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3 Teaching Mathematics in the Primary Grades

UNIT 3: GEOMETRY AND MEASUREMENT

 
3.0. Intended Learning Outcomes
a. Solve word problems involving simple geometric figures.
b. Apply strategies for teaching about shapes and properties.
c. Create 2D and 3D objects labeled with measurements.
d. Demonstrate the measurement process using appropriate units.
 
3.1. Introduction

The word geometry comes from the Greek words geo and metria for “earth”
and “measure.” Geometry has applications in such disciplines as physics, medicine,
and geology. It is also used in applied fields such as mechanical drawing and
astronomy.

A significant part of mathematics, geometry is a domain where the features

and traits of different shapes, sizes, diagrams, angles, positions, etc. are studied and
defined for the understanding of the academicians and students. It is an important
part of mathematics that has been used in other subjects as well.

The concept of geometry may be considered to be the most observable area of

mathematics in our daily life. Architectural designs like buildings and bridges, even
simple houses, would always contain geometric figures. As old as the ancient time,
geometric figures were already visible like in pyramids in Egypt and ruins in
Greece.

3.2. Topics/Discussion (with Assessment/Activities)

3.2.1. Geometric Thinking and Concepts

The geometry curriculum in the primary grades should provide an

opportunity to experience shapes in as many different forms as possible. These
should include shapes built with blocks, sticks, or tiles; shapes drawn on paper or
with a computer; and shapes observed in art, nature, and architecture.

Hands-on, reflective, and interactive experiences are at the heart of good

geometry activities at the elementary and middle school levels. The geometry
curriculum should aim at the development of geometric reasoning and spatial sense.

Activity 3.2.1
Draw an isometric view of a house. Make it as simple as you can but with
complete parts. Identify and label the shapes that can be seen in your drawing.
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3.2.1.1. Geometric Concepts

The following subtopics are some of the concepts in geometry. We will just limit it to
the basic concepts like point, line, plane, ray, line segment, two-dimensional and three-
dimensional objects. We will also discuss symmetry and tessellation.

3.2.1.1.1. Simple Geometric Figures

Let us start with the three undefined terms in geometry. They are undefined in a
sense that these are just imaginary. But they can be represented somehow by real things.
These are point, line, and plane.

A point is a location in space. It has no length, width and height. It is symbolized by

drawing a dot. It is named by a capital letter. Examples of point in the figure below are
point A and point B.
A B
A line is determined by two distinct points, but it can also be a collection of points
and extends indefinitely in both directions, as the arrows on the line indicate. It has a length
but no width and height. Below is a line that contains points A and B and is represented by
´ . A line can also be represented by a single letter, such as l.
AB

A plane has two dimensions. It forms a flat surface extending indefinitely in all
directions, which means it has infinite length and infinite width, but no thickness. It is
named by a single letter or by three coplanar, but non-collinear points. (Collinear points are
points that lie on the same line. Coplanar points are points that lie on the same plane.)
Figure below is an example of a plane, a four-sided figure resembling a parallelogram.

A line segment is part of a line and has two endpoints. The line segment shown
below is denoted by AB. The distance between the endpoints of AB is denoted by AB.
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A ray starts at a point and extends indefinitely in one direction. The point at which a
ray starts is called the endpoint of the ray. The ray shown below is denoted ⃗ AB . Point A is
the endpoint of the ray.

Task 3.2.1.1.1

1. Parallel lines are lines that do not meet no matter how long you extend them. Lines that
can be found in the pedestrian lane are examples of parallel lines. List down other
parallel lines that can be found in the surroundings.
2. Intersecting lines are lines that meet at one point. Two roads that meet are like
intersecting lines. List down other intersecting lines that can be found in the
surroundings.
3. Perpendicular lines are lines that form right angles. The lines formed by the corner of
the room is an example of perpendicular lines. List down other perpendicular lines that
can be found in the surroundings.

Teacher’s Note:

As a teacher teaching in a face-to-face class, you may group your students into three and let each
group do activities 1 to 3. Each activity may be considered as a station and each group may be given
5 minutes to do the task and then move to the next station.

Let’s Practice:

Answer the crossword puzzle with the basic terms in geometry.

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3.2.1.1.2. Two-Dimensional Objects

What you can see is a tangram puzzle. It is a Chinese
puzzle consisting of seven flat shapes that can be arranged to
make various figures. This puzzle is composed of two-
dimensional shapes or 2D shapes – shapes with a length and
width - like square, triangle, and parallelogram. These can only be
drawn on a flat surface such as paper. 2D shapes are also called
plane shapes.

For children in kindergarten and up, geometry and spatial

https://montys.toys/tangram-puzzle-7-
relationships are a part of their daily lives. Understanding an
pcs/ object’s position in space and learning the vocabulary to describe
a position and give directions are important. Terms like above, below, left, right,
or between enable children to orient themselves with their surroundings and describe the
world around them. They can apply these same terms when describing plane and solid
shapes in the classroom.

Plane Shapes

Most of the objects that we encounter can be associated with basic shapes. A closed
two-dimensional, or flat, figure is called a plane shape. Different plane shapes have
different attributes, such as the number of sides or corners (or vertices). A side is a straight
line that makes part of the shape, and a corner, or vertex, is where two sides meet.

Here are some of the common 2D shapes.

Triangle Square

Rectangle Circle

Although children are familiar with the most common shapes, before kindergarten,
they may not have been able to verbalize what distinguishes a square from a rectangle or a
circle from a triangle. They will learn to describe shapes in terms of their sides and corners.
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A triangle is a shape with three sides and three corners. A rectangle is a shape with
four sides and four corners. They may notice that opposite sides are the same length.
A square is a rectangle in which all four sides are of equal length. A circle is a round
shape that has no sides or corners. These attributes, as well as size, can be used to sort and
classify shapes.
Task 3.2.1.1.2

1. Using cut out shapes of different colors (square, triangle, rectangle, circle, half-circle),
form a house, a boat, or any other thing that comes to your mind.

Teacher’s Notes
This activity may help your students to visualize how these shapes are visible in our
surroundings.

You may extend the lesson -

A. For students who are ready, you may want to show how the sides must be straight and the
corners must be right angles for the shape to truly be a rectangle.
B. For students who are ready, you may want to show how all the points of a circle must be the
same distance from a center point for the shape to truly be a circle.
C. Flags around the world present colorful ways to showcase all sorts of shapes and designs.
What countries interest your students? Showcase their flags and have students identify the
flat plane shapes they see.

3.2.1.1.3. Three-Dimensional Objects

In the previous topic, we discussed about two-
dimensional shapes or plane shapes and their different
types and try to apply them in real life. We will now
learn about three-dimensional objects in detail. Three-
dimensional objects are objects that have length, width
and height. The pyramid in the picture is an example
of a three-dimensional objects, also called solid objects
or simply solid.
https://www.planetware.com/
tourist-attractions-/pyramids-of-giza-
egy-giza-giza.htm

Solid Shapes
Solid shapes are nothing but solids that consist of 3 dimensions, namely length,
breadth, and height. These solid shapes occupy space and are found in our day-to-day life.
We touch, feel, and use them. Many of the everyday objects that children are familiar with
are solid shapes. For example, blocks are often cubes or rectangular prisms. They have
six faces, or flat surfaces.
Other familiar solid shapes are spheres, which children might recognize as being
shaped like balls. One shape children might not immediately recognize is a pyramid, which
has one rectangular face and four triangular faces. They will likely, however,
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recognize cylinders, which are shaped like cans, and cones, like ice cream cones or traffic
cones.
Here are the common three-dimensional objects or solid figures and their
characteristics:
Figure Name Common Characteristics

It has 6 square faces, 8

Cube corners or vertices and 12
edges.

It has a curved surface but

Sphere
has no edge and corner.

It has 1 square face, 4

Pyramid triangular faces, 5 corners,
and 8 edges.

It has 6 rectangular faces, 8

Rectangular prism corners or vertices and 12
edges.

It has 2 circular faces, 2

Cylinder curved edges, and a curved
surface, but has no corner.

It has 1 circular face, a

Cone curved surface, 1 corner and
1 curved edge.

Task 3.2.1.1.3
1. Make one of each of the following using recycled papers, folders, or illustrations boards:
cube, rectangular prism, triangular prism, cylinder, cone and sphere. Describe the solids
which you have constructed based on their faces, edges and vertices. Write your name
on every face of the object.
Teacher’s Notes
 In an elementary class, this activity can be done by group. Have each group pick one object to
do.
 Give each group ample time to complete the activities.
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 Let them describe the solids which they have formed based on the faces, edges and vertices.
 Let each group present their work after the activity.

3.2.1.1.4. Symmetry

Have you tried to observe face in front of a mirror? Have you noticed that when you
draw an imaginary line at the center of your face, all parts on the left side also have a
corresponding part on the right side? Even the distance of each part to the imaginary line is
also identical. This is what we call symmetry.

A figure is said to be symmetrical when you fold, cut in half or draw a line across it,
and the result is a mirroring image of each other. The line that divides the figure into two
equal parts is called the line of symmetry. Figures that don’t have symmetry are called
asymmetric.

Symmetric

Asymmetric

The given example of symmetrical object above is an example of the simplest type of
symmetry, the line or bilateral symmetry. This type of symmetry is evident in most
animals and humans.

©selfstudy365.com

An object is said to be bilateral symmetry when it is only symmetrical if positioned

upward or downward. Another type of symmetry is called rotational symmetry. It is when
an object is rotated by several degrees, the same appearance as the original position is still
achieved. Below are examples of objects that has rotational symmetry.
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Let’s Practice:

A. Identify the letters from the alphabet written in uppercase that show symmetry and
draw the line of symmetry.

B. What symmetrical shape will be formed when the other half will be shown?

1. 2. 3.

C. Tell how many lines of symmetry can be drawn on the following shapes/figures.

1. 2. 3.

Task 3.2.1.1.4

Choose one object that has symmetry. Take a photo of it and draw a line of symmetry.

3.2.1.1.5. Tessellation

Ever seen a floor designed perfectly with repeating patterns and equal space in
between? And have you ever seen a floor designed with broken tiles placed randomly in
any direction? Which of the two are pleasing to the eyes?
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A pattern of shapes that fit perfectly together, a tessellation (or tiling) is when we
cover a surface with a pattern of flat shapes so that there are no overlaps or gaps.

Examples:

The figures above are examples of regular tessellation, and there are only three of
them. A regular tessellation is made only of one regular polygon. The first figure shows a
tessellation made of hexagons. As you can see, there are no gaps and overlaps among the
shapes. If you take a look at the red dot, its location is called the vertex. How many
hexagons are connected in that vertex? There are three, and hexagons have 6 sides. So, this
tessellation is called 6.6.6 tessellation. How about the second and third figures, how do we
call them? Write your answer on the top of the figure.

Semi-regular Tessellation

Tessellations of the plane by two or more convex regular polygons such that the
same polygons in the same order surround each polygon vertex are called semiregular
tessellations, or sometimes Archimedean tessellations. There are eight such tessellations, as
shown below.

A. B.

E. F.

C. D.
H.

G.

Activity
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Pick any vertex from the tessellations and determine the number of sides that
surrounds that vertex.

Real-Life Examples of Tessellations

For more information about tessellations, scan the QR code or click the
link: https://www.mathsisfun.com/geometry/tessellation.html
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3.2.1.2. Geometric Thinking

Knowing the different types of two- and three-dimensional shapes does not end in
just knowing their names and characteristics. The three Big Ideas parallel three levels of
thinking that characterize development over the primary grades.

The Big Ideas

1. Shapes, both two- and three-dimensional, exist in great variety. There are many
different ways to see and describe similarities and differences among shapes. The
more ways that one can classify and discriminate shapes, the better one understands
them.
2. Shapes have properties that can be used when describing and analyzing them.
Awareness of these properties helps us appreciate shapes in our world. Properties
can be explored and analyzed in a variety of ways.
3. An analysis of geometric properties leads to deductive reasoning in a geometric
environment.

To provide some common view of the nature of elementary geometry and how
young children approach geometric concepts, three simple activities are offered here for
you to do. The activities will provide some idea of the spirit of informal geometry as well as
background for a discussion of children’s geometric thinking. All you will need is a pencil,
several pieces of paper, scissors, and 15 to 20 minutes.

Activity 3.2.1.2
C. Different Triangles
Draw a series of at least five triangles. After the first triangle, each new one should
be different in some way from those already drawn. Write down why you think each is
different.
D. Shapes with Triangles
Draw three or four different figures by following the grid lines shown in the next
page. Make each figure so that it has an area of 10 triangles. Count to find the distance
around each figure (the perimeter), and record this next to each drawing. Examine your
results for any ideas you may observe. Explore any ideas you have by drawing additional
figures.
E. A Tiling Pattern
First make at least 8 copies of any shape in Figure 1 on the next page. An easy way to
do this is to fold a piece of paper so that there are eight thicknesses. Trace the shape on an
outside section, and cut through all eight thicknesses at once. Think of the shapes you cut
out as tiles. The task is to use the tiles to make a regular tiling pattern. A tiling pattern made
with one shape has two basic properties. First, there are no holes or gaps. The tiles must fit
together without overlapping and without leaving any spaces. Second, the tiles must be
arranged in a repeating pattern that could be extended indefinitely. That is, if you were to
tile an endless floor with your pattern, the design in one section of the floor would be the
same as that in any other section. Several different tiling patterns are possible for each of
the three tiles. Experiment to decide on a pattern that you like.
Grid lines that you can use for Activity 3.2.1.4B
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These are the sample shapes that

you can use for Activity 3.2.1.2C.
Choose one shape and make at
least eight copies of it. Cut them
out, and design a tiling pattern.

Teacher’s Notes
In a face-to-face class, you may ask your students to compare their responses with those of their
classmates.
Ask them if they could find a triangle that is similar with theirs.
It is expected that their responses are different from each other as researches suggest, you may
explain toInformal
3.2.1.2.1. them that Geometry
their different
andexperiences is a big factor why their outputs differ from each
Spatial Sense
other.
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In Principles and Standards for School Mathematics, the authors chose only five
broad content standards, one of which is Geometry. The prominence of this strand,
appropriately kept separate from measurement, speaks to the importance that should be
placed on the development of geometric ideas at all grade levels. Prior to the 1989
Standards document, geometry received only limited attention in the traditional
curriculum. State standards now place a heavier emphasis on geometry than in the past
(Van de Walle, 2001).

Informal Geometry
The term informal geometry has been used for many years to refer to geometric
activities appropriate for students in elementary and middle school. Informal geometry
activities provide children with the opportunity to explore, to feel and see, to build and
take apart, to make observations about shape in the world around them as well as in the
world they create with drawings, models, and computers. Activities involve constructing,
visualizing, comparing, transforming, and classifying geometric figures. The experiences
and explorations can take place at different levels of sophistication: from shapes and their
appearances to properties of shapes to relationships among properties. The spirit of
informal geometry is one of exploration, almost always in a hands-on, engaging activity.

Spatial Sense
Just as a good definition of number sense is an intuition about numbers and their
relationships, spatial sense can be defined as an intuition about shapes and the
relationships among shapes. Individuals with spatial sense have a feel for the geometric
aspects of their surroundings and the shapes formed by objects in the environment.

The Importance of Geometry

Why study geometry? Here are a few reasons that come to mind.

1. Geometry can provide a more complete appreciation of the world. Geometry can be
found in the structure of the solar system, in geological formations, in rocks and
crystals, in plants and flowers, even in animals. It is also a major part of our synthetic
universe: Art, architecture, cars, machines, and virtually everything that humans create
have elements of geometric form.
2. Geometric explorations can develop problem-solving skills. Spatial reasoning is an
important form of problem solving, and problem solving is one of the major reasons for
studying mathematics.
3. Geometry plays a key role in the study of other areas of mathematics. For example,
fraction concepts are related to geometric part-to-whole constructs. Ratio and
proportion are directly related to the geometric concept of similarity. Measurement and
geometry are clearly related.
4. Geometry is used daily by many people. Scientists of all sorts, architects and artists,
engineers, and land developers are just a few of the professions that use geometry
regularly. At home, geometry helps build a fence, design a dog house, plan a garden,
arrange a living room.
5. Geometry is enjoyable. If geometry increases students’ fondness for mathematics more
in general, that makes the effort worthwhile.
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The Development of Geometric Thinking

Until recently, the geometry curriculum in the United States has been poorly
defined. Teachers and curriculum developers have had little guidance on what is
important. However, the work of two Dutch educators, Pierre van Hiele and Dina van
Hiele-Geldof, is beginning to have an impact on the design of geometry instruction and
curriculum.

The van Hiele Levels of Geometric Thought

The most prominent feature of the model is a five-level hierarchy of ways of
understanding spatial ideas. Each of the five levels describes the thinking processes used in
geometric contexts. The levels describe how one thinks and what types of geometric ideas
one thinks about, rather than how much knowledge one has. As one progresses from one
level to the next, the object of one’s geometric thinking changes.

Level 0: Visualization

The objects of thought at level 0 are shapes and what they “look like.”

Students recognize and name figures based on the global, visual characteristics of
the figure—a gestaltlike approach to shape. Students operating at this level are able to
make measurements and even talk about properties of shapes, but these properties are not
thought about explicitly. It is the appearance of the shape that defines it for the student. A
square is a square “because it looks like a square.” Because appearance is dominant at this
level, appearances can overpower properties of a shape. For example, a square that has
been rotated so that all sides are at a 45° angle to the vertical may not appear to be a square
for a level 0 thinker. Students at this level will sort and classify shapes based on their
appearances—“I put these together because they all look sort of alike.”

The products of thought at level 0 are classes or groupings of shapes that seem to be “alike.”

Level 1: Analysis

The objects of thought at level 1 are classes of shapes rather than individual shapes.

Students at the analysis level are able to consider all shapes within a class rather than
a single shape. Instead of talking about this rectangle, it is possible to talk about all
rectangles. By focusing on a class of shapes, students are able to think about what makes a
rectangle a rectangle (four sides, opposite sides parallel, opposite sides same length, four
right angles, congruent diagonals, etc.). The irrelevant features (e.g., size or orientation)
fade into the background. At this level, students begin to appreciate that a collection of
shapes goes together because of properties. Ideas about an individual shape can now be
generalized to all shapes that fit that class. If a shape belongs to a particular class such as
cubes, it has the corresponding properties of that class. “All cubes have six congruent faces,
and each of those faces is a square.” These properties were only implicit at level 0. Students
operating at level 1 may be able to list all the properties of squares, rectangles, and
parallelograms but not see that these are subclasses of one another, that all squares are
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rectangles and all rectangles are parallelograms. In defining a shape, level 1 thinkers are
likely to list as many properties of a shape as they know.

The products of thought at level 1 are the properties of shapes.

Level 2: Informal Deduction

The objects of thought at level 2 are the properties of shapes.

As students begin to be able to think about properties of geometric objects without

the constraints of a particular object, they are able to develop relationships between and
among these properties. “If all four angles are right angles, the shape must be a rectangle. If
it is a square, all angles are right angles. If it is a square, it must be a rectangle.” With
greater ability to engage in “if-then” reasoning, shapes can be classified using only
minimum characteristics. For example, four congruent sides and at least one right angle can
be sufficient to define a square. Rectangles are parallelograms with a right angle.
Observations go beyond properties themselves and begin to focus on logical arguments
about the properties. Students at level 2 will be able to follow and appreciate an informal
deductive argument about shapes and their properties. “Proofs” may be more intuitive
than rigorously deductive. However, there is an appreciation that a logical argument is
compelling. An appreciation of the axiomatic structure of a formal deductive system,
however, remains under the surface.

The products of thought at level 2 are relationships among properties of geometric objects.

Level 3: Deduction

The objects of thought at level 3 are relationships among properties of geometric objects.

At level 3, students are able to examine more than just the properties of shapes. Their
earlier thinking has produced conjectures concerning relationships among properties. Are
these conjectures correct? Are they “true”? As this analysis of the informal arguments takes
place, the structure of a system complete with axioms, definitions, theorems, corollaries,
and postulates begins to develop and can be appreciated as the necessary means of
establishing geometric truth. At this level, students begin to appreciate the need for a
system of logic that rests on a minimum set of assumptions and from which other truths
can be derived. The student at this level is able to work with abstract statements about
geometric properties and make conclusions based more on logic than intuition. This is the
level of the traditional high school geometry course. A student operating at level 3 can
clearly observe that the diagonals of a rectangle bisect each other, just as a student at a
lower level of thought can. However, at level 3, there is an appreciation of the need to
prove this from a series of deductive arguments. The level 2 thinker, by contrast, follows
the argument but fails to appreciate the need.

The products of thought at level 3 are deductive axiomatic systems for geometry.

Level 4: Rigor
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The objects of thought at level 4 are deductive axiomatic systems for geometry.

At the highest level of the van Hiele hierarchy, the object of attention is axiomatic
systems themselves, not just the deductions within a system. There is an appreciation of the
distinctions and relationships between different axiomatic systems. This is generally the
level of a college mathematics major who is studying geometry as a branch of mathematical
science.

The products of thought at level 4 are comparisons and contrasts among different axiomatic
systems of geometry.

Figure 1. At each level of geometric thought, the ideas created become the focus or object of thought
at the next level.

Characteristics of the van Hiele Levels

You surely noticed that the products of thought at each level are the same as the
objects of thought at the next. This object-product relationship between levels of the van
Hiele theory is illustrated in Figure 1. The objects (ideas) must be created at one level so
that relationships among these objects can become the focus of the next level. In addition to
this key concept of the theory, four related characteristics of the levels of thought merit
special attention.

1. The levels are sequential. To arrive at any level above level 0, students must move
through all prior levels. To move through a level means that one has experienced
geometric thinking appropriate for that level and has created in one’s own mind the
types of objects or relationships that are the focus of thought at the next level. Skipping
a level rarely occurs.
2. The levels are not age-dependent in the sense of the developmental stages of Piaget. A
third grader or a high school student could be at level 0. Indeed, some students and
adults remain forever at level 0, and a significant number of adults never reach level 2.
But age is certainly related to the amount and types of geometric experiences that we
have. Therefore, it is reasonable for all children in the K–2 range to be at level 0, as well
as the majority of children in grades 3 and 4.
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3. Geometric experience is the greatest single factor influencing advancement through the
levels. Activities that permit children to explore, talk about, and interact with content at
the next level, while increasing their experiences at their current level, have the best
chance of advancing the level of thought for those children.
4. When instruction or language is at a level higher than that of the student, there will be a
lack of communication. Students required to wrestle with objects of thought that have
not been constructed at the earlier level may be forced into rote learning and achieve
only temporary and superficial success. A student can, for example, memorize that all
squares are rectangles without having constructed that relationship. A student may
memorize a geometric proof but fail to create the steps or understand the rationale
involved (Van de Walle, 2001).

Implications for Instruction

The van Hiele theory provides the thoughtful teacher with a framework within
which to conduct geometric activities. The theory does not specify content or curriculum
but can be
applied to most activities. Most activities can be designed to begin with the assumption of a
particular level and then be raised or lowered by means of the types of questioning and
guidance provided by the teacher.

Instructional Goals: Content and Levels of Thought

The Geometry standard in Principles and Standards focuses on process as well as

content. Verbs such as describe, compare, relate, represent, investigate, sort, reason,
analyze, predict, test (conjectures), and critique (arguments) are all used in the description
of the standard. The goals are much broader than a collection of facts and bits of knowledge
about geometric ideas. The term spatial sense best sums up the Geometry standard.

The van Hiele theory fits very nicely with a Principles and Standards view of
geometry. It focuses our attention on how students think in geometric contexts and the
object of their thinking: shapes → properties → informal logic → deductive principles. If
the van Hiele theory is correct—and there is much evidence to support it—then a major
goal of the K–12 curriculum must be to advance students’ level of geometric thought. If
students are to be adequately prepared for the deductive geometry curriculum of high
school, their thinking should have advanced to at least level 2.

This is not to say that content knowledge is not important. Spatial sense is clearly
enhanced by an understanding of shapes, what they look like, and even what they are
named. The concepts of symmetry, congruence, and similarity contribute to understanding
our geometric world. And the interaction with measurement that allows us to analyze
angle measures and relationships between geometric entities is also valuable. But these
must all be developed not in the context of “things to master” but rather as ways of
knowing and understanding the geometric world.

Teaching at the Student’s Level of Thought

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A developmental approach to instruction demands that we listen to children and

begin where we find them. The van Hiele theory highlights the necessity of teaching at the
child’s level. However, almost any activity can be modified to span two levels of thinking,
even within the same classroom. We can respect the responses and observations made by
children that suggest a lower level of thought while encouraging and challenging children
to operate at the next level. Remember that it is the type of thinking that children are
required to do that makes a difference in learning, not the specific content.

The following are some suggested features of instruction appropriate for the first
three van Hiele levels.

Features of Level 0 Activities

 Involve lots of sorting, identifying, and describing of various shapes.

 Use lots of physical models that can be manipulated by the students.
 Include many different and varied examples of shapes so that irrelevant features do
not become important. (Many students, for example, believe that only equilateral
triangles are really triangles or that squares turned 45° are no longer squares.)
 Provide opportunities to build, make, draw, put together, and take apart shapes.

Features of Level 1 Activities

 Begin to focus more on properties of figures than on simple identification. Define,

measure, observe, and change properties with the use of models.
 Use problem-solving contexts in which properties of shapes are important
components.
 Continue to use models, as with level 0, but include models that permit the
exploration of various properties of figures.
 Classify figures based on properties of shapes as well as by names of shapes. For
example, find different properties of triangles that make some alike and others
different.

Features of Level 2 Activities

 Continue to use models, with a focus on defining properties. Make property lists,
and discuss which properties are necessary and which are sufficient conditions for a
specific shape or concept.
 Include language of an informal deductive nature: all, some, none, if-then, what if,
and the like.
 Investigate the converse of certain relationships for validity. For example, the
converse of “If it is a square, it must have four right angles” is “If it has four right
angles, it must be a square.”
 Use models and drawings as tools to think with, and begin to look for
generalizations and counterexamples.
 Encourage the making and testing of hypotheses.
3.2.2. Developing Measuring Concepts
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Measurement instruction has at least three distinct agendas. The first and most
important is to help children understand what measurement is and how to go about doing
it. This includes an understanding of the attribute that is being measured, how units are
used in measuring, and an understanding of how measuring tools work. A second agenda
is very much related to the first. It can be termed measurement sense; a familiarity of the
most commonly used standard units, an ability to estimate with commonly used measures,
and some flexibility with the use of related units. The third agenda is different from the first
two: the development and use of a few standard formulas. Generally, these are area and
volume formulas for common shapes.

3.2.2.1. Time Measure

Time measurement is very important for us to learn because we are using it

almost the whole day everyday. Words like minuets, hours, days and years are all
measures of time. How long is each of these? Below is a chart showing time conversions.
Also take note at the rule in converting from larger units to smaller units, and vice versa.

Let Practice:
1. How many minutes are there in 3 hours?
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2. How many hours are there in two days?

3. How many seconds are there in 30 minutes?
4. How many decades are there in 1 century?
5. Micah started doing his project at 5:40 PM and finished it at 7: 45 PM. How many
minutes did he consume to do his project?

3.2.2.2. Length, Mass and Volume

Units of measure are a way to give a magnitude or size to a number. For instance,
there is quite a difference between 7 meters and 7 kilometres. The units meters and
kilometres are units of measure in the Metric System. In this section we are going to focus on
units of length, weight, and volume.

In 1789, an attempt was made to standardize units of measurement internationally in

order to simplify trade and commerce between nations. A commission in France developed
a system of measurement known as the metric system.

3.2.2.2.1. Length

The basic unit of length in the metric system is the meter. One meter is
approximately the distance from a doorknob to the floor. All units of length in the metric
system are derived from the meter.

Prefixes to the basic unit denote the length of each unit. For example, the prefix
“centi” means one-hundredth, so 1 centimeter is 1 one-hundredth of a meter.

Conversion between units of length in the metric system involves moving the
decimal point to the right or to the left. Listing the units in order from largest to smallest
will indicate how many places to move the decimal point and in which direction.

kilometer hectometer Decameter meter decimeter centimeter millimeter

1000 m 100 m 10 m 1m 0.1 m 0.01 m 0.001 m

Example: Convert 0.38 m to millimeters

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Solution: Since millimeter is three places to the right of meter, we will just move the decimal point 3
times to the right. Therefore, the answer is 380 mm.

3.2.2.2.2. Mass

Mass and weight are closely related. Weight is a measure of how strongly Earth is
pulling on an object. Therefore, an object’s weight is less in space than on Earth’s surface.
However, the amount of material in the object, its mass, remains the same. On the surface
of Earth, mass and weight can be used interchangeably.

The gram is the unit of mass in the metric system to which prefixes are added. One
gram is about the weight of a paper clip.

Kilogram hectogram decagram gram decigram centigram milligram

1000 g 100 g 10 g 1g 0.1 g 0.01 g 0.001 g

Example: How many hectograms are there in 823 g?

Solution: Since hectogram is two places to the left of gram, we will just move the decimal point 2
times to the left. Therefore, the answer is 8.23 hg.

3.2.2.2.3. Volume

The basic unit of volume in the metric system is the liter. One liter is defined as the
volume of a box that is 10 cm long on each side. The units of volume in the metric system
have the same prefixes as the units of length.

kiloliter hectoliter decaliter liter deciliter centiliter milliliter

1000 L 100 L 10 L 1L 0.1 L 0.01 L 0.001 L
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Example: Convert 4 L 32 ml to liters.

Solution: Observe that 4 L need not to be converted, so we will just convert the 32 ml to liters. Since
liter is three places to the left of millilitre, we will just move the decimal point three places to the left.
Therefore, the answer is 4.032 L.

Let’s Practice: Convert the following:

1. 0.27 km = meters
2. 5g= centigrams
3. 7 dl = milliliters
4. 47 dag = grams
5. 3 hm = kilometers

3.2.2.3. Perimeter

In Lesson 3.2.1.1.2, we discussed about plane figures. The measurement of the

distance around the figure is called perimeter. Some polygons may have their formula in
finding the perimeter, but always remember that in finding the perimeter, you just have to
add the measurement of each side.

Example: Find the perimeter of each figure.

9m
4
5cm
4m
3cm 4 4
A. B. C.
4cm 4 Rectangle

Solutions:
a. Figure A is a triangle. To find the perimeter, just add all the length of its side; 5 + 3 +
4 = 12cm.
b. Figure B is obviously a square because all of its sides are equal. To find the
perimeter, we can just simply add: 4 + 4 + 4+ 4 = 16 units. (Since length unit was not
specified, we will just simply use the term “unit”.) Or you can also use the formula
for the perimeter of the square = 4s, where s is the measurement of the side of the
square. Therefore, 4s = 4(4) = 16 units.
c. Figure C is a rectangle; it means that the opposite sides are equal in measurement.
To find the perimeter of a rectangle, simply add 4 + 9 + 4 + 9 = 26m. Or you can use
the formula for the perimeter of the rectangle = 2L + 2W = 2(9) + 2(4) = 18 + 8 = 26m.

Let’s Practice:

Find the perimeter of the following figures.

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3.2.2.4. Area

Area is the amount of surface in a region. Area can be used to describe, for example,
the size of a rug, a parking lot, a farm, or a national park. Area is measured in square units.

A square that measures 1 in. on each side has an area of 1 square inch, written 1 in 2.
A square that measures 1 cm on each side has an area of 1 square centimeter, written 1 cm 2.
Larger areas are often measured in square feet (ft 2), square meters (m2), square miles (mi2),
acres (43,560 ft2), or any other square unit.
If perimeter is the number of units around a figure, then area is the number of
square units contained in a figure. For example, the figures below show that even they are
not the same in shape, they can be the same in area. All these shapes have the same area of
9 square units.
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The illustration above shows that the length of the rectangle is 4 units while its width
is 2 units. Therefore,
Area of a Rectangle = length x width
=4x2
= 8 square units

With this formula, we can now compute the area without counting the squares
anymore but just by using the indicated measurements.
For example:

Area of the Rectangle = length x width

=5x3
= 15 cm2

Let’s Practice:

Find the area of the following figures:

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That’s all for this learning packet. Should you have any questions. Feel free to ask in
our group chat. This time, you will now test yourself by taking the summative test. Please
make sure that you are the one who will answer it.

Summative Test
UNIT 3: GEOMETRY AND MEASUREMENT
Name: ____________________________ Program/Section: ____________ Date: ____________

I. Identification: Give what is being asked.

1. It has two pairs of equal sides and four right angles.
2. It has one endpoint and one arrowhead.
3. It is a closed plane figure made up of five sides.
4. These are lines that form right angles
5. It has four equal sides and four right angles.
6. It is represented by a dot.
7. It has six square faces. What is it?
8. These are lines that meet at one point.
9. It has more than two faces. None is circle. One square face and the rest are
triangles.
10. It can be extended in two directions infinitely.

II. Word Problems:

1. Suzette wants to buy tiles for her terrace. The length of the terrace is 72 dm while
tis width is 48 dm. How many square tiles of side 4 dm will she buy?
2. Alvin was able to run a race in 147 minutes. How many hours and minutes did
he run the race?
3. Virgie filled three containers with different amounts of water using different
units. In container A, she placed 1,250 ml; in container B, she poured 1.5 L, while
in container C, she poured 1 L 400 ml. Arrange the containers from the most to
the least amount of water they contain. Show your proof.
4. A rectangular school yard is 120 m long and 90 m wide. How many complete
runs around it must a runner make to be sure he has run 2 km?
5. Randy was able to sell five bottles of 350 ml perfume and three bottles of 750 ml
perfume. How many liters of perfume did he sell in all?

Note:
Your answers to the all the activities are considered part of your class participation. and
submit through e-mail, social media platforms, or the SSU-LGU kiosks (But you need to
make a back-up for this just in case your outputs will get lost).
Activity (part of Participation)
Tasks/Practice required for submission (part of the term requirement)
Journal (part of Term requirement)
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3.3. References

Camarista, G. G., Oranio, I. B. (2019). Teaching mathematics in the primary grades.

Lorimar Publishing, Inc.
Haylock, D., and Manning, Ralph.(2019). Mathematics explained for primary
teachers. SAGE Publications Ltd.
Van de Walle, J. A., Karp, K. S., and Bay-Williams, J. M. (2019). Elementary and
middle school mathematics: teaching developmentally 10th Edition. Pearson
Education, Inc.
Weisstein, E. W. "Tessellation." From MathWorld--A Wolfram Web Resource.
https://mathworld.wolfram.com/Tessellation.html

3.4. Acknowledgment

The images, tables, figures and information contained in this module

were taken from the references cited above.