Ribbon Rally
One metre equals 100 centimetres. Convert to the same unit before comparing. Height, depth and width are all lengths.
Before you try
Before you play, make a prediction: How many centimetres make 2 metres? Explain what you expect and what part of the model will help you check it.
Try it out
Interactive activity
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What happened?
Move a control to see what changes and why.
The game practises one idea at a time with simple drawn pictures. Check the same idea with real objects and your NCERT textbook (Chapter 6: Measuring Length, pages 80–94).
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Try these ideas
- Order the ribbons, checking whether each label uses metres or centimetres.
- Try a new puzzle with ↻. Describe what changed and which mathematical rule stayed the same.
- Complete a round, then explain your method before you move to the next one.
Why it works
One metre equals 100 centimetres. Convert to the same unit before comparing. Height, depth and width are all lengths.
1 m 25 cm = 125 cm, which is longer than 98 cm. Order the ribbons, checking whether each label uses metres or centimetres.
Do not compare the number labels before checking their units.
This activity connects to Measuring Length, NCERT Class 4 maths, printed pages 80–94. Use the picture or objects to explain each step before relying on a calculation. The game practises one part of the chapter at a time; the other three activities extend the chapter’s ideas.
Worked example: Which is longer, 1 m 8 cm or 98 cm? Convert 1 m 8 cm into 100 + 8 = 108 cm. 108 cm is greater than 98 cm, so 1 m 8 cm is longer by 10 cm.
Check your understanding
Question 1 of 2
How many centimetres make 2 metres?
A square has four sides of 3 m each. Its perimeter is…
Explain it in your own words
What changed? Why did it happen? Where might you notice this in everyday life?
For parents & teachers
- Try with everyday materials. Order the ribbons, checking whether each label uses metres or centimetres. Ask the child to make a new example using paper, counters, household objects or a labelled sketch.
- Listen to the explanation. Do not compare the number labels before checking their units. Ask “How could we check?” and encourage a second representation of the same idea.