SYSTEMS OF
UNITS OF
MEASUREMENT
LEARNING OBJECTIVES
• Convert units of measure within
International System of Units (SI) and
across different systems of measure.
• Identify the different systems of units of
measure: traditional or non-standard,
English System, and Metric System.
• Measure length, weight, and capacity using
non-standard units, English units and Metric
units.
Short Review
• Have you ever measured an
object before?
• What measuring tool did you
use?
• What unit of measurement did
you use?
• What is the role of
measurement in everyday life?
Question for Discussion
• Why it is important to know
the different units of
measurement and when to use
them appropriately?
• Why accurate measurement is
important in various
professions? (e.g., bakers,
architects, engineers)
Unlocking Vocabulary
NON-STANDARD UNITS OF
MEASURE –
are informal or customary
units that can vary from one
person to another or from one
region to another.
EXPLICITATION
HISTORY OF MEASUREMENT AND NON-STANDARD UNITS OF
• Measurement
MEASURE is fundamental to human
civilization and its development shapes
our understanding of the world.
• The origins of measurement trace back to
ancient civilizations (Mesopotamia, Egypt,
Indus Valley).
• Early systems were based on body parts
or natural objects (e.g., grains, stones).
HISTORY OF MEASUREMENT AND NON-STANDARD UNITS OF
MEASURE
• Egyptians used the cubit (length from elbow
to tip of middle finger) for measuring
lengths.
• Non-standard units, also called informal or
customary units, have a rich history.
• These units lack standardization and are
based on everyday objects, body parts, or
localized traditions.
HISTORY OF MEASUREMENT AND NON-STANDARD UNITS OF
• Non-standard
MEASURE units vary by person and
region, reflecting human ingenuity and
adaptability.
• They continue to influence daily life and our
understanding of measurements.
Non-standard
units of
measurements
Cubit
• Used by various ancient civilizations
• It is based on the length of a person’s
forearm from the elbow to the tip of the
middle finger
• Commonly used to measure lengths in
construction and architecture.
Span
• Was typically the width of a person’s
hand
• Measured the tip of the thumb to the tip
of the little finger
• Used for measuring cloth, as the width
was easily visualized by the human hand
Foot
• Was originally based on the length of a
person’s foot
• Was a common unit for measuring
shorter lengths in everyday life and
construction
Fathom
• Used by sailors
• It is equaled the span of a person’s
outstretched arms, typically about six
feet
• Used to measure the depth of a water and
depth in nautical contexts
Non-standard units
of measurements
(Philippines)
Cavan or Kaban
• Traditional unit of dry measure used for
rice
• Represents a traditional volume of rice
grain, often equivalent to 50 kilograms
• Common reference for a rice trade
Dipper or Tabo
• In rural areas, it is used as an informal
unit of measuring liquids
• Often used for transferring water or
other liquids
Tumpok
• Refers to a stack or pile of items (e.g.
bananas, firewood or coconuts
• Commonly used in daily life for selling
and trading goods.
Step
• Used as an informal unit of length
• They say that a location is “two
steps away” to give a rough idea of
distance
Lesson Activity
Activity 1:
Non-Standard Units of
Measure
Lesson Activity
Objective:
At the end of the activity, the learners
identify and use traditional or non-
standard units of measure being used
in their local culture or community.
Instructions:
1. List the traditional units of measure
being used in your community or
culture.
2. Use the traditional or non-standard
units to measure the objects provided
by your teacher.
3. Record your measurements in the table
Synthesis:
1. What traditional units were used?
2. Were there variations in
measurements within the group?
3. How do traditional units reflect the
history and traditions of their
community or culture?
4. Are there advantages to using
English System of Measurement: Length, Weight,
• Also known as and
Imperial System
Capacity
• Historical and culturally significant
measurement system.
• Primarily used in the United States; lesser
extent in the UK.
• Unique units differing from the
standardized metric system.
• Essential for daily tasks in regions where
Key units
• LENGTH • WEIGHT • CAPACITY
▪ Inch ▪ Ounce ▪ Gallon
▪ Foot ▪ Pound (for
▪ Yard ▪ Ton liquids)
▪ Mile ▪ Quart
▪ Pint
▪ Cup
Lesson Activity
Activity 2:
English System of
Measurement (Supermarket
Unit Challenge)
Lesson Activity
Objective:
At the end of the activity, the learners:
1. familiarize with English units of
measurement for length, weight, and
capacity.
2. associate locally available supermarket
items with specific English units.
Instructions:
1. The list of local supermarket products will be
distributed to each group.
2. Discuss and decide whether each product is typically
measured in inches, feet, yards, ounces, pounds, fluid
ounces, pints, quarts, or gallons.
3. Write your chosen unit next to each product on the list.
Synthesis:
1. Why did your group associate specific
products with inches, feet, or yards?
2. What features of the product
influenced your choice?
3. Can you think of any other products
commonly found in supermarkets
that could be measured in inches,
Synthesis:
1. What led your group to decide
whether each product should be
measured in ounces or pounds?
2. Did the size or packaging of the
products play a role in your
decisions?
3. Are there any supermarket items
Synthesis:
1. How did you determine the capacity
units (fluid ounce, cup, pint, quart, or
gallon) for the products?
2. Were there any products where this
was particularly challenging?
3. Can you think of other supermarket
products or beverages that might be
International System of Units or Metric System
• A standardized(SImeasurement
System) system
adopted by the scientific community and
global industries to ensure consistency and
universal understanding in measurements.
• A comprehensive and rational
measurement system that simplifies
measuring physical quantities.
• It is the most widely used system globally,
applicable in both scientific and everyday
Basic units
o LENGTH:
• Meter (approximately 39.37 inches;
slightly longer than a yard).
o MASS/WEIGHT:
• Gram (distinction made between weight
and mass; weight is gravity-dependent,
mass is constant).
o CAPACITY:
• Liter (volume of a cube measuring 10 cm
on each side).
Metric Prefixes: Used to indicate
fractions or multiples of basic units.
▪ Milli = 0.001
▪ Centi = 0.01
▪ Deci = 0.1
▪ Deka = 10
▪ Hecto = 100
▪ Kilo = 1,000
Key units
Key units
Key units
Lesson Activity
Activity 3:
SI System or Metric System
(Metric Measurement
Exploration)
Lesson Activity
Objective:
At the end of the activity, the learners:
1. measure length, mass/weight, and
capacity using the metric system.
2. reinforce their understanding of the
base units and prefixes of the metric
system.
Instructions:
1. Measure the length of an object using the metric
ruler or meter stick. (Record the measurement
in centimeters and millimeters)
1. Measure the mass of an object using the kitchen
scale or balance. (Record the measurement in
grams)
1. Measure the volume of a liquid using the
graduated cylinder. (Record the measurement in
milliliters)
Synthesis: For Length
1. What objects did you measure for length, and
what were your measurements in centimeters
and millimeters?
2. How did the use of metric rulers or meter
sticks simplify the process of measuring
length? What are the advantages of using the
metric system for length measurements?
Synthesis: For
Mass
1. What objects did you measure for mass, and
what were your measurements in grams?
2. How did the use of kitchen scales or balances
simplify the process of measuring mass? What
are the advantages of using the metric system
for mass measurements?
3. Did you encounter any objects where the mass
Synthesis: For
Volume
1. What liquid did you measure for volume, and
what were your measurements in Milliliters?
2. How did the use of graduated cylinders simplify
the process of measuring volume? What are the
advantages of using the metric system for
volume measurements?
3. Can you compare the volume of different liquids
LEARNER’S
TAKEAWAYS
Complete the 3-Column Chart.
a. Summarize their understanding of the
units.
b. List and describe various units for
length, weight, and capacity.
REFLECTION ON
LEARNING
Are there any challenges and
misconceptions you encountered
while studying the lesson?
