Class 4 Maths NCERT Book Chapter 6 Measuring Length

 Page 1


     Let Us Observe
Note for Teachers: The words tall, wide, short and long are used in daily life. Discuss 
with students that height, width, depth, breadth all refer to length measurement. 
These words are used depending on different situations and orientation. At this point 
students only need to understand that all these words denote length.
1. Look at the picture. What are the students measuring? Put a tick 
mark ( ?) if you find it being measured.
a) Length  
b) Height  
c) Weight  
d) Depth  
e) Breadth  
f) Temperature
2. What is being used to measure the height? What other tools can be 
used to measure height?
3. Recall in Grade  3 you studied that lengths are measured in 
metres. Check and fill in the blanks whether the following are 
correct/incorrect for your classroom.
a) The height of most of the students in my grade  is more than a 
metre. _______________
b) The length of my arm is less than a metre. _______________
c) The height of the door of the grade  is less than a metre. __________
d) The breadth of the blackboard is more than a metre.___________
Measuring Length Measuring Length
6
Chapter
Chapter 6.indd   80 Chapter 6.indd   80 3/25/2025   11:57:16 AM 3/25/2025   11:57:16 AM
Page 2


     Let Us Observe
Note for Teachers: The words tall, wide, short and long are used in daily life. Discuss 
with students that height, width, depth, breadth all refer to length measurement. 
These words are used depending on different situations and orientation. At this point 
students only need to understand that all these words denote length.
1. Look at the picture. What are the students measuring? Put a tick 
mark ( ?) if you find it being measured.
a) Length  
b) Height  
c) Weight  
d) Depth  
e) Breadth  
f) Temperature
2. What is being used to measure the height? What other tools can be 
used to measure height?
3. Recall in Grade  3 you studied that lengths are measured in 
metres. Check and fill in the blanks whether the following are 
correct/incorrect for your classroom.
a) The height of most of the students in my grade  is more than a 
metre. _______________
b) The length of my arm is less than a metre. _______________
c) The height of the door of the grade  is less than a metre. __________
d) The breadth of the blackboard is more than a metre.___________
Measuring Length Measuring Length
6
Chapter
Chapter 6.indd   80 Chapter 6.indd   80 3/25/2025   11:57:16 AM 3/25/2025   11:57:16 AM
81
Measuring is Fun
Use your ropes to carry out the following activities. You can use a 
combination of ropes, if needed.
1. Walk, Jump, and Crawl on 1, 5 and 10 m line
Draw lines of 1 m, 5 m, and 10 m on the floor of the classroom or outside 
in the playground.
How will you make these lines? Think and share with your friends. 
Walk, jump, and crawl on the lines.
Note for Teachers: Making the lines by repeatedly using metre rope and walking, 
jumping and crawling on the lines will help students develop an estimate of how big 
5 m and 10 m is. They will be able to use this experience to estimate and compare 
other lengths in their surroundings.
Remember we made, 
1 metre (m),
half metre (
1
2
 m), and 
quarter metre (
1
4
 m) ropes. Let us make them again.
1  m
1
2
  m
1
2
  m
1
4
  m
1
4
  m
1
4
  m
1
4
  m
Do you notice 1 m = 
1
2
 m + 
1
2
 m and 1 m = 
1
4
 m + 
1
4
  + 
1
4
  m + 
1
4
 m 
and 
1
2
 m = 
1
4
 m + 
1
4
 m.
     Let Us Do
Chapter 6.indd   81 Chapter 6.indd   81 3/25/2025   11:57:17 AM 3/25/2025   11:57:17 AM
Page 3


     Let Us Observe
Note for Teachers: The words tall, wide, short and long are used in daily life. Discuss 
with students that height, width, depth, breadth all refer to length measurement. 
These words are used depending on different situations and orientation. At this point 
students only need to understand that all these words denote length.
1. Look at the picture. What are the students measuring? Put a tick 
mark ( ?) if you find it being measured.
a) Length  
b) Height  
c) Weight  
d) Depth  
e) Breadth  
f) Temperature
2. What is being used to measure the height? What other tools can be 
used to measure height?
3. Recall in Grade  3 you studied that lengths are measured in 
metres. Check and fill in the blanks whether the following are 
correct/incorrect for your classroom.
a) The height of most of the students in my grade  is more than a 
metre. _______________
b) The length of my arm is less than a metre. _______________
c) The height of the door of the grade  is less than a metre. __________
d) The breadth of the blackboard is more than a metre.___________
Measuring Length Measuring Length
6
Chapter
Chapter 6.indd   80 Chapter 6.indd   80 3/25/2025   11:57:16 AM 3/25/2025   11:57:16 AM
81
Measuring is Fun
Use your ropes to carry out the following activities. You can use a 
combination of ropes, if needed.
1. Walk, Jump, and Crawl on 1, 5 and 10 m line
Draw lines of 1 m, 5 m, and 10 m on the floor of the classroom or outside 
in the playground.
How will you make these lines? Think and share with your friends. 
Walk, jump, and crawl on the lines.
Note for Teachers: Making the lines by repeatedly using metre rope and walking, 
jumping and crawling on the lines will help students develop an estimate of how big 
5 m and 10 m is. They will be able to use this experience to estimate and compare 
other lengths in their surroundings.
Remember we made, 
1 metre (m),
half metre (
1
2
 m), and 
quarter metre (
1
4
 m) ropes. Let us make them again.
1  m
1
2
  m
1
2
  m
1
4
  m
1
4
  m
1
4
  m
1
4
  m
Do you notice 1 m = 
1
2
 m + 
1
2
 m and 1 m = 
1
4
 m + 
1
4
  + 
1
4
  m + 
1
4
 m 
and 
1
2
 m = 
1
4
 m + 
1
4
 m.
     Let Us Do
Chapter 6.indd   81 Chapter 6.indd   81 3/25/2025   11:57:17 AM 3/25/2025   11:57:17 AM
82
2. Long Jump
Each child can participate in a long jump competition. How far have your 
friends jumped? Measure as accurately as possible using a combination of 
ropes. Who jumped the longest distance?
Fill the following table.
Name of the
student
Estimated length of the jump
Actual  
measurement
Less than 1 m 1 m More than 
1 m
3. Estimate how long and broad is your classroom. Measure and check.
Who has 
jumped the 
shortest?
Note for Teachers: Allow children to measure 100 m using their footstpes and note 
how many footsteps fit in 100 m. This can be used for further estimations.
Chapter 6.indd   82 Chapter 6.indd   82 03-04-2025   4.59.01 PM 03-04-2025   4.59.01 PM
Page 4


     Let Us Observe
Note for Teachers: The words tall, wide, short and long are used in daily life. Discuss 
with students that height, width, depth, breadth all refer to length measurement. 
These words are used depending on different situations and orientation. At this point 
students only need to understand that all these words denote length.
1. Look at the picture. What are the students measuring? Put a tick 
mark ( ?) if you find it being measured.
a) Length  
b) Height  
c) Weight  
d) Depth  
e) Breadth  
f) Temperature
2. What is being used to measure the height? What other tools can be 
used to measure height?
3. Recall in Grade  3 you studied that lengths are measured in 
metres. Check and fill in the blanks whether the following are 
correct/incorrect for your classroom.
a) The height of most of the students in my grade  is more than a 
metre. _______________
b) The length of my arm is less than a metre. _______________
c) The height of the door of the grade  is less than a metre. __________
d) The breadth of the blackboard is more than a metre.___________
Measuring Length Measuring Length
6
Chapter
Chapter 6.indd   80 Chapter 6.indd   80 3/25/2025   11:57:16 AM 3/25/2025   11:57:16 AM
81
Measuring is Fun
Use your ropes to carry out the following activities. You can use a 
combination of ropes, if needed.
1. Walk, Jump, and Crawl on 1, 5 and 10 m line
Draw lines of 1 m, 5 m, and 10 m on the floor of the classroom or outside 
in the playground.
How will you make these lines? Think and share with your friends. 
Walk, jump, and crawl on the lines.
Note for Teachers: Making the lines by repeatedly using metre rope and walking, 
jumping and crawling on the lines will help students develop an estimate of how big 
5 m and 10 m is. They will be able to use this experience to estimate and compare 
other lengths in their surroundings.
Remember we made, 
1 metre (m),
half metre (
1
2
 m), and 
quarter metre (
1
4
 m) ropes. Let us make them again.
1  m
1
2
  m
1
2
  m
1
4
  m
1
4
  m
1
4
  m
1
4
  m
Do you notice 1 m = 
1
2
 m + 
1
2
 m and 1 m = 
1
4
 m + 
1
4
  + 
1
4
  m + 
1
4
 m 
and 
1
2
 m = 
1
4
 m + 
1
4
 m.
     Let Us Do
Chapter 6.indd   81 Chapter 6.indd   81 3/25/2025   11:57:17 AM 3/25/2025   11:57:17 AM
82
2. Long Jump
Each child can participate in a long jump competition. How far have your 
friends jumped? Measure as accurately as possible using a combination of 
ropes. Who jumped the longest distance?
Fill the following table.
Name of the
student
Estimated length of the jump
Actual  
measurement
Less than 1 m 1 m More than 
1 m
3. Estimate how long and broad is your classroom. Measure and check.
Who has 
jumped the 
shortest?
Note for Teachers: Allow children to measure 100 m using their footstpes and note 
how many footsteps fit in 100 m. This can be used for further estimations.
Chapter 6.indd   82 Chapter 6.indd   82 03-04-2025   4.59.01 PM 03-04-2025   4.59.01 PM
83
     Let Us Think: Guess the Length
Length about 30 metres
Look at the pictures carefully and answer the questions.
1. What is the length of one bus in metres? What is the length of one 
cricket bat in metres?
2. How many buses would be equal to the length of two blue whales?
3. How many cricket bats will be needed to measure one whale?
4. If two ostriches stand one above another, their height will be equal 
to the height of ______________.
5. How many crocodiles will be equal to the length of a blue whale?
Length about 6 metres
I can’t clean my 
neck!
4 m
3 m
Chapter 6.indd   83 Chapter 6.indd   83 3/25/2025   11:57:18 AM 3/25/2025   11:57:18 AM
Page 5


     Let Us Observe
Note for Teachers: The words tall, wide, short and long are used in daily life. Discuss 
with students that height, width, depth, breadth all refer to length measurement. 
These words are used depending on different situations and orientation. At this point 
students only need to understand that all these words denote length.
1. Look at the picture. What are the students measuring? Put a tick 
mark ( ?) if you find it being measured.
a) Length  
b) Height  
c) Weight  
d) Depth  
e) Breadth  
f) Temperature
2. What is being used to measure the height? What other tools can be 
used to measure height?
3. Recall in Grade  3 you studied that lengths are measured in 
metres. Check and fill in the blanks whether the following are 
correct/incorrect for your classroom.
a) The height of most of the students in my grade  is more than a 
metre. _______________
b) The length of my arm is less than a metre. _______________
c) The height of the door of the grade  is less than a metre. __________
d) The breadth of the blackboard is more than a metre.___________
Measuring Length Measuring Length
6
Chapter
Chapter 6.indd   80 Chapter 6.indd   80 3/25/2025   11:57:16 AM 3/25/2025   11:57:16 AM
81
Measuring is Fun
Use your ropes to carry out the following activities. You can use a 
combination of ropes, if needed.
1. Walk, Jump, and Crawl on 1, 5 and 10 m line
Draw lines of 1 m, 5 m, and 10 m on the floor of the classroom or outside 
in the playground.
How will you make these lines? Think and share with your friends. 
Walk, jump, and crawl on the lines.
Note for Teachers: Making the lines by repeatedly using metre rope and walking, 
jumping and crawling on the lines will help students develop an estimate of how big 
5 m and 10 m is. They will be able to use this experience to estimate and compare 
other lengths in their surroundings.
Remember we made, 
1 metre (m),
half metre (
1
2
 m), and 
quarter metre (
1
4
 m) ropes. Let us make them again.
1  m
1
2
  m
1
2
  m
1
4
  m
1
4
  m
1
4
  m
1
4
  m
Do you notice 1 m = 
1
2
 m + 
1
2
 m and 1 m = 
1
4
 m + 
1
4
  + 
1
4
  m + 
1
4
 m 
and 
1
2
 m = 
1
4
 m + 
1
4
 m.
     Let Us Do
Chapter 6.indd   81 Chapter 6.indd   81 3/25/2025   11:57:17 AM 3/25/2025   11:57:17 AM
82
2. Long Jump
Each child can participate in a long jump competition. How far have your 
friends jumped? Measure as accurately as possible using a combination of 
ropes. Who jumped the longest distance?
Fill the following table.
Name of the
student
Estimated length of the jump
Actual  
measurement
Less than 1 m 1 m More than 
1 m
3. Estimate how long and broad is your classroom. Measure and check.
Who has 
jumped the 
shortest?
Note for Teachers: Allow children to measure 100 m using their footstpes and note 
how many footsteps fit in 100 m. This can be used for further estimations.
Chapter 6.indd   82 Chapter 6.indd   82 03-04-2025   4.59.01 PM 03-04-2025   4.59.01 PM
83
     Let Us Think: Guess the Length
Length about 30 metres
Look at the pictures carefully and answer the questions.
1. What is the length of one bus in metres? What is the length of one 
cricket bat in metres?
2. How many buses would be equal to the length of two blue whales?
3. How many cricket bats will be needed to measure one whale?
4. If two ostriches stand one above another, their height will be equal 
to the height of ______________.
5. How many crocodiles will be equal to the length of a blue whale?
Length about 6 metres
I can’t clean my 
neck!
4 m
3 m
Chapter 6.indd   83 Chapter 6.indd   83 3/25/2025   11:57:18 AM 3/25/2025   11:57:18 AM
84
     Let Us Observe
Chutki wants to keep track of the increase 
in height of her plant.
Observe the measuring tape carefully. What do you notice? 
The length of each red 
bar  is 1 cm.
This is one centimetre.
0 3 8 9 1 4 10 2 6 7 5
1 cm 1 cm
Compare the metre rope with the measuring tape 
used by a tailor. Is the length of both the same or 
different?
0 3 8 9 1 4 10 2 6 7 5
The red bar is repeated 10 times to make 10 cm. When we repeat the 
length of the red bar 100 times, we will get 1 metre scale/tape. 
1 metre (m) = 100 centimetre (cm) 
1
2
 m = _____ cm, 
1
4
 m = _____ cm
Now use the measuring tape/scale to see how tall your plants grow 
every week.
Discuss how these marks help us measure clearly.
Can you think how to measure a small thing  
like an eraser or a rice grain? 
We need a smaller unit to measure such small items. Observe a standard 
metre scale. You can see the scale is divided into 100 equal parts. 
The length of each one of these parts has a special name called 
Centimetre (cm).
1 cm
Measuring Small Things Measuring Small Things
Chapter 6.indd   84 Chapter 6.indd   84 3/25/2025   11:57:19 AM 3/25/2025   11:57:19 AM