Scaled Measurements | math | الصف الرابع الابتدائي

Unit 3 work sheets

hi my dear students fourth primary now

information and data are present in our

lives in many forms they handle

information with data field tables such

as schedule of classes and various

graphs in primary 2 and 3 we saw a lot

of graphs in mathematics lessons

including bar graphs and line plots we

knew that the graph is ill-graphed it is

a way of displaying the data

we can so

a lot of information from it once we

read it

we drew a lot of graphs including graphs

in the information technology subject

this year when you learned how to create

graphs on the computer in our lesson

today lesson seven scale measurements in

unit three we will learn how to create a

line plot another zynami line plot and

select an

appropriate

key

and scale for it we will be able then to

explore the information

from any graph

before you move to the graphs let's

review together one of the tools we used

before

which is the fact triangles we have here

on the board let's see it all together

here i have the three triangles as you

see in these triangles we used to carry

out addition and subtraction for the

numbers in each corner challenge of

anomaly in that triangles we have today

we will use the numbers in each corner

of the triangle assemble multiplication

and division operations

which we had studied before in

a primary three

type let's see in the first triangle

this is the first triangle we have the

numbers six and seven this is the first

triangle here

as you see here i have six and seven

type

if we multiply them together multi-six

times seven we will get what yes we will

get the number of the third corner so if

i make seven times six equals

7 times 6 equals 42. but the third

corner here is 42.

type so the number in the third corner

equals 42 as i said now we can certainly

divide forty two by six double or

numbers forty two by six the answer is

what lower number forty two

divided by six forty two divided by six

who can guess yes forty two divided by

six gives me seven type if i did 42

divided by 7 lambda 42 divided by 7

gives me what yes of course gives me 6.

but you should have noted that knowing

multiplication could help us in division

because both are related to each other

multiplication or division related to

each other meaning we when we multiply

six by seven it didn't e 42 type if i

divide 42 by 6 britney seven and when i

divide 42 by seven gives me six

this is the relation between the

multiplication and division and this

emphasize that multiplication and

division are inverse operations

inverse operation x about

type now let's move to the second

triangle and here is the second triangle

as you see here we have num two numbers

50 and 450 this is 50 and this is 450

so if i divide 450 ah finta banfield

division i start with the biggest number

right

who can tell me if i divide 450 by 50

gives me what yes 450

by divided by 50 gives me

i will

cross these two zeros with each other

and 45 divided by 5 equals what of

course equals nine

so nine is the third angle here a y here

equals nine

type who can tell me if i multiply nine

times fifty learn how to melt nine times

fifty gives me what

9 times 50 equals yes excellent 9 times

50 must gives me 450

okay

type who can tell me if i multiply 50

times nine the same

two gives me four hundred and fifty

so the numbers in the triangle are what

are

fifty four hundred and fifty and nine

now let's move to the third triangle

triangle number three this is triangle

number three

as you see here i have two angles which

are 36 and six here is 36

the second angle is six

so who can tell me if i divide the

biggest number 36 by 6 gives me what yes

36 divided by 6 gives me 6.

excellent

so the third number or the third angle

will be

6. this z the unknown angle equals to

six

type now we have revised some

multiplication and division operations

and we know that they are inverse

operations halo sarif and multiplication

will division they are inverse

operations now let's explore how we will

perform multiplication and division

operations in the activity form with

facts in your school book on page 130

139 under the title of access now let's

see all together

here in your school book in accessport

as you see we have two numbers okay

like you see here

we have two numbers type i will think

for every two numbers if i will multiply

or divide them

times bad or divided

e i will match them with the number that

belongs to them in the opposite column

just in anaheim

let's see type i'll give you some time

to match the numbers and after you

finish we will review together the

results of this matching

and now after you have finished let's

review the answers all together in

problem number one as you see here i

have two numbers which are six

and forty eight type hamilt division or

multiply yes if i divide 48 by six the

answer is eight

so where's the answer here yes the

answer eight a letter c

monk and i'm matching i can write the

letter beside it type talent problem

number two in problem number two i have

two numbers which are eight and

seventy-two hamil e i will divide the

biggest number 72 divided by eight who

can tell me 72 divided by eight gives me

yes gives me nine so

which letter should i use

this is nine so i will write here letter

let's move to problem number three in

problem number three we have here two

numbers which are nine and 5 so small

number i can multiply them together who

can tell me 5 times 9 gives me what yes

the answer is

45 so i will choose what yes this is my

answer letter a and now in the last one

here problem number four i have two

numbers which are 44 and four so i will

divide them i will divide 44. 44 divided

by 4 gives me what yes 44 divided by 4

gives me 11. so my answer is letter b as

you see here

and now we have just reviewed some of

the multiplication and division

operations that we learned in primary 3

we are aware now that multiplication and

division are what are inverse operations

x about now let's return to the

objectives of our lesson today and see

our next step

we will learn how to create a line plot

let's see it all together

and also today we will select

appropriate key and scale for the line

plot

then we will be able to explore and

exclude naraf natalya information we

want from any line plot

type now we will start discussing this

in build but let me first ask you the

following if you are collecting data

gamma data on how long one of your

colleagues can take to do 10 jobs

10 jumps or data about someone for

example who has hobby where he collects

different truck shapes in large numbers

and you want to display your eyes

in an easy way

which way

you will choose to display the data

what do you think is the difference

between these two methods in the first

place if i benefit maybe graph will line

plot for example yes i will table

now let me first

tell you some opinions of a group of

your colleagues

about the difference between aligned

plots will bar graphs with tables tan

shuffer imabin home type some of them

said that bar graphs allow us to compare

the displayed information ali nelgravda

beside nina occurring ill displayed

ardell malumet

in a very clear bar format and it is

sometimes colored in graph double e

colored every bar in a different color

cooler

below type tables display and organize

information in rows and columns

through columns and rows

align plot

maybe a line plot well table will a

graph a line plot is graph that displays

vr the data using number line la

megastar line plot less than by a number

line with a v symbol x which is used to

represent data on the number line

we have an example of line plus in your

book on page 139 in the activity line

plots under the title build let's see

here in page 139 as you see this is

graph represents the data we collected

about the time it took each student to

do 10 jumping jacks okay this is the

line plot as you see like the ones you

have just seen in the video

please read the graph very carefully so

that we can answer the four questions in

your school book on page 140

you can write the answers in your school

book

now let's see problem number one

here as you see problem number one this

is problem number one

he's asking me what does this line plot

you why is there

or simply what information is the graph

representing ill information

we will say that this graph is

representing a graph that we are at the

time it took the students to do 10

jumping jacks okay

the graph represents the students our

time will students

to make 10 jumping jacks

let's move to problem number two

problem number two he asked me what does

each x represent in x d bitmap e

yes we can see on the graph in our book

that symbol x represents two students

okay

now

so if you would calculate the number of

students who participated in this

activity is the number of students

family how do you know

and this is problem number three how it

does to l number three

we will certainly count the number of x

height the coolin x is the land and

multiply them by what by two lil in an

arf in the x cool x represent two

students you hide the coil x is the

landing hammer multiply by two and this

is the number what is the number who can

tell me yes we have 18 symbols of x and

and the 18 x

okay

then what should they do was to hammer

18 multiplied by two inequalities v2 by

18 multiplied by 2

18 multiplied by two equals what yes

it's here multiplied by two gives me

thirty six

okay now let's move to problem number

four as you see here in problem number

four

here is you want

he is asking me what is the scale for

this number line a skill beta is the

name of a number line the scale on the

number line line plot shows marks at

equal intervals les

it represents the relationship between

the units being used

in the example we have the skill

represents the relationship between

seconds and the actual measurement data

that was collected

the line plot starts at what launch of

the line

of eight seconds

sixteen seconds it starts with eight we

end with sixteen yep accounting by what

counting by two the scale here is two

seconds if my scale is

two seconds

and now we have learned a new term which

is the scale in the line plot in the

previous example and we reviewed the

meaning of symbol xrfnamana symbol x

elephant graph

at the beginning of our study in primary

four we have learned a lot of

information about ants and its numbers

and colonies in which they live

let's see now let me ask you a question

what about the longest ant you have ever

seen

for me the longest ant i have ever seen

was two centimeters long and two

centimeters long you can see this

picture of the largest fossilized end

fusilite and

that was discovered and its length was

five centimeters this ant was so huge

in the scientists

and nine centimeters long

we have on page 140 under the title

length of ants a table that shows us

various lengths of ants

and here's the table as you see in page

140 we are required

in a binary

using the number line below the table on

the same page this is the number line as

you see

before we start to answer let's have a

look on the table we will notice that

the lengths of all ants are in

millimeter jose mcnachey finn the length

length of the landing in millimeters

this is a unit of length like this

centimeter wizard with the

to the smallest unit of measuring glands

we were introduced it in lesson one of

this unit and we use it in very small

lengths

that are difficult to measure in

centimeters or meters like the lenses of

very small insects including some types

of ends

the lenses here are from one millimeter

the length is inhabited in one

millimeter

and this is the the shortest length

and up to akbar length and

40 millimeters

the length of bull end which is the

longest type of ants

there are other lengths between them

curly length is d may be in one

millimeter and 40 millimeters now let's

think about what we will write on the

number line

the lengths will be in millimeter table

length

in millimeters

the number line should be scaled

starting from zero to the highest value

which is 40.

now let's determine the scale in this

problem talib and hadid skill has their

name for problem d how much should it be

hamil skill at the e how are we going to

divide the number line has a number line

bti is a so that it includes all the

lengths i mean one the fourteen number

line you configure numbers

can be two or four right we also need to

determine how can we represent the

number of ends let's carry they had

number of ends d

how many ants will be the symbol x

symbol xd had my silica number the key

represent

let's draw the number line here on the

board let's see it all together

here i will draw the number line

okay

now

yellow draw it with me let's draw the

number line here

this is my number line

okay

now

i'll make it like this

then what should i do the number line

starts with zero

zero

okay then and we start dividing it into

twos okay moving by two so it will look

like this

20 22

sorry 28

taiwan

32 34

38 and 40.

okay if that unfortunately because this

is the biggest number

type now

symbol x will represent what yes it will

represent only one type of ants yani x

cool x represent only one type of ant

they'll keep the i

now let's represent the table on the

line talub anomaly table now the table

i'll align bti now how many types of

ants with the with the length zero and

the chem type of anti-length tau zero

yes i don't have any thing okay

no i'll keep it as it is type the other

question how many types of ants with the

length one and the camp type of ant

length of taha one only one type so we

have only one x above the one

the one tab and this one

yes

between zero and two if i hammer one x

only

type and now how many types of ants with

the lens two and the chem and length

two ends right two types behavior and

the two

two x's like this

so we have two symbols of x above two

how many types of ants with the length

three millimeters and the chem ends

length three centimeters three types yes

table bti i have three types so i will

go to three al-hua between two and four

wahamil three x's

above each other's

now the other question the next question

how many types of ants with the length

four millimeters yes i have two types

two x's above each other

now so write two symbols of x above the

four

the next question how many types of ants

with the length five millimeter yes only

one type so i will go to five time if i

fin yes between four and six i will

draw one x only

so we will notice that there is one

there is one type with the length six

type

length of six

one x only

and with the length of seven okay one

type of six and one type with seven in

line the seven only one x

then how many types lengths of eight

yes one type with the length of eight a

one handle eight

however there are two types phetotypes

in length

and nine layer between eight and ten

muhammad two

okay type we will represent this with

two x symbols they manage above the nine

there are three types with the length

ten how to handle ten mohammed three

types and three x's above each other's

okay and now we will put

x symbols they imagine

the three x symbols above the ten

and finally we will notice that there is

one type of each of 18 or 19 with 24 or

40. 18

19 with 24 and 40.

okay

type and now we will put one x on the

line until 18 19 24 40 as you see

now we have represented all the data and

are at the quality table on the line

plot they imagine shayfinuke

now i'll give you some time to answer

questions 2

from 2 to 5 on page 141

and then we will review the answers

after you finish

now after you have finished let's review

our answers let's see question number

two

here as you see

question number two

he asked me why did we make your key why

you make your key the way you did the

only list

in the x

represent only one type why hello in the

numbers in this data are very small and

a little x equals one because the

numbers

are small

and that's why a little x represents

only one

the challenge of question number three

question number three beast anu why did

you make your scale the way you did lea

skills

moving by two only yes as we said before

we could use skill

can affect the standard scale of two

millimeter or four millimeter li 32

millimeter because all the numbers mean

one forty they are not very big numbers

they are small numbers okay

the same

answer because the numbers

from

1 to 40

are not

large numbers

now let's move to question number four

question number four is any why are

required to write three questions you

are required to write three questions

tell it as illa through your

understanding of the data in the table

or on the line plot diabetic a question

yes

only how many types are less than five

millimeter in length one connected how

many types

types

are

less

than

five millimeters

what the difference in length between a

dinosaur ant and the ghost end

table

our line plot

these questions may vary according to

each one of us

okay

and now let's move to question number

five if you added the

synonym

that could be as large as 99 millimeters

moving by five millimeter moving by ten

millimeter rate the mouse a little

hundred

and of course both numbers are both

answers are correct

because we select the scale according

now we have understood how we can

represent the data on the num line plot

and were introduced to the scale in the

two previous examples however you can

see scales everywhere you look

such as the ruler that you use in your

tools

hours are a scale of time will balances

comment out of our scale for mass

also graduated cylinders that we use in

science laboratories can you

remember the the cylinders

this is considered bardot tower kind of

skills like the ones in your book in the

activity skills wherever you look

hitting connect on page 142 let's see

connecting 142

let's look at the cylinders we have and

answer the questions this is the

graduated cylinders as you see

this includes choosing a title for the

activity

a key to represent the data in x symbol

betana we can manually scale to

represent it

i'll give you some time to think

carefully and answer the questions on

pages 142 and 143 i know that you are

very excellent students and you are able

to do this activity

[Music]

and now we have reached the practice

part in our lesson in which we will use

the line plot in page 143

and the data in it let's see page 143

now we are going to answer the questions

on page 143 and 144. let's look at the

shortcut filternbc

by is e yes there is a number of minutes

studded

active number

minutes

studied

okay now let's move the problem number

two problem number two

here as you see this is problem number

two this any what is the scale for the

number line il

of the number line

yes we will notice that we have 60

written at the start and updated b60 and

after it we have 75 the date be 60

yes so the line divided by 15 minutes

as you see

15 minutes

and this is my skill

as for problems three to five we have

when we have answers in minutes we

should convert them to ours

as we have learned in lessons five and

six

please remember that one hour equals 60

minutes don't forget that one hour 60

minutes okay

problem number three

problem number three miss anu what was

the least amount of time spent studying

time had studied in canada

yes at the number line represent in the

least amount of time

i will number andy 60 minutes

right by 60 minutes the the least amount

of time spent studying

okay

now when we convert 60 minutes hour have

ndi yes 60 minutes equals one hour right

okay now let's move to problem number

four problem number four this any what

was the largest amount of time spent

studying

or the most amount of time spent

studying yes

the answer is 150 minutes

150 minutes

the hours

yes

150 via fahrenheit hours yes 150 money

has 60 plus 60 plus 30.

the money if you come hours 2 hours

lil in 60 of 60 these are two hours

and what

and 30 minutes

the money in the two hours and half

let's move to problem number five the

last one is

what was the most common amount of time

spent studying

e actor

i will most common amount of time spent

studying after time it takes phil

studying this means in hashif actor x

symbol on the line okay

type actor hagan the x fill line bti we

notice now that 90 has the greatest

number of x 90 and the akbar number of x

okay

90 is the most common amount of time

spent studying here 90 90 minutes the

bienvenid 90 convert it into hours yes

in 95 hour 90 and 60 plus 30 we're only

60 yen one hour right

yeah but here i have one hour and 30

minutes yeah in one hour and 30 yaniwa

one hour and half

okay

time now at the end of our lesson today

i want to tell you that

i enjoyed

the lesson with you very much and i hope

you benefit from our lesson if you want

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Primary 4 Unit 3 Lesson 7 Scaled Measurements

Scaled Measurements | math | الصف الرابع الابتدائي

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