Libon community College

Libon, Albay

Teaching Mathematics
in the
Intermediate Grades

(time, speed, perimeter, area, volume

of planes and solids)

Evelyn c. Fernandez
Facilitator
 Introduction Measurement refers to the quantification of results obtained by using measurement tools. We
measure how long in terms of time and length, how fast on speed, how big, how wide, how heavy. When
measuring a length using a ruler, it is possible to make some sort of decision based on the value, such as “The
measurement is a little too long/short.” This determination is another way of saying, “Based on the value
obtained using a ruler (measurement), it has been determined that this value is slightly longer (or shorter) than
the length of interest.”
This module will give you the basic concepts that would guide pre-service teachers in developing measurement
as one competency in the mathematics for elementary curriculum.

My advice, “Take extra time to read and understand the inputs, and accomplish the tasks with utmost diligence
and critical thinking. Definitely, “you can only lead if you know the way”.

II.- The next lesson aims that you should be able to:
a. Demonstrate in-depth understanding of key concepts and skills of the Curriculum content of
Mathematics Education for the intermediate level in the K-12 BEC specifically on:
Measurement
time, speed,
perimeter, and area of plane figures,
volume and surface area of solid/ space figures,
b. Work on activities that would help develop and improve children’s mathematical skills and
competencies.
Measurement
time, speed,
perimeter, and area of plane figures,
volume and surface area of solid/ space figures,
c. Familiarize oneself with activities that motivates learners to work productively and assume
responsibility.
III- What is measurement?
Measurement is the numerical quantification of the attributes of an object or event, which can be used
to compare with other objects or events.
Learning About Measurement
The development of understanding of measurement concepts and relationships is a gradual one – moving
from experiential and physical learning to theoretical and inferential learning.
From Grades one to three the learners have this prior learning:
Grade One Grade Two Grade Three
demonstrates understanding demonstrates understanding of straight demonstrates understanding of lines
of 2-dimensional and 3- and curved lines, flat and curved surfaces and symmetrical designs
dimensional figures. and basic shapes
is able to recognize and construct straight is able to recognize lines in real
and curved lines, flat and curved surfaces objects and designs or drawings and
and basic shapes complete symmetrical designs

The following chart outlines general content and performance standards of intermediate learners.
Grade Four Grade Five Grade Six
demonstrates understanding of demonstrates understanding of demonstrates understanding of lines and
the concepts of parallel and polygons, circles, and solid symmetrical designs
perpendicular lines, angles, figures demonstrates understanding of solid
triangles, and quadrilaterals. figures.
demonstrates understanding of
demonstrates understanding of time and circumference. demonstrates understanding of volume
the concept of time, perimeter, of solid figures and meter reading.
area, and volume.
is able to describe parallel and is able to construct and describe is able to recognize lines in real objects
perpendicular lines, angles, polygons, circles, and solid and designs or drawings and complete
triangles, and quadrilaterals figures symmetrical designs
is able to apply the concepts of is able to apply knowledge of is able to construct and describe the
time, perimeter, area, and volume time and circumference in different solid figures: cube, prism,
to mathematical problems and mathematical problems and real- pyramid, cylinder, cone, and sphere.
real-life situations. life situations.
is able to apply knowledge of volume of
solid figures and meter reading in
mathematical problems and real-life
situations.

:
Sample Activities to develop the competencies in Geometry and Measurement

The learning activities in this module demonstrate how the mathematical processes help
students develop mathematical understanding. Opportunities to solve problems, to reason
mathematically, to reflect on new ideas, and so on, make mathematics meaningful for
students. The learning activities also demonstrate that the mathematical processes are
interconnected – for example, problem-solving tasks encourage students to represent
mathematical ideas, to select appropriate tools and strategies, to communicate and reflect
on strategies and solutions, and to make connections between mathematical concepts.

Problem Solving: Each of the learning activities is structured around a problem or an

inquiry. As students solve problems or conduct investigations, they make connections
between new mathematical concepts and ideas that they already understand. The focus on
problem solving and inquiry in the learning activities also provides opportunities for
students to:
• find enjoyment in mathematics;
• develop confidence in learning and using mathematics;
• work collaboratively and talk about mathematics;
• communicate ideas and strategies;
• reason and use critical thinking skills;
• develop processes for solving problems;
• develop a repertoire of problem-solving strategies;
• connect mathematical knowledge and skills with situations outside the classroom.

Reasoning and Proving: The learning activities described in this module provide
opportunities for students to reason mathematically as they explore new concepts, develop
ideas, make mathematical conjectures, and justify results. The learning activities include
questions that teachers can use to encourage students to explain and justify their
mathematical thinking, and to consider and evaluate the ideas proposed by others.

Reflecting: Throughout the learning activities, students are asked to think about, reflect
on, and monitor their own thought processes. For example, questions posed by the teacher
encourage students to think about the strategies they use to solve problems and to examine
mathematical ideas that they are learning. In the Reflecting and Connecting part of each
learning activity, students have an opportunity to discuss, reflect on, and evaluate their
problem-solving strategies, solutions, and mathematical insights.

Selecting Tools and Computational Strategies: Mathematical tools, such as

manipulatives, pictorial models, and computational strategies, allow students to represent
and do mathematics. The learning activities in this document provide opportunities for
students to select tools (concrete, pictorial, and symbolic) that are personally meaningful,
thereby allowing individual students to solve problems and to represent and communicate
mathematical ideas at their own level of understanding.

Connecting: The learning activities are designed to allow students of all ability levels to
connect new mathematical ideas to what they already understand. The learning activity
descriptions provide guidance to teachers on ways to help students make connections 10
Measurement, Grades 4 to 6 between concrete, pictorial, and symbolic mathematical
representations. Advice on helping students develop conceptual understanding is also
provided. The problem-solving experience in the learning activities allows students to
connect mathematics to real-life situations and meaningful contexts. Representing: The
learning activities provide opportunities for students to represent mathematical ideas by
using concrete materials, pictures, diagrams, numbers, words, and symbols. Representing
ideas in a variety of ways helps students to model and interpret problem situations,
understand mathematical concepts, clarify and communicate their thinking, and make
connections between related mathematical ideas. Students’ own concrete and pictorial
representations of mathematical ideas provide teachers with valuable assessment
information about student understanding that cannot be assessed effectively using paper-
and-pencil tests.

Communicating: Communication of mathematical ideas is an essential process in

learning mathematics. Throughout the learning activities, students have opportunities to
express mathematical ideas and understandings orally, visually, and in writing. Often,
students are asked to work in pairs or in small groups, thereby providing learning situations
in which students talk about the mathematics that they are doing, share mathematical ideas,
and ask clarifying questions of their classmates. These oral experiences help students to
organize their thinking before they are asked to communicate their ideas in written form.

Time Measure:
Time measurement is very important for us to learn because we are using it almost
the whole day everyday. The words seconds, minutes, hours, days and years are all
measures of time. The activities in the exploration and investigation part of this module
will let you revisit your conceptual understanding of time. Your HOTS will be put to test.

Speed Measure
Speed has the dimensions of distance divided by time. Speed is a measure of how fast
something is travelling. The most common units of speed are metres per second (m/s),
kilometres per hour (km/h).
A unit distance covered in a unit interval of time is called speed. Suppose we say
the speed of a bus is 50 km/h, we intend to say that the bus has covered a distance of 50
km in one hour. For the measurement of speed in vehicles, speedometers are used while
for measuring the distance odometers are used.

Speed is measured as distance moved over time.

Speed = Distance/Time

Example: A car travels 50 km in one hour.

Its average speed is 50 km per hour (50 km/h)

Speed = Distance/Time = 50 km/1 hour

We can also use these symbols:

Speed = ΔsΔt

Where Δ ("Delta") means "change in", and

 s means distance ("s" for "space")

 t means time

Example: You run 360 m in 60 seconds.

Speed =ΔsΔt
=360 m60 seconds
=6 m1 second

So your speed is 6 meters per second (6 m/s).

 Units

Speed is commonly measured in:

 meters per second (m/s or m s-1), or

 kilometers per hour (km/h or km h-1)

A km is 1000 m, and there are 3600 seconds in an hour, so we can convert like this):

How to Safely Convert Between Units

We can convert from km/h (kilometers per hour) to m/s (meters per second)
like this:
A kilometer has 1000 meters, and an hour has 3600 seconds, so a kilometer per hour is:

How did I know to make it and not (the other way around)?

The trick is to do the conversions as fractions!

Example 1:

Let's start with a simple example: convert 3 km to m (3 kilometers to meters). There

are 1000 m in 1 km, so the conversion is easy, but let's follow a system.

The system is:

 Write the conversion as a fraction that equals 1

 Multiply it out (leaving all units in the answer)
 Cancel any units that are both top and bottom

We can write the conversion as a fraction that equals 1:

And it is safe to multiply by 1 (does not affect the answer):

3 km × 1 = 3 km
so we can do this:

The answer looks strange! But we aren't finished yet ... we can "cancel" any units that are
both top and bottom:

So, 3 km equals 3000 m. Well we knew that, but we want to follow a system, so that
when things get harder we know what to do!
And when we do it correctly we get to cancel units that are both top and bottom, and get
a neat answer.
Note: if we do it wrong (with the conversion upside down) we get this:
And that doesn't let us do any cancelling!

Example 2:
Let's use this method to solve the km/h to m/s conversion from the top of the page.
We will do it in two stages:
 from km/h (kilometers per hour) to m/h (meters per hour), then
 from m/h (meters per hour) to m/s (meters per second).
1. FROM KM/H (KILOMETERS PER HOUR) TO M/H (METERS PER HOUR)

Now "cancel out" any units that are both top and bottom:

It is now in meters per hour.

2. FROM M/H (METERS PER HOUR) TO M/S (METERS PER SECOND)

To go from m/h (meters per hour) to m/s (meters per second) we put the "3600 seconds in
an hour" conversion "upside down" because we want an "h" on top (so they will cancel
later):

Then "cancel out" any units that are both top and bottom:

And so our answer is:

Doing it wrong (with the 3600 seconds/hour the other way around) gets this:

And there is nothing to cancel!

So we know we made a mistake, and can correct it.

ALL IN ONE GO
With experience we can do it in one line like this:

Or even "all in one go" (crossing out as we go) like this:

Summary
The important points are:
 Write the conversion as a fraction (that equals one)
 Multiply it out (leaving all units in the answer)
 Cancel any units that are both top and bottom

https://www.mathsisfun.com/measure/speed-velocity.html
ATTRIBUTES, UNITS, AND MEASUREMENT SENSE
Example: A Cubic Metre
Let’s see how the “big idea” of “attributes, units, and measurement sense” might be
developed through a student exploration of a cubic metre.
Figure 1. One cubic metre The teacher may present to students the cubic metre in figure
1 by constructing a model, using concrete materials.
The model of the cubic metre may also serve as a starting point for posing and solving
measurement problems that engage students in
estimation and in higher-level thinking.

Method 1: Understanding the Cubic Metre HOW

MANY STUDENTS WILL FIT INSIDE A CUBIC
METRE? Experiencing measurement units with
their bodies is an excellent way for students to
anchor and make meaningful what might otherwise
be abstract measurement concepts. For example,
Figure 1 having a physical model of a cube constructed in
the classroom would allow students to explore the
question “How many students would fit inside a cubic metre?”
• Students could step inside the model and crouch down so that their bodies would be
contained within the model. Suppose that four students could fit comfortably inside the
cubic metre model. • Students could then try to visualize how many more students might
possibly fit in the gaps between the bodies of the four students.
• They could also estimate the volume of their own bodies as a fraction of a cubic metre.
For example, if four students fit inside the model, then each student’s volume is about 1/4
of a cubic metre (or 0.25 m3). Ask: “Is this an accurate estimate? How might it be
improved? How many cubic metres would be needed to contain all the students in the
class?” HOW MANY LARGE BASE TEN CUBES (DECIMETRE CUBES) WILL FIT
INSIDE A CUBIC METRE?
Base ten blocks, are excellent models for cubic metre measurement. The smallest base ten
cubes are centimetre cubes (1 cm x 1 cm x 1 cm, or 1 cm3).
The larger base ten cubes are decimetre cubes (10 cm x10 cm x 10 cm, or 1000 cm3).

Attributes, Units, and Measurement

How many decimetre cubes will fit inside? Figure 1 shows how the cubic metre model
could be used to pose the following problem:
“How many large base ten cubes (decimetre cubes) fit inside one cubic metre?”
• Students could explore how many base ten cubes would be needed to cover the base
of the cubic metre model. Chances are that a classroom would not have the 100 large base
ten cubes needed to cover the base of the cubic metre model. If students created one row
of large base ten cubes along one side, they could then consider how many rows they
would need to cover the base. This task would involve some measurement, some physical
modelling, and some visualization.
• Students would then calculate how many layers would be needed to fill the cubic metre
model. Realizing that the cubic metre model would hold 1000 large base ten blocks is
typically a surprise to students. Surprises are good. They focus student attention and create
excellent opportunities for experiencing the pleasure of mathematical insight (Gadanidis,
2004). Large numbers tend to be abstract concepts in students’ minds. By physically
experiencing that 1000 large base ten cubes fit inside a cubic metre, students are better
able to meaningfully visualize numbers in that range.
The experience can be further enriched by using other anchors from the everyday world.
For example, using a container with a volume of one cubic decimetre and a litre of water,
students can verify that a litre of water fits exactly inside a container that is 10 cm x 10 cm
 x 10 cm. Therefore, 1000 L of milk fit inside a container whose volume is one cubic metre
or 1 m3. This context may stimulate students’ mathematical imaginations and raise more
interesting questions to be explored – questions that engage students in using measurement
units to do meaningful problem solving.

You could continue to explore many examples to visualize and conceptualize the idea of
cubic units.

• Students could explore how many

base ten cubes would be needed to
Figure 2
cover the base of the cubic metre
model. If students created one row of
large base ten cubes along one side,
they could then consider how many
rows they would need to cover the
base. This task would involve some measurement, some physical modelling, and some
visualization.

Benchmarks in the everyday world that help anchor the meaning of measurement units.
Understanding the Cubic Metre” help students develop a strong basic sense of
measurement units. However, students also need to experience measurement in a problem-
solving setting, in which math investigations are extended by the use of a new context or
a “what if” question.

MEASUREMENT RELATIONSHIPS
Example: Developing Formulas from Student Experiences

MEASUREMENT RELATIONSHIPS
In addition to learning about the attributes of objects to be measured and the
appropriate units to use in each case, students explore measurement
relationships (such as those of area to perimeter and volume to surface), as well
as relationships that help add meaning to measurement formulas (such as
relationships between the area formulas for rectangles, parallelograms, and
triangles). In the Measurement strand, learning investigations often use real-life,
concrete settings and contexts. For students in the intermediate grades,
measurement acts as a context for connecting ideas in mathematics with those in
other disciplines, since many disciplines make some use of measurement
concepts. Measurement concepts and skills are directly applicable to the world in
which students live. Many of these concepts are also developed in other subject
areas, such as science, social studies, and physical education. Measurement also
serves as a context for helping students understand concepts from other strands
– for example, fractions and decimals, multiplication using an area model,
geometric shapes and their properties, the nature of variables in formulas, and
data collection.
Example: Developing Formulas from Student Experiences Measurement
Formulas can be developed from student experiences with measurement instead
of starting by giving the formula without understanding.
 For example, by using a
centimetre grid copied onto a
transparency, students can
determine how many square
centimetres (cm2) make up the
area of each rectangle shown in
the figure Figure 3. Using centimetre grid transparency to find areas of rectangles

This experience helps students identify patterns that can be generalized to

develop the area formula for a rectangle.
Similarly, by exploring and observing the
growing volume and surface area patterns Figure 4 Connecting cubes to make a tower

in a tower of cubes (figure 4), students can

generalize to develop the surface area and
volume formulas for a rectangle prism.
Such starting points help students develop an understanding of measurement
formulas. These activities may also be extended to help students explore
relationships among measurements and formulas in growth/change patterns
Method 1: Understanding Measurement Formulas
a. DEVELOPING THE AREA AND PERIMETER FORMULAS FOR RECTANGLES
Using a centimetre grid copied onto a transparency, students can measure
and record the following attributes of rectangles: length, width, perimeter,
and area. These measurements can be recorded in a table:

By observing the relationships between the dimensions and the perimeter, and
between the dimensions and the area, students can find patterns and express
them as generalized statements.
For example, for calculating perimeter, students might suggest the following:
 Investigating this type of problem deepens students’ understanding of the
relationships expressed by measurement formulas. It also helps students realize
that formulas can be expressed in more than one way. Noting patterns and
generalizing also overlap with the Patterning and Algebra expectations for the
junior grades, creating opportunities to integrate instruction and assessment for
both strands.
b. DEVELOPING THE AREA FORMULAS FOR PARALLELOGRAMS AND
TRIANGLES
Once students understand the area formula for rectangles, they are able to
follow the development of the area
formulas for parallelograms and
triangles. For example, using paper and
scissors, students can cut a corner off a
rectangle and slide it to the opposite
side, as shown in figure 5. The rectangle
and the parallelogram have the same
Figure 5 Developing the area for parallelograms
area, since moving a part of the
rectangle to an opposite side does not add to or take away from the original area.

Then, by considering a parallelogram that is cut into two congruent pieces

along one of its diagonals, we can see that the area of a triangle is one-half the
area of a parallelogram.

Figure 6. Developing the area formula for triangles

c. DEVELOPING THE SURFACE AREA AND VOLUME FORMULAS

FOR RECTANGULAR PRISMS
Using the growing tower of cubes shown, students can record the
measurements as the tower grows (table 2). Assume that the tower is being built
with 2 cm 2 cm 2 cm cubes (e.g., interlocking cubes).
As students create and use a table such this, they can see patterns in the Volume
column and in the Surface Area column.
From this the students
• know and apply measurement formulas;
• can generalize from investigations in order to develop measurement formulas;
• can demonstrate relationships among measurement
formulas (e.g., the area formulas for squares, rectangles, parallelograms, and
triangles);

Exploring Measurement Relationships

To help students develop an understanding of measurement relationships,
teachers should provide them with opportunities to investigate such relationships
in real-life problem-solving settings to which they can relate.
The packaging of cereals, cookies, laundry detergents, and other such products
comes in various three dimensional shapes. Is there an optimum shape that would
reduce the amount of packaging required for products we see on grocery store
shelves? By bringing various common packages to the classroom, the teacher can
set the stage for a discussion of the social and environmental issues related to the
waste produced by Filipinos, and for instruction on the use of measurement
concepts to better understand the issues.
Model the problem by giving pairs of
Figure 7. Different rectangular prisms
students centimetre cubes and asking them made up of 8 interlocking cubes

to construct as many different rectangular

prisms as they can, where each rectangular
prism is made up of 8 centimetre cubes (see
figure 17).
IV- Let’s further explore and investigate!
 Solve the following. Explain your solution:
Example: How many minutes are in 3 hours?
Solution: Since 1 h = 60 min, then multiply 60 by 3, 3 x 60= 180.
So, 3 h is equal to 180 min
a. How many hours in one half day?
b. How many seconds in 4 and two thirds minutes?
c. Roger started doing his project at 5:40 p.m. and finished at 7:45 p.m. How
long did he do his project?
d. Rey went driving. He left at 8:30 in the morning and arrived at his
destination at 3:45 in the afternoon. How long did he drive?

 Speed
a. Find speed when, distance is 142 km and time is 2 hours.
b. Find out the distance covered when, speed is 960 km/hour and time is 1 hour 50
minutes.
c. Determine the time taken when, distance is 7150 km and speed is 780 km/hr.
d. If distance travelled by a train is 495 km in 4 hours 30 minutes, what is its speed?
e. A cyclist covers 950 m in 5 minutes. Find his speed in km/ hour.
f. The speed of the train is 72 km per hour. Find its speed in metre per second.
g. Express the speed of 60 m per minute in km per hour.
h. A man runs at the speed of 10 km/hr. How much time will he take to cover 750
metres?
i. Aaron ran 500 metre in 100 Seconds. Find the speed in km per hour.
j. A cyclist travels at a speed of 20 km/hour. How far will he travel in 50 minutes?

 Perimeter/Area
a. Explore what areas are possible and what might be the greatest area for
a rectangle with a perimeter of 72 m
b. Record the findings in a table (table 3), and to calculate the surface area
for each rectangle.
Rectangle Length (l) Width (w) Fencing (Perimeter) Area
#1
#2
#3
#4
#5
#6
#7
#8

 Volume and Surface Area

1. Consider the following: Suppose we have a package whose volume is
.
 What different dimensions are possible?
 Which dimensions result in the least amount of surface area?
 Is there a pattern?
  Use the table below. It can help learners focus on relationships and prevent them from
getting bogged down by calculations.
Volume Length (l) Width (w) Height (h) Surface Area
3

2.

Referring to the table above, notice and explore the following:

• As we move down the volume column, we see that the volume increases
by 8 cm3, which is the volume of the 2 cm x 2 cm x 2 cm cube we add to the tower
each time.
• The formula lx w x h gives us the volume.
• The area of the base (lxw) times the height (h) also gives us the volume.
• As we move down the surface area column, we see that the surface area
increases by 16 m2.
How does this increase relate to the surface area of the new cube added?
Each cube has a surface area of 24 cm2; for 5 cubes, the surface area would
be 5 x 24 cm2 = 120 cm2. But our volume in the 5th row is 88 cm2.
Why is this the case?
What happened to the missing 32 cm2?
How can we explain the “missing” surface area, and how can we use the
explanation to develop a formula for the surface area of the tower?

 Accomplish your thinking hats. Personal reflections are needed not explanations.
 NB Accomplish outputs in a short bond paper.

References:
K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10)
Bunga, Jaime et al, (2016) Principles of Teaching 2
Camarista, Genesis et al (2019) Teaching Mathematics in the Primary Grades.
Camarista, Genesis, (2016) The Art of Problem Solving
Guzano, Riza C et al, (2020) Teaching Math in the Elementary Grades
Principles of Teaching Work text

https://www.mathsisfun.com/measure/speed-velocity.html
https://www.nctm.org/Classroom-Resources/ARCs/Measures-of-Circles/Circles-Lesson-
1/
http://eworkshop.on.ca/edu/resources/guides/Guide_Measurement_456.pdf