or Tabo Foot Fathom

27. Non-standard Units of Measure Objective: At the end of the activity, the learners identify and use traditional or non-standard units of measure being used in their local culture or community. II. Materials Needed: pencil, worksheet, common objects to measure such as classroom item.

28. Instructions: List the traditional units of measure being used in your community or culture. Use the traditional or non-standard units to measure the objects provided by your teacher. Record your measurements in the table below.

29. 1. What traditional units were used and identified in the lesson? 2. Were there variations in measurements within the group? 3. How do you compare the measurements using traditional compared to the standard units? Guide Questions:

30. 4. How do traditional units reflect the history and traditions of your community or culture? 5. Are there advantages to using traditional units in specific situations 6. Are there any challenges and misconceptions you encountered while studying the lesson? Guide Questions:

31. Provide an example of a non-standard unit of measurement and explain how did you use that non-standard unit. Reflection

32. SYSTEMS of UNITS of MEASURE (English System)

33. At the end of the lesson the learners will be able to: 1. identify and describe the common units of measurement in the English system for length, weight, and capacity; 2. measure objects using appropriate units for length, weight, and capacity; and 3. recognize the importance of using standardized measurements in everyday life. LESSON OBJECTIVES:

34. Let’s Review!

35. Instruction: Rearrange the letter to reveal the correct answer. 1. SNAP - _____________ 2. SEPT - _____________ 3. TICUB - ____________ 4. TOFO - ____________ 5. HOMFAT - __________ Snap Step Cubit Foot Fathom

36. • Divide students into small groups. Assign each group a specific focus area: length, weight, or capacity. Group Work Activity

37. • Length Station: Students will use rulers to measure various objects in the classroom (e.g., length of a desk, width of a book). • Weight Station: Students will weigh different items using the scale (e.g., a bag of flour, fruits) and record the weight in pounds. • Capacity Station: Students will use measuring cups to measure various liquids (e.g., water) and note the amount in cups. Measurement Stations:

38. English System of Measurement also known as the Imperial System is a collection of measures for length, volume, weight, area , etc. that have their roots in hundreds of years of history. Unlocking Content Vocabulary

39.  Within the English System, we encounter units like inches, feet, pounds , and gallons , each playing a crucial role in various aspects of daily life, from measuring a person's height to weighing groceries or calculating the volume of liquid in a recipe. Unlocking Content Vocabulary

40. Weight/Mass

41. Weight/Mass

42. Capacity   Units of capacity are generally used to measure liquids . The most common units are gallon, pint, quart, fluid ounce

43. List three common units of measurement for length in the English System. Worked Example Answer:_______________________ inch, foot, yard, and mile

44. B. List three common units of measurement for weight in the English System. Worked Example Answer:_______________________ p ound, ounce, ton

45. C. List three common units of measurement for capacity in the English System. Worked Example Answer:_______________________ gallon, pint, quart, fluid ounce

46. D. Describe a real-life situation where you would need to measure capacity. Worked Example Answer:_______________________

47. E. What unit would you use to measure the height of a person? Worked Example Answer:_______________________

48. English System of Measurement (Supermarket Unit Challenge) 1. With your math buddy list of local supermarket products. 2. Discuss and decide whether each product is typically measured in inches, feet, yards, ounces, pounds, fluid ounces, pints, quarts, or gallons.

49. 3. Write your chosen unit next to each product on the list. • Soda Peanut butter • Grains Sardines • Milk Chips • Pasta Cooking oil • Paint Patis

50. 1. Why did your group associate specific products with inches, feet, or yards? What features of the product influenced your choice? Can you think of any other products commonly found in supermarkets that could be measured in inches, feet, or yards? Guide Questions:

51. 2. What led your group to decide whether each product should be measured in ounces or pounds? Did the size or packaging of the products play a role in your decisions? Are there any supermarket items that you believe could be measured in tons? Why or why not? Guide Questions:

52. 3. How did you determine the capacity units (fluid ounce, cup, pint, quart, or gallon) for the products? Were there any products where this was particularly challenging? Can you think of other supermarket products or beverages that might be measured in different capacity units? Guide Questions:

53. 4. Are there any challenges and misconceptions you encountered while studying the lesson? Guide Questions:

54. 1. Which unit would you most likely use to measure the length of a standard pencil? A) Inches C) Yards B) Feet D) Miles

55. 2. What is the weight of a typical gallon of water? A) 5 pounds C) 10 pounds B) 8 pounds D) 12 pounds

56. 3. Which of the following is a unit of capacity? A) Ounce C) Inch B) Pound D) Foot

57. 4. If you need to measure a room's length, which unit would be most appropriate? A) Inches C) Ounces B) Feet D) Pints

58. 5 . Which of the following does not belong to the group? A) Inches C) Ounces B) Ton D) Pound

59.  International System (SI) of Units or Metric System

60. At the end of the lesson the learners will be able to: 1. identify the fundamental units of measurement in the SI (Metric) system; 2. measure objects using appropriate units for length, mass, and volume; and 3. recognize the importance of using standardized measurements in everyday life. LESSON OBJECTIVES:

61. Instruction: Classify whether each product is typically measured in inches, feet, yards, ounces, pounds, fluid ounces, pints, quarts, or gallons. Short Review:

62. Fluid ounces Pounds Quarts Pounds Gallons Ounces Ounces Ounces Gallons Fluid ounces

63.  International System of Units or Metric System is a rational and comprehensive system of measurement that simplifies the complexities of measuring various physical quantities. Unlocking Content Vocabulary

64.   Meter is the basic unit of length in the metric system.    Gram is the basic unit of mass/weight in the metric system.   Liter is the basic unit of capacity

65.  International System of Units or Metric System uses prefixes to indicate what part of the basic unit of measure is being used. Explicitation

66.  The following are the metric prefixes and their meaning: Explicitation a. “ milli ” means 0.001 b. “ centi ” means 0.01 c. “ deci ” means 0.1 d. “ deka ” means 10 e. “ hecto ” means 100 f. “ kilo ” means 1,000

67.  Other units of length, mass/weight, and capacity with prefixes are shown in the following tables: Explicitation

68.  Other units of length, mass/weight, and capacity with prefixes are shown in the following tables: Explicitation

69. What unit would you use to measure each of the following items?

70. Activity summarize their understanding of the units; and b. list and describe various units for length, weight, and capacity.

71. 1. What objects did you measure for length, and what were your measurements in centimeters and millimeters? 2. What objects did you measure for mass, and what were your measurements in grams? Guide Questions:

72. 3. What liquid did you measure for volume, and what were your measurements in milliliters? 4. What are the advantages of using the metric system for length measurements? for mass measurements? for volume measurements? Guide Questions:

73. 5. Are there any challenges and misconceptions you encountered while studying the lesson? Guide Questions:

74. 1. Which of the following is the base unit of mass in the metric system? A. Gram C. Kilogram B. Meter D. Liter

75. 2. What prefix in the metric system means 1/1,000th of a unit? A. Kilo- C. Centi- B. Milli- D. Deci-

76. 3. Which of the following is used to measure the volume of a liquid in the metric system? A. Meter C. Liter B. Gram D. Celsius

77. 4. In the metric system, which unit would you use to measure the mass of a pencil? A. Kilogram C. Gram B. Milligram D. Liter

78. 5. Why is the metric system also called the International System of Units (SI)? A. It was developed by scientists in ancient times. B. It is only used for scientific experiments. C. It is the standard system of measurement used by most countries worldwide. D. It was created to replace all forms of measurement systems.

79. Instruction: For each column, students should: summarize their understanding of the units; and list and describe various units for length, weight, and capacity.