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Measurement
Student Book
SERIES
D
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Copyright
Series D Measurement
Contents
Topic 1 Units of length (pp. 19)
- metres
______________________________________
- cenumeLres
__________________________________
- meLres and cenumeLres
________________________
- millimetres
___________________________________
- perimeter
____________________________________
- lengLh and declmal noLauon
_____________________
- connect and block apply
_______________________
Topic 2 Area (pp. 1015)
- square cenumeLres
____________________________
- square metres
________________________________
- area challenges apply
_________________________
- tangram areas solve
__________________________
Topic 3 Volume and capacity (pp. 1620)
- litres
________________________________________
- millilitres
____________________________________
- measurlng volume wlLh cublc cenumeLres
__________
- counung cubes - lovesuqote
_____________________
Topic 4 Mass (pp. 2125)
- kilograms
____________________________________
- grams
_______________________________________
- mystery mass solve
___________________________
Date completed
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Series Author:
Nicola Herringer
SERIES TOPIC
1
D 1
Measurement
Copyright 3P Learning
Find out how tall each animal is to nearest metre:
Lsnmate and then measure the |ength and w|dth of these ob[ects:
Cb[ect Lsnmate |n metres Measurement in metres
a classroom
length m m
width m m
b whiteboard
length m m
width m m
c desk
length m m
width m m
Convert these metres to cennmetres:
Units of length metres
We use metres to measure length.
1here are 100 cenumeLres ln a meLre. 100 cm = 1 m
1
2
3
a m b m c m
a 6 m = cm b 3 m = cm c 9 m = cm
SERIES TOPIC
D 1
2
Measurement
Copyright 3P Learning
1
2
3 Measure these parts of your body w|th a p|ece of str|ng. Lay the str|ng bes|de
a metre ru|er to work out the correct measurement for each.
kecord the |engths shown on th|s ru|er |n each box:
Units of length centimetres
We use cenumeLres Lo measure smaller
units of length.
1here are 100 cenumeLres ln a meLre.
100 cm = 1 m
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm
a
cm
d
cm
b
cm
e
cm
c
cm
f
cm
Use a ru|er to draw the fo||ow|ng ||nes. Start at the dot.
a 7 cm
b 8 cm
c 11 cm
d 3 cm
cm
0
SERIES TOPIC
3
D 1
Measurement
Copyright 3P Learning
Work out the m|ss|ng |engths that make up each metre:
a
b
I||| |n the gaps us|ng 'm' or 'cm':
Wr|te these |engths as metres and cennmetres:
Wr|te these |engths |n cennmetres: 1
2
3
4
Units of length metres and centimetres
Cen we wlll use boLh meLres and cenumeLres when measurlng lengLh.
1hls lengLh of rlbbon ls 146 cm. 1hls ls 1 meLre and 46 cenumeLres.
a 1 m 38 cm cm
d 5 m 45 cm cm
b 1 m 67 cm cm
e 4 m 59 cm cm
c 2 m 82 cm cm
f 2 m 90 cm cm
a 217 cm m cm
c 462 cm m cm
e 835 cm m cm
b 391 cm m cm
d 113 cm m cm
f 194 cm m cm
a Hassan is 113 tall.
c Natasha only lives 79 from
school.
b The house is 5 taller than the car.
d Leng measured her waist size and it
was 64 .
100 cm
40 cm 10 cm cm
100 cm
20 cm 45 cm cm
SERIES TOPIC
D 1
4
Measurement
Copyright 3P Learning
When we need a unit of length that is smaller
Lhan a cenumeLre, we use mllllmeLres. 1here are
10 mllllmeLres ln 1 cenumeLre. 10 mm = 1 cm
kecord the |ength of each p|ece of str|ng |n m||||metres:
Wr|te these measurements |n cennmetres:
now many m||||metres |n:
Lsnmate and measure these ob[ects |n m||||metres:
Cb[ect Lsnmate Millimetres
a Width of your thumb
b Length of your hand
c LengLh of a cornake
Units of length millimetres
1
2
4
3
a 4 cm = mm b 9 cm = mm c 2 cm = mm
a 40 mm = cm b 70 mm = cm c 30 mm = cm
a mm
c mm
b mm
d mm
0 1 2 3
0 1 2 3
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3
10 mm
SERIES TOPIC
5
D 1
Measurement
Copyright 3P Learning
Wr|te these |engths |n m||||metres:
Wr|te these |engths as cennmetres and m||||metres. 1he hrst one has been done
for you.
Measure these parts of the p|cture |n m||||metres:
a Height of the door mm
b Width of the house mm
c Height of the fence mm
d Width of the garage door mm
Units of length millimetres
5
6
7
8
a 1 cm 3 mm = mm
d 1 cm 9 mm = mm
b 3 cm 7 mm = mm
e 8 cm 3 mm = mm
c 4 cm 8 mm = mm
f 2 cm 4 mm = mm
a 63 mm =
c 27 mm =
e 33 mm =
b 84 mm =
d 19 mm =
f 36 mm =
Measure the he|ght of each m|n|-math|ete |n m||||metres:
a
Height ________
b
Height ________
c
Height ________
d
Height ________
6 cm 3 mm
SERIES TOPIC
D 1
6
Measurement
Copyright 3P Learning
1
2 Measure these shapes and hnd the per|meter.
a = ____ + ____ + ____ + ____ + ____
= ___________
b = ____ + ____ + ____ + ____
= ___________
I|nd the per|meters of these shapes.
Units of length perimeter
The perimeter is the total length around the outside of an enclosed space.
1o nd Lhe perlmeLer of Lhls shape, we add Lhe lengLhs of all Lhe sldes.
a
= ____ + ____ + ____ + ____
= ___________
b
= ____ + ____ + ____ + ____
= ___________
6 cm
1 cm
___ cm
___ cm
___ cm ___ cm
3 cm
3 cm
= 7 + 2 + 7 + 2
= 18 cm
7 cm
7 cm
2 cm 2 cm
___ cm
___ cm ___ cm
___ cm ___ cm
SERIES TOPIC
7
D 1
Measurement
Copyright 3P Learning
kecord the tota| |ength of both ||nes |n each quesnon |n dec|ma| notanon:
a m
b m
c m
Match the fo||ow|ng measurements. 1he hrst one has been done for you.
Units of length length and decimal notation
We can use declmal noLauon Lo record lengLhs.
1hls ag pole ls 326 meLres Lall and can be wrluen as 3 meLres
and 26 cenumeLres or 3.26 meLres ln declmal noLauon.
1
2
1 m 65 cm
2 m 67 cm
1 m 69 cm
9 m 87 cm
2 m 61 cm
267 cm
987 cm
261 cm
169 cm
165 cm
9.87 m
2.61 m
1.65 m
1.69 m
2.67 m
3.26 m
100 90 80 70 60 50 40 30 20 10 0
cm
100 90 80 70 60 50 40 30 20 10 0
cm
100 90 80 70 60 50 40 30 20 10 0
cm
SERIES TOPIC
D 1
8
Measurement
Copyright 3P Learning
a now LhaL you have made a paper aeroplane, work ln a small group Lo see who
can Lhrow Lhelr plane Lhe furLhesL. Lvery ume one of your group les Lhelr
aeroplane, place Lhe sLrlng from Lhe sLarung posluon Lo where lL lands. CuL Lhe
string to the exact measurement and place it next to a metre ruler to work out
the distance. Record your distances in the table below:
Name D|stance |n cennmetres Distance in metres
b Whose aeroplane went the furthest? ___________________________________
Units of length length and decimal notation
3
1 Fold the sheet of A4 paper in half lengthwise. Crease the folded
end. unfold Lhe paper and lay lL on a aL surface.
2 Fold the right top corner to the centre line. Crease the diagonal
fold. 8epeaL for Lhe le Lop corner.
3 Fold the new right top corner to the centre line. Crease the
folded end. 8epeaL for Lhe new le Lop corner.
4 1urn Lhe aeroplane over and fold Lhe sheeL lengLhwlse, lnward,
along the centre line. Crease the folded end.
5 lold Lhe Lop ap down so LhaL lLs fronL Louches Lhe bouom of
the plane. Crease the folded end.
6 1urn Lhe paper over, fold and crease Lhe oLher ap as you dld ln
step 5.
7 Ll Lhe aps Lo creaLe Lhe wlngs.
In th|s acnv|ty, you are go|ng to make a paper aerop|ane to y and mark the d|stance
|t has own. ou w||| need one sheet of A4 paper, a ba|| of str|ng and a metre ru|er.
SERIES TOPIC
9
D 1
Measurement
Copyright 3P Learning
The object of this game is to be the player with the longest total of
all Lhelr llnes. layer 1 connecLs Lhe black doLs verucally. layer 2
connects the white dots horizontally.
Neither player can go diagonally. Players may only connect 2 dots
aL a ume. Llnes can'L cross over. ?ou can block your opponenL by
connecung doLs ln fronL of Lhelr llne. Look aL Lhe example Lo Lhe le.
When Lhe grld ls full, each player LoLals all Lhelr lengLhs.
The length between dots is 2 cm. This might vary due to printer
semngs, buL use Lhe lengLh of 2 cm for Lhls game.
Connect and block apply
Gemng
ready
What
to do
copy
1hls ls a game for 2 players. layers need a dlerenL
coloured pencll each and a copy of Lhls page. ?ou may
wish to make extra copies to play again.
SERIES TOPIC
D
10
Measurement
Copyright 3P Learning
2
Us|ng the gr|d paper be|ow, create 4 d|erent shapes that have an area of 6 cm
2
.*
Ca|cu|ate the area of each of the fo||ow|ng shapes by counnng the square cennmetres.*
Area square centimetres
An area is the amount of surface on a shape or object.
Small areas are measured ln square cenumeLres.
We write this as cm
2
for short.
1
2
1 cm
1 cm
a b c
cm
2
cm
2
cm
2
cm
2
cm
2
cm
2
cm
2
cm
2
d e f
g h
*Not Jtowo to scole.
*Not Jtowo to scole.
SERIES TOPIC
11
D
Measurement
Copyright 3P Learning
2
Measure the area of your hand on the gr|d be|ow by counnng how many squares |t
takes up. Is |t eas|er to measure w|th your hngers stretched out or together?
My hand is square cenumeLres.
Area square centimetres
3
4
Count the square cennmetres that each shape |s made up of.
a
Area = cm
2
b
Area = cm
2
c
Area = cm
2
SERIES TOPIC
D
12
Measurement
Copyright 3P Learning
Wh|ch un|t of measurement (cm
2
or m
2
) wou|d you use to hnd the area of:
kewr|te these measurements us|ng the short form:
Measure the |tems |n the tab|e be|ow and p|ace a nck |n the co|umn that matches:
Area square metres
When we need Lo nd Lhe areas of large spaces we use square meLres.
The symbol for square metres is m
2
.
1
2
3
4
2
1he area of: Less than 1 m Area about 1 m More than 1 m
a the classroom door
b the calendar
c the whiteboard
d the computer screen
In groups, snck p|eces of newspaper together to make
a square that |s 1 metre |ong and 1 metre w|de.
now many ch||dren can ht |ns|de 1 square metre?
a 7 square meLres =
c 10 square meLres =
e 19 square meLres =
b 3 square meLres =
d 11 square meLres =
f 21 square meLres =
a a moblle phone =
c an A4 plece of paper =
e a dlcuonary =
b a soccer plLch =
d your bed =
f Lhe Lop of a shoe box =
SERIES TOPIC
13
D
Measurement
Copyright 3P Learning
Area challenges apply
What
to do
2
Solve these area challenges based on the dimensions on each shape.
1 Look aL Lhls recLangle. lL has been dlvlded lnLo 3 equal secuons.
a Work ouL Lhe area of Lhe shaded secuon.
b now work ouL Lhe area of Lhe unshaded secuons.
2 This square* has
1
4
painted white. What is the
area of Lhe grey secuon? Show your worklng.
12 cm
3 cm
8 cm
*Not Jtowo to scole.
SERIES TOPIC
D
14
Measurement
Copyright 3P Learning
lor each problem on page 13, work ouL Lhe area of Lhe square
made up from Langram pleces. ?our only clue ls LhaL Lhe yellow
square ls 1 square unlL. Suck your pleces LogeLher on a plece of
paper.
Tangram areas solve
Gemng
ready
What
to do
2
lor Lhese problems, you wlll need a copy of Lhls page.
Cut out the set of 7 tangram pieces below. Colour each
piece so that:
1 square: yellow
2 small triangles: red
1 medium triangle: blue
2 large triangles: green
1 parallelogram: orange

copy
SERIES TOPIC
15
D
Measurement
Copyright 3P Learning
rob|em 2
Make anoLher square, Lhls ume uslng all 7 Langram pleces.
a What is the area of this new square?

square units
b How do you know?
Tangram areas solve
What
to do
2
rob|em 1
Make a square with the blue triangle and the 2 red triangles.
a What is the area of this new square?

square units
b How do you know?
blue
red
red
blue
green
yellow
green
orange
red
red
SERIES TOPIC
D
16
Measurement
Copyright 3P Learning
3
Capacity refers to how much liquid a container can hold. Capacity
can be measured ln llLres. We use Lhe symbol L. nexL ume you go Lo
Lhe supermarkeL, look ouL for all Lhe dlerenL lLems LhaL have L for
llLres on Lhe label. lor example, mllk carLons are oen sold ln llLres.
Use a 1 ||tre carton to esnmate and measure the capac|ty of these conta|ners
|n ||tres.
nere |s a se|ecnon of conta|ners. Work out how many nmes each conta|ner can be
h||ed from a 1 ||tre carton, such as a m||k carton.
Volume and capacity litres
1
2
Container
a waste bin b saucepan c watering
can
d bucket
Lsnmate
now many ||tres?
a
e
b
f
c
g
d
h
SERIES TOPIC
17
D
Measurement
Copyright 3P Learning
a
d
b
e
c
f
3
What |s the most appropr|ate un|t of capac|ty for each of these ob[ects - m||||||tres
(mL) or ||tres (L)?
Crder these conta|ners from sma||est to |argest accord|ng to the|r capac|ty.
Container
a b c d e
Order
now many of each conta|ner |s needed to h|| a 1 ||tre [ug?
Container size
a mug
250 mL
b glass
200 mL
c egg cup
50 mL
d a raindrop
1 mL
Number needed
to h|| a 1 ||tre [ug
Volume and capacity millilitres
1
2
3
To measure the capacity of smaller containers we use millilitres.
The symbol for millilitres is mL. There are 1 000 mL in 1 litre.
1hls llLre [ug ls lled half way so lL conLalns 300 mL of llquld.
1000
800
600
400
200
SERIES TOPIC
D
18
Measurement
Copyright 3P Learning
Mark the |eve| of ||qu|d |n these [ugs accord|ng to each prob|em.
a Bec pours herself a glass of orange juice from this jug that was
full Lo Lhe 1 llLre mark. lf Lhe glass she uses ls 300 mL, how
much ls le ln Lhe [ug?
b Cam is mixing cordial for a party. He pours in 200 mL of cordial
and then adds twice as much water. How much mixed cordial
is now in the jug?
Answer the quesnons based on the amount of water |n the conta|ners above.
a Which container has the most liquid in it? _________
b Which container has the least liquid in it? _________
c How much more liquid is there in container c than in container a? _________
d Whlch Lhree conLalners, when added LogeLher, would noL overow? _________
5
6
Volume and capacity millilitres
4
3
Labe| each of these conta|ners w|th the amount of water |n each:
a

b

c

d

1000
800
600
400
200
1000
800
600
400
200
1000
800
600
400
200
1000
800
600
400
200
SERIES TOPIC
19
D
Measurement
Copyright 3P Learning
Ior th|s next task, you w||| need 27 cubes.
a Use all 27 cubes to make a model that is 3 cubes long and 3 cubes wide.
b WhaL ls Lhe volume of a model LhaL ls 4 cubes long, 2 cubes wlde and 2 cubes hlgh?
cublc cenumeLres
Use cenncubes or base 10 ones to create the fo||ow|ng mode|s. 1hen count the
number of cubes to work out the vo|ume of each mode|.
Volume and capacity measuring volume with
cubic centimetres
Volume is the amount of space that an object takes up.
1o measure volume we use cublc cenumeLres.
Cne cublc cenumeLre ls 1 cm long, 1 cm wlde and 1 cm hlgh.
The symbol we use for cubic cm is cm
3
.
1 cm 1 cm 1 cm = 1 cm
3
1
2
3
a cublc cenumeLres
c cublc cenumeLres
e cublc cenumeLres
b cublc cenumeLres
d cublc cenumeLres
f cublc cenumeLres
SERIES TOPIC
D
20
Measurement
Copyright 3P Learning
1 How many more cubes are needed to make each model a total
volume of 64 cublc cenumeLres?
2 How many more cubes are needed to make each model a total
volume of 27 cublc cenumeLres?
3 How many more cubes are needed to make each model a total
volume of 123 cublc cenumeLres?
Counting cubes investigate
Gemng
ready
What
to do
3
?ou can use cubes Lo help wlLh Lhese problems.
a
more cubes
b
more cubes
a
more cubes
b
more cubes
a
more cubes
b
more cubes
SERIES TOPIC
21
D
Measurement
Copyright 3P Learning
Ior th|s next task, you w||| need a c|ass set of exerc|se books that are a|| the same.
a Work wlLh a parLner Lo esumaLe how many books are needed Lo balance 1 kg.
ln Lhe Lable below, record your Leam's guess, Lhen ask Lwo oLher Leams and
record their guesses.
b Aer you have found ouL Lhe number of books LhaL wlll balance or geL Lhe closesL
Lo 1 kg, wrlLe more or less next to each guess. Who was the closest?
Use a set of ba|anc|ng sca|es to test the mass of the fo||ow|ng |tems. k|ng the |tems
that we|gh |ess than 1 kg and under||ne the |tems that we|gh more than 1 kg.
Mass kilograms
When we measure how heavy someLhlng ls, we are looklng aL
the mass of an object. We measure mass in kilograms. We say
kilo for short and write it as kg.
llour ls someLhlng LhaL ls someumes sold ln 1 kg bags.
This scale is one that most people use when they are cooking.
?ou mlghL have one ln your klLchen aL home.
1
2
4
a
d
b
e
c
f
1eam names Number of books More or |ess than 1 kg
1
2
3
SERIES TOPIC
D
22
Measurement
Copyright 3P Learning
7
6
5
4
8ased on the pr|ce per k||ogram |n quesnon 6, work out
the tota| cost of my shopp|ng |f I bought the fo||ow|ng:
2 kg of apples = _____________
1 kg of carroLs = _____________
3 kg of oranges = _____________
1ota| cost = _____________
k|ng the 3 we|ghts that comb|ne to g|ve a mass of 1 kg:
a 300 g 400 g 100 g 300 g = 1 kg
b 200 g 130 g 600 g 200 g = 1 kg
c 220 g 480 g 330 g 300 g = 1 kg
Search through some supermarket cata|ogues and hnd out the cost of these |tems
per k||ogram:
When we buy fru|t and vegetab|es, we usua||y pay by the k||ogram. Can you th|nk
why th|s |s?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Mass kilograms
3
4
now much |ess than 1 kg are the fo||ow|ng we|ghts?
Use a ca|cu|ator.
Wr|te the subtota|
next to each |tem.
a 500 g
d 150 g
b 750 g
e 250 g
c 600 g
f 400 g
a
per kg
b
per kg
c
per kg
d
per kg
SERIES TOPIC
23
D
Measurement
Copyright 3P Learning
I|nd |tems around your c|assroom that ht |nto each category. 1ry and get them as
c|ose as poss|b|e to the mass |n each co|umn.
Item About 100 g About 200 g More than a kg
a
b
c
Wh|ch un|t of mass wou|d you use for each |tem - k||ogram (kg)
or gram (g)?
Wr|te each mass |n grams:
a sevenLy ve grams b eighty two grams
c ve hundred grams d one thousand grams
e Ring the amount that is the same as 1 kilogram.
f Underline the amount that is the same as half a kilogram.
Mass grams
We use grams to measure items that are less than 1 kilogram. We use g for grams.
1 kllogram = 1 000 grams
1
2
kllogram = 300 grams
1
2
3
4
4
a b c d
a
LsumaLe _________
Measure _________
b
LsumaLe _________
Measure _________
c
LsumaLe _________
Measure _________
M
I
A
Lsnmate then measure the mass of each |tem:
SERIES TOPIC
D
24
Measurement
Copyright 3P Learning
4
Wr|te the mass of each type of fru|t:
If the |ength of th|s ||ne represents 1 kg and the marker |n the m|dd|e |s S00 g,
where wou|d these |tems go? Draw a ||ne to connect them to the r|ght p|ace:
Dec|de whether the comb|ned mass of the |tems p|ctured above we|ghs more or
|ess than 1 kg.
a baked beans and bananas more or less
b tub of yogurt and an egg more or less
c bananas and the yogurt more or less
d egg and bananas more or less
Mass grams
5
7
8
6
0 kg 500 g 1 kg
7
5
0

g
25 g
Use supermarket cata|ogues to hnd out the mass of these |tems:
a

b

c

a

b

SERIES TOPIC
25
D
Measurement
Copyright 3P Learning
4
Mystery mass solve
200g
100g
50 g
50 g
100g
50 g
500g
200g
200g
250g 1000g
500g
500g
Find the mass of each of these items.
= __________ g
= __________ g
= __________ g
a
b
c
What
to do