Saint Louis College of Bulanao

Purok 6 Bulanao Tabuk City Kalinga  

I.              Introduction:

                        As preparation for teaching in the intermediate grades, this course

emphasizes  

            the      integration of technological pedagogical content knowledge that includes

topics on

          rational numbers, measurement, geometric figures, pre-algebra concepts, and

          application of  simple     probability and data analysis. This course is capped

         with  microteaching that utilizes appropriate teaching strategies for the
development

         of    critical and problem solving, reasoning, communicating, making corrections,

          representations and decisions in real life situation.

II.            Learning Outcomes:

At the end of the Chapter, the students must have:

             1. Identify the standard and nonstandard unit of measurement

             2. Used the Formula in finding the area of regular and irregular shape

             3. Solved linear measurement involving perimeter  and circumference

             4. Solve the surface area  and volume of the 3 dimensional objects.

III.          Course Content:

   Geometry and Measurement

a.     Standard and Nonstandard Units of Measure

b.     Linear measurement, perimeter , circumference

c.     Area of regular and irregular shape

d.     Pythagorean Theorem

e.     Measures of surface area and volume , Lateral surface area, base, height.

Temperature as a form of measurement

IV.          Learning Experiences:

Standard and Non-standard units

Ø  Standard units are common units of measurement such as centimetres, grams and
litres. Non-standard measurement units might include cups, cubes or What are standard
units and non-standard units of measurement?

Ø  Standard units are what we usually used to measure things like weight, length and
volume.

Ø  Standard units that would be introduced in primary school are grams, kilograms,
meters, kilometres, millilitres and litres.

Ø  Non standard units are used by children in early stage and Year 1 to introduce
without having to use scales of any kind as this can make it seem more complicated.

Ø  Although standard measurements are an essential part of the 2014 National

Curriculum for Maths, non-standard measurements are often used with Early stage and
Year one students to help them grasp the concept of measurements.

How are Non-Standard Units used in the classroom?

Ø  Children are first introduced to the concept of measurement during the Early stage of
their learning. However, children at this stage don't read any scales - instead, they
usually begin to measure everyday items on how they feel (light or heavy). You could
ask children to compare items by asking them: do you think the pencil or sharpener is
heavier? This is a great way to get them thinking about measurement and how we
determine the difference between items.

Ø  Once children reaching KS1 students are prompted to measure using centimetres or
kilograms, it is common for teachers to introduce them to the concept and skills of
measuring using non-standard units.
Ø  These are often practical, easy to visualise examples which can be demonstrated in
the classroom. For instance, how many cups of sand are needed to fill a bucket or how
many biscuits will fit into a tin.

Ø  This will allow students to develop their counting skills as well as get used to the
language around measurements, such as “x units got into y unit”. This creates a strong
foundation of knowledge which will help them as they begin to learn standard units of
measurement.

Ø  Using standard units of measurement

Ø  Children begin to use standard units in Year 2. They'll begin to learn and understand
the different equipment needed to measure different items. For example, they'd need to
know whether to measure items using centimetres, kilograms or metres.

Ø  Once children reaching Year 3 they'll carry on working on everything they've learnt in
Year 2, but at more advanced levels. Year 2 children will begin to problem-solve using
practical ways such as scales. They will also begin to understand the different
conversion measurements and should be able to recall the following:

1 litre = 1000 millilitres.

1 metre = 100 centimetres.

1 kilogram = 1000 grams.

Ø  In year 4 children will start to convert and should be able to determine different
measurements.

             For example, children should know that 1.4 litres is the same as 1400 ml. This
will help them with problem-solving when sometimes children must find out a
measurement and convert it to a standard unit.

Ø  In Year 5, children will solve problems using measurement further but will also use
addition, subtraction, multiplication and division to achieve the answer.

Ø  Once children reach the last year of Primary education (Year 6) they will continue
problem solving using the four operations, whilst converting between units using
decimals.

Examples of Standard and Non-Standard Units

Ø  The following are all standard units of measurement. Though they may not be
common, they are still accepted units of measurement across the world.

Centimetres (1 cm = 0.39 Inches)

a.Feet (1 Foot = Approx. 30 cm)

b.Kilograms (1 Kilogram = 2.2. Pounds)

c. Cups (1 Cup = 10 Fluid Ounces)

d. Hands (1 Hand = 4 inches)

Ø  These units of measurement, however, are non-standard and not generally accepted
or known by other people. They are likely only used in a classroom situation or in a
casual context.

Ø   They may give only a very approximate measurement - more like an estimate than a
fixed measurement.

a.    Heads (e.g. Megan is a head taller than her sister)

b.    Sweets (e.g. 20 sweets in a bag)

c.     Squares (e.g. 15 squares of chocolate in a bar)

d.    Phone Book (e.g. This is heavier than a stack of Phone Books!)

e.    Stone’s Throw (e.g. It’s not far - it’s only a stone's throw away.)

Ø 

How can I teach Standard and Non-standard units to my class?

Ø  There are a number of National Curriculum aims relating to measurements when it

comes to K Maths. It is important that students have a grounding in both standard and
non-standard units of measurement.

Ø  One of the curriculum aims is as follows:

1.    Choose and use appropriate standard units to estimate and measure length/height
in any direction; mass; temperature; capacity to the nearest appropriate unit, using
rulers, scales, thermometers and measuring vessels.

Ø  There are several ways to support your class as they learn about units of
measurements and which ones to use. You may like to hold a measuring skills
workshop, where students have the opportunity to use scales, rules and thermometers
to practice their measuring skills and apply their knowledge of different units of
measurement.
Standard and Non-standard Unit Resources

We also have a number of printable resources you can use to create eye-catching
classroom displays or lead exciting classroom activities.

·       Use our handy Measurement Conversion Display Posters to get your students

used to using multiple units of measurement.

·       We also have worksheets to support measuring skills, such as this Measure a

Line worksheet and another to Find and Measure Classroom Objects.

·       For non-standard unit resources check out our Exploration Of Weight Non-

Standard Units Senior Infants Worksheet and Snake measuring activity.

          LINEAR MEASUREMENT, PERIMETER , CIRCUMFERENCE

    What is Linear Measurement?
Ø  The linear measurement is the distance between the two given points or objects.
Thus, we can define length as: “Total gap measured between the leftmost and
rightmost end of an object in the mentioned system of units.”

Ø  Linear measurement can be defined as a measure of length. The length. of a table,
the length of a piece of pipe and the length of a football field are all examples of linear
measurement. We might also refer to it as distance. Linear measurements represent a
single dimension.

  The basic tools used for linear measurement are:

 Ruler – The standard rulers generally measure 15 and 30 cm with markings in mm, cm
on top and inches on the bottom.

Standard ruler with measurement markings in millimeter (mm), centimeter (cm) on top
and inches on bottom.

 Measuring tape – The measuring tape is more commonly used to measure longer
objects such as walls, pieces of fabric and tiles. A measuring tape has metric markings
and U.S. customary markings.

Pocket measuring tape with a metal strip and foldable measuring tape. The markings on
the tape and ruler are in the metric and customary system. The next section lists the
different units of measurement for length and height.

Units of Linear Measurement

 U.S. Customary Units  International System / Metric Units
 Inches – in  Millimeters – mm

 Foot – ft  Centimeters – cm

 Yards – yd  Meters - m

 Miles – mile  Kilometers – km

 

Ø  Using instruments like a ruler and tape, children can measure surrounding objects
such as pencil, shoe, a remote, toy car, and spoon. The example below illustrates the
placement of a ruler against a screwdriver to measure its length.

Ø  To measure the length, place the object and ruler with the tip at the “0”. Mark the
number at the end of the object to measure the total length. 

Ø  Measuring an object using a ruler. 

Application

The concept of measurement is the primary step towards quantitative analysis. Kids
learn to gather the numbers in terms of measurable quantities such as length, breadth,
and height. The knowledge of physical dimensions of objects is used in learning
geometry, drawing scalable maps, architecture, and estimating unknown quantities for
shapes with the help of formulas.

  Fun Facts

 In the early days, the length of body parts became the basis for acceptable measurements.
 As per the orders of King Edward II of England, one inch equaled to placing 3 grains of barley end-to-en
 The foot length of the statue of Cossutius in Rome measured 30.49 cm, approximated to 1 foot.
 Romans used the brass measuring rods in the 16th century for architectural and construction purpose.

 Related Math Vocabulary

 Length
 Tools of linear measurement
 Imperial Metrics
 SI Metrics
 Unit conversion

Ø  What are some units of linear measurement?

In the US customary system, the units of linear measurement are inches, feet, yards.
In the metric system, the units are centimeters, decimeters, and meters.

Linear Measurement

·       Vernier Calipers.

·       Outside Micrometers.

·       Digital Micrometer.

·       Depth Micrometer.

·       Scales.

The methods of measurement can be classified as:

·       l. Direct method.

·       Indirect method.

·       Absolute or Fundamental method.

·       Comparative method.

·       Transposition method.

·       Coincidence method.

·       Deflection method.

·       Complementary method.

Ø  A perimeter is a closed path that encompasses, surrounds, or outlines either a
two dimensional shape or a one-dimensional length. The perimeter of a circle or an
ellipse is called its circumference. Calculating the perimeter has several practical
applications.

> PERIMETER AND AREA are two important and fundamental mathematical topics.

They help you to quantify physical space and also provide a foundation for more
advanced mathematics found in algebra, trigonometry, and calculus. Perimeter is a
measurement of the distance around a shape and area gives us an idea of how much
surface the shape covers.

 
 Ø  Knowledge of area and perimeter is applied practically by people on a daily basis,
such as architects, engineers, and graphic designers, and is math that is very much
needed by people in general. Understanding how much space you have and learning
how to fit shapes together exactly will help you when you paint a room, buy a home,
remodel a kitchen, or build a deck.

Perimeter

Ø  The perimeter of a two-dimensional shape is the distance around the shape. You can
think of wrapping a string around a triangle. The length of this string would be the
perimeter of the triangle. Or walking around the outside of a park, you walk the distance
of the park’s perimeter. Some people find it useful to think “peRIMeter” because the
edge of an object is its rim and peRIMeter has the word “rim” in it.

If the shape is a polygon, then you can add up all the lengths of the sides to find the
perimeter. Be careful to make sure that all the lengths are measured in the same units.
You measure perimeter in linear units, which is one dimensional. Examples of units of
measure for length are inches, centimeters, or feet.

Example
oblem Find the perimeter of the given figure. All measurements indicated are inches.

 
P = 5 + 3 + 6 + 2 + 3 + 3Since all the sides are measured in inches, just add the
lengths of all six sides to get the perimeter.
nswer P = 22 inches Remember to include units.
 

 
 This means that a tightly wrapped string running the entire distance around the polygon
would measure 22 inches long.

Example
Problem Find the perimeter of a triangle with sides measuring 6 cm, 8 cm, and 12 cm.
  P = 6 + 8 + 12Since all the sides are measured in centimeters, just add
the lengths of all three sides to get the perimeter.
Answer P = 26 centimeters 
 

Sometimes, you need to use what you know about a polygon in order to find the
perimeter. Let’s look at the rectangle in the next example.

 
  

Example
Problem A rectangle has a length of 8 centimeters and a width of 3 centimeters. Find the
perimeter.

 
  P = 3 + 3 + 8 + 8Since this is a rectangle, the opposite sides have the
same lengths, 3 cm. and 8 cm. Add up the lengths of all
four sides to find the perimeter.
Answer P = 22 cm 
 

Notice that the perimeter of a rectangle always has two pairs of equal length sides. In
the above example you could have also written P = 2(3) + 2(8) = 6 + 16 = 22 cm. The
formula for the perimeter of a rectangle is often written as P = 2l + 2w, where l is the
length of the rectangle and w is the width of the rectangle.

Area of Parallelograms

The area of a two-dimensional figure describes the amount of surface the shape covers.
You measure area in square units of a fixed size. Examples of square units of measure
are square inches, square centimeters, or square miles. When finding the area of a
polygon, you count how many squares of a certain size will cover the region inside the
polygon.

Let’s look at a 4 x 4 square.

 
You can count that there are 16 squares, so the area is 16 square units. Counting out
16 squares doesn’t take too long, but what about finding the area if this is a larger
square or the units are smaller? It could take a long time to count.

Fortunately, you can use multiplication. Since there are 4 rows of 4 squares, you can
multiply 4 • 4 to get 16 squares! And this can be generalized to a formula for finding the
area of a square with any length, s: Area = s • s = s2.

You can write “in2” for square inches and “ft2” for square feet.

To help you find the area of the many different categories of polygons, mathematicians
have developed formulas. These formulas help you find the measurement more quickly
than by simply counting. The formulas you are going to look at are all developed from
the understanding that you are counting the number of square units inside the polygon.
Let’s look at a rectangle.

You can count the squares individually, but it is much easier to multiply 3 times 5 to find
the number more quickly. And, more generally, the area of any rectangle can be found
by multiplying length times width.

 
  

Example
Problem A rectangle has a length of 8 centimeters and a width of 3 centimeters. Find the area.
  A  = l • wStart with the formula for the area of a rectangle, which
multiplies the length times the width.
  A = 8 • 3Substitute 8 for the length and 3 for the width.
Answer A = 24 cm2Be sure to include the units, in this case square cm.
 

It would take 24 squares, each measuring 1 cm on a side, to cover this rectangle.

The formula for the area of any parallelogram (remember, a rectangle is a type of
parallelogram) is the same as that of a rectangle: Area = l • w. Notice in a rectangle, the
length and the width are perpendicular. This should also be true for all
parallelograms. Base (b) for the length (of the base), and height (h) for the width of the
line perpendicular to the base is often used. So the formula for a parallelogram is
generally written, A = b • h.

Example
Problem Find the area of the parallelogram.

 
                  A = b • hStart with the formula for the area of a parallelogram:

Area = base • height.
  Substitute the values into the formula.
  Multiply.
Answer The area of the parallelogram is 8 ft2.
 

Area of Triangles and Trapezoids

The formula for the area of a triangle can be explained by looking at a right triangle.
Look at the image below—a rectangle with the same height and base as the original
triangle. The area of the triangle is one half of the rectangle!

Since the area of two congruent triangles is the same as the area of a rectangle, you
can come up with the formula Area =   to find the area of a triangle.

When you use the formula for a triangle to find its area, it is important to identify a base
and its corresponding height, which is perpendicular to the base.

Example
Problem A triangle has a height of 4 inches and a base of 10 inches. Find the area.

 
   Start with the formula for the area of a triangle.
  Substitute 10 for the base and 4 for the height.
  Multiply.
Answer A = 20 in2 
 

 
 Now let’s look at the trapezoid. To find the area of a trapezoid, take the average length
of the two parallel bases and multiply that length by the height:  .

An example is provided below. Notice that the height of a trapezoid will always be
perpendicular to the bases (just like when you find the height of a parallelogram).

Example
Problem Find the area of the trapezoid.

 
   Start with the formula for the area of a trapezoid.
  Substitute 4 and 7 for the bases and 2 for the
height, and find A.
Answer The area of the trapezoid is 11 cm2.
 

Area Formulas

Use the following formulas to find the areas of different shapes.

square: 

rectangle: 
  

parallelogram: 

triangle: 

trapezoid: 

 
 

Working with Perimeter and Area

Often you need to find the area or perimeter of a shape that is not a standard polygon.
Artists and architects, for example, usually deal with complex shapes. However, even
complex shapes can be thought of as being composed of smaller, less complicated
shapes, like rectangles, trapezoids, and triangles.

To find the perimeter of non-standard shapes, you still find the distance around the
shape by adding together the length of each side.

Finding the area of non-standard shapes is a bit different. You need to create
regions within the shape for which you can find the area, and add these areas together.
Have a look at how this is done below.

Example
blem Find the area and perimeter of the polygon.
P = 18 + 6 + 3 + 11 + 9.5 + 6 + 6To find the perimeter, add together the
lengths of the sides. Start at the top and
P = 59.5 cmwork clockwise around the shape.
 To find the area, divide the polygon into
two separate, simpler regions. The area o
 Area of Polygon = (Area of A) + (Area of B)the entire polygon will equal the sum of
areas of the two regions.
Region A is a rectangle. To find the area
multiply the length (18) by the width (6)

The area of Region A is 108 cm2.

Region B is a triangle. To find the area,
the formula  , where the base is 9 and the
height is 9.

The area of Region B is 40.5 cm2.

108 cm  + 40.5 cm  = 148.5 cm .Add the regions together.
2 2 2

swer Perimeter = 59.5 cm 

Area = 148.5 cm2

 

You also can use what you know about perimeter and area to help solve problems
about situations like buying fencing or paint, or determining how big a rug is needed in
the living room. Here’s a fencing example.

Example
blem Rosie is planting a garden with the dimensions shown below. She wants to put a thin, even layer of mulch ov
the entire surface of the garden. The mulch costs $3 a square foot. How much money will she have to spend
mulch?

 
This shape is a combination of two
simpler shapes: a rectangle and a
trapezoid. Find the area of each.
Find the area of the rectangle.
Find the area of the trapezoid.
32 ft2 + 44 ft2 = 76 ft2Add the measurements.
 76 ft2 • $3 = $228Multiply by $3 to find out how much
Rosie will have to spend.
swer Rosie will spend $228 to cover her garden with mulch.
 

Find the area of the shape shown below.

A) 11 ft2

B) 18 ft2

C) 20.3 ft

D) 262.8 ft2

Show/Hide Answer

 
 

Summary

The perimeter of a two-dimensional shape is the distance around the shape. It is found
by adding up all the sides (as long as they are all the same unit). The area of a two-
dimensional shape is found by counting the number of squares that cover the shape.
Many formulas have been developed to quickly find the area of standard polygons, like
triangles and parallelograms.

 
 

Circle’s Circumference

Circumference of the circle or perimeter of the circle is the measurement of the

boundary of the circle. Whereas the area of circle defines the region occupied by it.  If
we open a circle and make a straight line out of it, then its length is the circumference. It
is usually measured in units, such as cm or unit m.

When we use the formula to calculate the circumference of the circle, then the radius of
the circle is taken into account. Hence, we need to know the value of the radius or the
diameter to evaluate the perimeter of the circle.

Circumference of a Circle Formula

The Circumference (or) perimeter of circle = 2πR

where,

R is the radius of the circle

π is the mathematical constant with an approximate (up to two decimal points) value of
3.14

Again,

Pi (π) is a special mathematical constant; it is the ratio of circumference to diameter of

any circle.

where C = π D

C is the circumference of the circle

D is the diameter of the circle

For example: If the radius of the circle is 4cm then find its circumference.

Given: Radius = 4cm

Circumference = 2πr

= 2 x 3.14 x 4

= 25.12 cm

Also, check:

Area of a Circle Formula

Area of any circle is the region enclosed by the circle itself or the space covered by the
circle. The formula to find the area of the circle is;

A = πr2

Where r is the radius of the circle, this formula is applicable to all the circles with
different radii.

Perimeter of Semi-Circle

The semi-circle is formed when we divide the circle into two equal parts. Therefore, the
perimeter of the semi-circle also becomes half.

Hence, Perimeter = πr +2r

 Area of Semi-Circle

Area of the semi-circle is the region occupied by a semi-circle in a 2D plane. The area
of the semi-circle is equal to half of the area of a circle, whose radii are equal.

Therefore, Area = πr2/2

Thus, we can define three different formulas to find the perimeter of circle (i.e.
circumference of a circle).

Formula 1: When the radius of a circle is known.

Circumference of a circle = 2πr

Formula 2: When the diameter of a circle is known.

Circumference = πd
Formula 3: When the area of a circle is known, we can write the formula to find the
perimeter of the circle as:

C = √(4πA)

Here,

C = Circumference of the circle

A = Area of the circle

Summary

Circumference of Circle
Area of circle
Perimeter of semi-circle
Area of semi-circle
Radius of a Circle

The distance from the centre to the outer line of the circle is called a radius. It is the
most important quantity of the circle based on which formulas for the area and
circumference of the circle are derived. Twice the radius of a circle is called the
diameter of the circle. The diameter cuts the circle into two equal parts, which is called a
semi-circle.
What is the Circumference of Circle?

The meaning of circumference is the distance around a circle or any curved geometrical

shape. It is the one-dimensional linear measurement of the boundary across any two-
dimensional circular surface. It follows the same principle behind finding the perimeter
of any polygon, which is why calculating the circumference of a circle is also known as
the perimeter of a circle.

A circle is defined as a shape with all the points are equidistant from a point at the
centre. The circle depicted below has its centre lies at point A.

The value of pi is approximately 3.1415926535897… and we use a Greek letter π

(pronounced as Pi) to describe this number. The value π is a non-terminating value.

For circle A (as given below), the circumference and the diameter will be-

Ø  In other words, the distance surrounding a circle is known as the circumference of
the circle. The diameter is the distance across a circle through the centre, and it touches
the two points of the circle perimeter. π shows the ratio of the perimeter of a circle to
the diameter. Therefore, when you divide the circumference by the diameter for any
circle, you obtain a value close enough to π. This relationship can be explained by the
formula mentioned below.
 C/d = π

Ø  Where C indicates circumference and d indicates diameter. A different way to put up

this formula is C = π × d. This formula is mostly used when the diameter is mentioned,
and the perimeter of a circle needs to be calculated.

Circumference to Diameter

We know that the diameter of a circle is twice the radius. The proportion between the
circumference of a circle and its diameter is equal to the value of Pi(π). Hence, we say
that this proportion is the definition of the constant π.

(i.e) C= 2πr

C= πd (As, d = 2r)

If we divide both sides by the diameter of the circle, we will get the value that is
approximately close to the value of π.

Thus, C/d = π.

How to Find Circumference?

Method 1: Since it is a curved surface, we can’t physically measure the length of a

circle using a scale or ruler. But this can be done for polygons like squares, triangles
and rectangles. Instead, we can measure the circumference of a circle using a thread.
Trace the path of the circle using the thread and mark the points on the thread. This
length can be measured using a normal ruler.

Method 2: An accurate way of knowing the circumference of a circle is to calculate it.
For this, the radius of the circle has to be known. The radius of a circle is the distance
from the centre of the circle and any point on the circle itself. The figure below shows a
circle with radius R and centre O. The diameter is twice the radius of the circle.

Solved Examples on Perimeter of Circle

Example 1: 

What is the circumference of the circle with diameter 4 cm?

Solution:
Since the diameter is known to us, we can calculate the radius of the circle,

Therefore, Circumference of the Circle = 2 x 3.14 x 2 = 12.56 cm.

Example 2:

Find the radius of the circle having C =  50 cm.

Solution: 

Circumference = 50 cm

As per formula,  C = 2 π  r

This implies, 50 = 2 π  r

50/2 = 2 π  r/2

25 = π  r

or r =  25/π 

Therefore, the radius of the circle is 25/π  cm.

Example 3:

Find the perimeter of circle whose radius is 3 cm?

Solution:

Given: Radius = 3 cm.

We know that the circumference or the perimeter of a circle is 2πr units.

Now, substitute the radius value in the formula, we get

C = (2)(22/7)(3)  cm

C = 18.857 cm

Therefore, the circumference of circle is 18.857 cm.

Example 4: 

Calculate the perimeter of circle in terms of π, whose diameter is 10m.

Solution:

Given: Diameter = 10m.

Hence, radius = diameter/2 = 10/2 = 5 m.

We know that, perimeter of circle = 2πr units

C = 2π(5) = 10π m.

Therefore, the perimeter of circle in terms of π, whose diameter 10 cm is 10π m.

In your Activities Please submit only your Answer, Solutions will be in your note.

ACTIVITY1

A.

Find the area of a parallelogram with a height of 12 feet and a base of 9 feet.

A) 21 ft2

B) 54 ft2
C) 42 ft

D) 108 ft2

 
 

B.

Find the area of the shape shown below.

A) 11 ft2

B) 18 ft2

C) 20.3 ft

D) 262.8 ft

 
 

ACTIVITY 2

 Practice Questions

1.Calculate the perimeter of circle whose diameter is 8 cm.

2.What will be the diameter of a circle if it’s C =  10 cm?

3.If C =  12 cm, what will be its radius?

4.What is the circumference of a 16-inch circle?

5. What is the circumference of a 6 mm circle?