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MEA
SUR
ING
C
HIL
D
GRO
WTH
FOR
SU
RVEY
SPa
rt 1
: Tra
inin
g fo
r M
easu
ring W
eigh
t, H
eigh
t an
d M
id-U
pper
Arm
C
ircum
fere
nce
Part
icip
ant’s
Wor
kboo
k
Vers
ion
1, Decem
ber
2011
Nut
ritio
n To
olki
t
Glo
bal H
ealth
and
WA
SHN
utri
tion
Cen
tre
of E
xper
tise
Mea
suri
ng C
hild
Gro
wth
fo
r Su
rvey
sPa
rt 1
: Tra
inin
g fo
r M
easu
ring W
eigh
t, H
eigh
t an
d M
id-U
pper
Arm
Circ
umfe
renc
e
A M
odul
e of
the
Nut
ritio
n Too
lkit
Part
icip
ant’s
Wor
kboo
kVe
rsio
n 1,
Dec
embe
r 20
11
Nut
ritio
n C
entr
e of
Exp
ertis
e
Wor
ld V
isio
n In
tern
atio
nal,
Glo
bal H
ealth
and
WA
SH
MCGS
Wor
ld V
isio
n is
a C
hris
tian
relie
f, de
velo
pmen
t an
d ad
voca
cy o
rgan
isat
ion
dedi
cate
d to
wor
king
with
chi
ldre
n, fa
mili
es a
nd t
heir
com
mun
ities
wor
ldw
ide
to r
each
the
ir
full
pote
ntia
l by
addr
essi
ng t
he c
ause
s of
pov
erty
and
inju
stic
e. W
orld
Vis
ion
serv
es a
ll pe
ople
, reg
ardl
ess
of r
elig
ion,
rac
e, e
thni
city
or
gend
er.
Cop
yrig
ht ©
Wor
ld V
isio
n In
tern
atio
nal 2
011
Term
s o
f Use
Wor
ld V
isio
n of
fers
the
mat
eria
ls t
hat
mak
e up
the
Mea
suri
ng C
hild
Gro
wth
for
Surv
eys T
ool f
or y
our
use.
You
are
free
to
repr
oduc
e an
d us
e al
l the
mat
eria
ls u
nder
the
follo
win
g co
nditi
ons:
• Wor
ld V
isio
n’s
logo
is r
etai
ned
on t
he m
ater
ials
and
not
rep
lace
d w
ith y
our
own
logo
.
• So
urce
of t
he m
ater
ials
mus
t be
ack
now
ledg
ed a
nd, w
here
app
ropr
iate
, the
cop
yrig
ht n
otic
e in
clud
ed.
• Wor
ld V
isio
n is
ack
now
ledg
ed a
s th
e cr
eato
r an
d ow
ner
of t
he M
easu
ring
Chi
ld G
row
th fo
r Su
rvey
s Too
l and
rel
ated
mat
eria
ls.
• N
o fe
es a
re c
harg
ed fo
r th
e w
orks
hop
and
the
mat
eria
ls a
re n
ot s
old.
Publ
ishe
d by
Nut
ritio
n C
entr
e of
Exp
ertis
e, G
loba
l Hea
lth a
nd W
ASH
on
beha
lf of
Wor
ld V
isio
n In
tern
atio
nal.
For
furt
her
info
rmat
ion
abou
t th
is o
r ot
her
nutr
ition
too
ls a
nd p
ublic
atio
ns c
onta
ct t
he N
utri
tion
Cen
tre
of E
xper
tise:
nu
triti
on_c
oe@
wvi
.org
. For
info
rmat
ion
abou
t Wor
ld V
isio
n In
tern
atio
nal p
ublic
atio
ns c
onta
ct w
vi_p
ublis
hing
@w
vi.o
rg.
Wor
ld V
isio
n In
tern
atio
nal w
ould
app
reci
ate
rece
ivin
g de
tails
of a
ny u
se m
ade
of t
his
mat
eria
l in
trai
ning
, res
earc
h or
pro
gram
me
desi
gn, i
mpl
emen
tatio
n or
eva
luat
ion.
1
MC
GS
Ack
now
ledg
emen
ts
The
Mea
suri
ng C
hild
Gro
wth
for
Surv
eys T
ool,
Part
1: T
rain
ing
for
Mea
suri
ng W
eigh
t, H
eigh
t an
d M
id-U
pper
Arm
Circ
umfe
renc
e, o
ne t
ool w
ithin
the
Nut
ritio
n To
olki
t, co
ntai
ns a
ll th
e es
sent
ial i
nfor
mat
ion
need
ed fo
r a
trai
ner
who
is b
uild
ing
the
skill
s an
d co
mpe
tenc
ies
of t
hose
who
tak
e an
thro
pom
etri
c m
easu
rem
ents
in s
urve
ys.
Man
y pe
ople
con
trib
uted
to
the
final
ver
sion
of t
he M
easu
ring
Chi
ld G
row
th fo
r Su
rvey
s Too
l. We
wan
t to
tha
nk a
ll th
ose
who
hel
ped
mak
e th
is t
ool a
rea
lity
by d
evel
opin
g th
e co
ncep
t, w
ritin
g an
d re
orga
nisi
ng t
he t
ext,
prov
idin
g te
chni
cal f
eedb
ack
on t
he a
ccur
acy
and
flow
, edi
ting,
illus
trat
ing,
and
test
ing
the
tool
in p
roje
ct s
ites.
Mir
iam
Yia
nnak
is o
f Wor
ld V
isio
n’s
Nut
ritio
n C
entr
e of
Exp
ertis
e (N
CO
E) p
rovi
ded
over
all l
eade
rshi
p to
thi
s pr
ojec
t. N
aom
i Kla
as (
cons
ulta
nt)
was
the
lead
aut
hor.
The
follo
win
g in
divi
dual
s pr
ovid
ed t
echn
ical
com
men
ts a
nd r
evie
w o
n va
riou
s dr
afts
:
Wor
ld V
isio
n In
tern
atio
nal N
utri
tion
Cen
tre
of E
xper
tise:
Mir
iam
Yia
nnak
is, C
arol
yn M
acD
onal
d, B
ridg
et A
idam
,Col
leen
Em
ary,
Car
men
Tse
, Aim
ee W
ebb
Exte
rnal
Tec
hnic
al E
xper
ts:
Em
ily L
evit
t (F
AN
TA),
Mar
k M
yatt
Wor
ld V
isio
n C
anad
a: A
lison
Mild
on, M
iria
m C
hang
, Mel
ani F
ello
ws,
Mar
ion
Roc
he, A
bena
Tho
mas
, Jea
nnet
te U
late
, Bar
bara
Mai
n
Tha
nks
to W
orld
Vis
ion
Indo
nesi
a w
ho fi
eld
test
ed m
uch
of t
he c
onte
nt in
a r
elat
ed t
ool,
the
Mea
suri
ng a
nd P
rom
otin
g C
hild
Gro
wth
Too
l.E
sthe
r In
dria
ni (
Wor
ld V
isio
n A
sia
Paci
fic R
egio
nal O
ffice
)
Sigi
t Su
listy
o, M
arku
s P
uthu
t H
arm
iko,
Can
dra
Wija
ya, a
nd t
he e
ntir
e te
am in
Alo
r Are
a D
evel
opm
ent
Pro
gram
me
(Wor
ld V
isio
n In
done
sia)
Rep
ublic
of I
ndon
esia
Min
istr
y of
Hea
lth
Staf
f M
elan
i Fel
low
s (W
orld
Vis
ion
Can
ada)
Illus
trat
ions
are
by
Bet
h Fe
llow
s an
d gr
aphi
c de
sign
and
layo
ut b
y Pe
rry
D’E
lia(c
onsu
ltant
s). C
onte
nt e
ditin
g w
as d
one
by L
oria
Kul
athu
ngam
(N
CO
E) w
ith c
opye
ditin
g by
Jo
an L
aflam
me
(con
sulta
nt)
and
publ
ishi
ng c
oord
inat
ion
by M
arin
a M
afan
i (W
VI G
loba
l Pub
lishi
ng).
We
are
grat
eful
to
Felic
ity
Sava
ge K
ing
and
Ann
Bur
gess
for
gene
rous
ly a
llow
ing
us t
o us
e ex
cerp
ts fr
om t
heir
boo
k, N
utrit
ion
for D
evel
opin
g Co
untr
ies
(2nd
ed,
199
3), i
n Le
sson
s 2
and
4. W
e al
so a
ckno
wle
dge
the
Food
and
Nut
ritio
n Te
chni
cal A
ssis
tanc
e Pr
ojec
t (F
AN
TA-2
) fo
r us
e of
the
ir A
nthr
opom
etri
c In
dica
tors
Mea
sure
men
t G
uide
, 20
03 E
ditio
n, P
arts
3 a
nd 4
.
We
hope
tha
t th
e M
easu
ring
Chi
ld G
row
th fo
r Su
rvey
s Too
l, Pa
rt 1
will
enh
ance
you
r ef
fort
s to
bui
ld c
apac
ity in
fiel
d st
aff t
o m
easu
re a
ccur
atel
y w
eigh
ts, h
eigh
ts a
nd M
UA
C o
f ch
ildre
n in
sur
veys
so
that
the
ir n
utri
tiona
l sta
tus
can
be d
eter
min
ed. U
ltim
atel
y, w
e w
ant
to s
ee im
prov
emen
ts in
chi
ldre
n’s
nutr
ition
al s
tatu
s so
the
y ca
n re
ach
thei
r fu
ll po
tent
ial.
Sinc
erel
y,
Mir
iam
Yia
nnak
is
Car
olyn
Mac
Don
ald
Tech
nica
l Spe
cial
ist,
Cap
acity
Bui
ldin
g N
utri
tion
Dire
ctor
and
NC
OE
Lead
N
utri
tion
Cen
tre
of E
xper
tise
N
utri
tion
Cen
tre
of E
xper
tise,
W
orld
Vis
ion
Inte
rnat
iona
l
Wor
ld V
isio
n In
tern
atio
nal
1
MC
GS
Wel
com
e an
d In
trod
uctio
n
Pro
per
mea
sure
men
t of
chi
ld g
row
th is
an
impo
rtan
t pa
rt o
f ass
essm
ent
and
eval
uatio
n su
rvey
s (in
clud
ing W
orld
Vis
ion
Chi
ld W
ell-B
eing
Out
com
es a
nd In
dica
tors
), sp
onso
rshi
p pr
ogra
mm
es, s
ecto
r-sp
ecifi
c pr
ojec
ts in
nut
ritio
n, h
ealth
, foo
d se
curi
ty o
r ot
her
area
s, an
d em
erge
ncy
prog
ram
mes
. By
mea
suri
ng c
hild
gro
wth
, we
get
info
rmat
ion
that
hel
ps u
s de
term
ine
the
leve
ls o
f mal
nutr
ition
with
in o
ur c
omm
uniti
es a
nd in
form
s ou
r pr
ogra
mm
ing
deci
sion
s. O
ver
time,
we
can
mon
itor
chan
ges
in n
utri
tiona
l sta
tus
to s
ee if
we
are
reac
hing
th
e ta
rget
. The
Mea
suri
ng C
hild
Gro
wth
for
Surv
eys,
Part
1 m
odul
e of
the
Nut
ritio
n To
olki
t is
de
sign
ed t
o in
crea
se fa
ctua
l kno
wle
dge,
und
erst
andi
ng a
nd p
ract
ical
ski
lls o
f peo
ple
resp
onsi
ble
for
mea
suri
ng c
hild
gro
wth
in t
he c
onte
xt o
f pop
ulat
ion
surv
eys.
The
re a
re s
ever
al d
iffer
ent
task
s in
volv
ed in
mea
suri
ng c
hild
gro
wth
. The
se in
clud
e ta
king
acc
urat
e m
easu
rem
ents
of h
eigh
t, w
eigh
t an
d si
ze o
f the
upp
er a
rm. O
ther
tas
ks a
re
colle
ctin
g ac
cura
te in
form
atio
n ab
out
the
date
of b
irth
, age
and
sex
of c
hild
ren
and
reco
rdin
g th
is in
form
atio
n. T
he c
alcu
latio
ns o
f nut
ritio
nal s
tatu
s an
d in
terp
reta
tion
of d
ata
will
be
cove
red
in M
easu
ring
Chi
ld G
row
th fo
r Su
rvey
s, Pa
rt 2
: Tra
inin
g fo
r D
ata
Entr
y, A
naly
sis
and
Inte
rpre
tatio
n. T
his
info
rmat
ion
will
be
used
to
dete
rmin
e if
ther
e is
wid
espr
ead
mal
nutr
ition
w
ithin
a c
omm
unity
or
popu
latio
n.
Thi
s m
odul
e of
the
Nut
ritio
n To
olki
t w
ill h
elp
you
to u
nder
stan
d ho
w t
o co
llect
an
thro
pom
etri
c in
form
atio
n. L
esso
ns w
ill s
how
the
pra
ctic
al s
teps
for
corr
ectly
mea
suri
ng
heig
ht, w
eigh
t, up
per-
arm
siz
e an
d ag
e of
chi
ldre
n.
Wel
com
e to
the
Tra
inin
g fo
r M
easu
ring
Wei
ght,
Hei
ght
and
Mid
-Up
per
Arm
Cir
cum
fere
nce.
Prop
er m
easu
rem
ent o
f chi
ldre
n du
ring
surv
eys
help
s us
asse
ss a
nd m
onito
r cha
nges
in c
hild
nut
ritio
nal s
tatu
s.
Mea
suri
ng C
hild
Gro
wth
(A
nthr
opo
met
rics
)
2
MC
GS
LESS
ON
3
MC
GS
LESS
ON
1W
elco
me
and
Intr
oduc
tion
Wo
rksh
op
Pur
pose
To t
rain
par
ticip
ants
to
take
acc
urat
e an
thro
pom
etri
c m
easu
rem
ents
in a
sur
vey.
Ski
lls T
o L
earn
Skill
1. W
e w
ill le
arn
how
to
mea
sure
wei
ght
of c
hild
ren
unde
r 5
year
s.Sk
ill 2
. We
will
lear
n to
mea
sure
chi
ldre
n’s
leng
th.
Skill
3. W
e w
ill le
arn
to m
easu
re c
hild
ren’
s he
ight
.Sk
ill 4
. We
will
lear
n to
find
a c
hild
’s da
te o
f bir
th fo
r ca
lcul
atin
g ag
e.Sk
ill 5
. We
will
lear
n ho
w t
o re
cord
info
rmat
ion
clea
rly
on fo
rms.
Skill
6. W
e w
ill le
arn
to m
easu
re m
id-u
pper
arm
circ
umfe
renc
e.
Ste
ps fo
r
Ant
hro
pom
etri
c S
urve
ys*
1.
Defi
ne s
urve
y ob
ject
ives
2.
Budg
et fo
r th
e su
rvey
3.
Cho
ose
the
surv
ey d
esig
n
4.
Plan
for
pers
onne
l, fa
cilit
ies
and
equi
pmen
t
5.
Sele
ct t
he s
ampl
e
6.
Dev
elop
the
que
stio
nnai
re
7.
Pre-
test
the
que
stio
nnai
re
8.
Trai
n pe
rson
nel
9.
Stan
dard
ise
the
anth
ropo
met
ric
tech
niqu
e
10.
Inte
rvie
w
11.
Supe
rvis
e th
e da
ta c
olle
ctio
n
12.
Edit
and
code
the
inte
rvie
ws
13.
Tabu
late
the
dat
a
14.
Ana
lyse
and
rep
ort
the
surv
ey r
esul
ts
Pro
cure
men
t L
ist
• Eq
uipm
ent
bag
• Li
st o
f ass
igne
d ho
useh
olds
and
th
eir
addr
esse
s (o
r lo
catio
n)
• M
ap o
f the
are
a
• Lo
g bo
ok
• Pr
e-nu
mbe
red
ques
tionn
aire
s fo
r as
sign
ed h
ouse
hold
s
• Sp
are
ques
tionn
aire
s
• W
ater
proo
f env
elop
es fo
r bl
ank
and
com
plet
ed q
uest
ionn
aire
s
• W
eigh
ing
scal
e*
• Sc
ale
hook
s
• Pi
ece
of r
ope
for
scal
es
• St
orag
e bo
x fo
r sc
ales
• H
eigh
t/le
ngth
mea
suri
ng b
oard
*
• Sl
idin
g he
ad/fo
ot p
iece
s
• C
lipbo
ard
• St
aple
r an
d bo
x of
sta
ples
• P e
ncils
and
pen
cil s
harp
ener
• Er
aser
• P e
ns
• Sp
are
pape
r
• Sp
are
alka
line
AA
bat
teri
es
Day
1D
ay 2
Ear
lyM
orni
ng
Less
on 1
– W
elco
me
and
Intr
oduc
tion
(20
min
)Le
sson
2 –
Wha
t Is
Ant
hrop
omet
ry?
(20
min
)Le
sson
3 –
Info
rmat
ion
Abo
ut S
ex a
nd
Age
of C
hild
ren
Und
er 5
(45
min
)
Less
on 7
– M
easu
ring
Mid
-Upp
er A
rm
Circ
umfe
renc
e (1
hou
r)Le
sson
8 –
Sta
ndar
disa
tion
Exer
cise
(3
hour
s)
Bre
ak
Late
Mor
ning
Less
on 4
– M
easu
ring
Wei
ght
- H
angi
ng S
cale
s (2
hou
rs)
Less
on 8
– S
tand
ardi
satio
n Ex
erci
se
cont
inue
dC
losi
ng
Lunc
h
Ear
lyA
fter
noon
Less
on 5
– M
easu
ring
Wei
ght
- St
andi
ng S
cale
s (2
hou
rs)
Bre
ak
Late
Aft
erno
on
Less
on 6
– M
easu
ring
Len
gth
and
Hei
ght
(2 h
ours
)
* C
ogill
, Bru
ce. A
nthr
opom
etric
Indi
cato
rs
Mea
sure
men
t Gui
de. F
ood
and
Nut
ritio
n Te
chni
cal A
ssis
tanc
e Pr
ojec
t, A
cade
my
for
Educ
atio
nal D
evel
opm
ent,
Was
hing
ton,
D.C
., 20
03.O
nlin
e at
: htt
p://w
ww
.fant
apro
ject
.or
g/pu
blic
atio
ns/a
nthr
opom
.sht
ml,
acce
ssed
D
ecem
ber
14, 2
011
2
MC
GS
LESS
ON
3
MC
GS
LESS
ON
1W
elco
me
and
Intr
oduc
tion
How
Can
We
Use
Ant
hro
pom
etri
c In
form
atio
n?A
sses
smen
t:
a) T
o kn
ow w
heth
er t
here
is c
urre
nt o
r po
tent
ial r
isk
of m
alnu
triti
on in
an
indi
vidu
al c
hild
;b)
To
iden
tify
the
pres
ence
and
sev
erity
of a
nut
ritio
n pr
oble
m in
a c
omm
unity
.
Targ
etin
g:
a)T
o id
entif
y ne
ed;
b) T
o pr
iori
tise
reso
urce
s;c)
To
scre
en in
divi
dual
s fo
r pr
ogra
mm
e se
rvic
es.
Mon
itor
ing:
a) T
o tr
ack
indi
vidu
al g
row
th p
atte
rns;
b) T
o sh
ow p
rogr
amm
e pe
rfor
man
ce.
Eva
luat
ion:
a)
To
eval
uate
and
mea
sure
cha
nges
in n
utri
tion
over
tim
e;b)
To
dem
onst
rate
pro
gram
me
impa
ct o
n in
divi
dual
s an
d on
the
com
mun
ity.
Adv
ocac
y:
a) T
o ad
voca
te fo
r in
crea
sed
prog
ram
mes
and
ser
vice
s to
add
ress
chi
ld m
alnu
triti
on (
such
as
incr
ease
d fu
ndin
g fo
r sa
lari
es, s
uppl
ies
and
prim
ary
heal
th a
nd n
utri
tion
serv
ices
.
Defi
ne A
nthr
opo
met
rics
Why
do
we
wei
gh a
nd m
easu
re c
hild
ren
unde
r 5
year
s of
age
?
The
thr
ee m
ain
reas
ons
for
focu
sing
on
this
age
ran
ge a
re:
• C
hild
ren
unde
r 5
grow
ver
y ra
pidl
y; th
is is
esp
ecia
lly t
rue
for
the
peri
od fr
om b
irth
to
two
year
s of
age
. Thi
s gr
owth
incl
udes
phy
sica
l gro
wth
as
wel
l as
men
tal d
evel
opm
ent.
• H
ow w
ell c
hild
ren
grow
in t
heir
firs
t fiv
e ye
ars
will
influ
ence
how
hea
lthy
they
are
for
the
rest
of t
heir
live
s, ho
w w
ell t
hey
will
be
able
to
fight
infe
ctio
ns a
nd il
lnes
s an
d ho
w w
ell t
hey
will
lear
n in
sch
ool. T
his
info
rmat
ion
will
be
used
to
dete
rmin
e nu
triti
onal
sta
tus.
• T
he n
utri
tiona
l sta
tus
of c
hild
ren
unde
r 5
is a
refl
ectio
n (s
omet
imes
cal
led
a pr
oxy
indi
cato
r) o
f the
nut
ritio
n of
the
who
le c
omm
unity
.
Wha
t do
the
mea
sure
men
ts t
ell u
s ab
out
the
com
mun
ity’
s nu
trit
iona
l sta
tus?
a) W
e ca
n co
mbi
ne t
he g
row
th in
form
atio
n fr
om a
ll th
e ch
ildre
n to
see
whe
ther
the
rat
e of
m
alnu
triti
on in
a c
omm
unity
is lo
w, m
ediu
m o
r hi
gh (
i.e. a
sses
smen
t).
b) A
hig
h le
vel o
f mal
nutr
ition
mea
ns w
e ne
ed t
o st
art
or s
tren
gthe
n nu
triti
on in
terv
entio
ns
(i.e.
tar
getin
g).
c) M
ediu
m o
r hi
gh le
vels
of m
alnu
triti
on in
dica
te t
hat
ther
e m
ay b
e pr
oble
ms
in t
he
com
mun
ity (
for
exam
ple,
lack
of a
cces
s to
car
e, c
lean
wat
er, h
ealth
y fo
od)
(i.e.
tar
getin
g).
d) B
y m
easu
ring
the
leve
l of m
alnu
triti
on in
a c
omm
unity
at
regu
lar
inte
rval
s, w
e ca
n se
e ho
w
wel
l our
nut
ritio
n in
terv
entio
ns a
re w
orki
ng (
i.e. m
onito
ring
, eva
luat
ion)
.
Wha
t Is
Ant
hrop
omet
ry?
MC
GS
2LE
SSO
N
4
MC
GS
LESS
ON
5
MC
GS
LESS
ON
2W
hat
Is A
nthr
opom
etry
?
Four
Key
Mea
sure
men
ts fo
r C
alcu
lati
ng
Ant
hro
pom
etri
c In
dice
s
Thr
ee I
ndic
es U
sed
To A
sses
s
the
Nut
riti
ona
l Sta
tus
of C
hild
ren
1. 2. 3.
Wha
t ar
e A
nthr
opo
met
ric
Mea
sure
men
ts?
Was
ting
(lo
w w
eigh
t-fo
r-he
ight
/leng
th)
• id
entifi
es c
hild
ren
who
are
‘was
ted’
or
thin
ner
than
a h
ealth
y ch
ild o
f the
sam
e he
ight
/leng
th.
• de
scri
bes
child
ren
who
hav
e st
oppe
d gr
owin
g an
d m
ay b
e lo
sing
wei
ght
• re
flect
s re
cent
, sho
rt-t
erm
(ac
ute)
mal
nutr
ition
• is
use
ful f
or in
divi
dual
ass
essm
ent,
as w
ell a
s co
mm
unity
ass
essm
ent,
espe
cial
ly in
an
emer
genc
y si
tuat
ion.
• m
ay b
e in
fluen
ced
by a
nnua
l sea
sons
and
tim
es o
f foo
d in
secu
rity
Stun
ting
(lo
w h
eigh
t/le
ngth
-for-
age)
• id
entifi
es c
hild
ren
who
are
‘stu
nted
’ or
shor
ter
than
exp
ecte
d fo
r a
heal
thy
child
of t
he
sam
e ag
e•
grow
th in
hei
ght
slow
s w
hen
a ch
ild is
und
erno
uris
hed
• a
child
who
is s
tunt
ed h
as b
een
unde
rnou
rish
ed fo
r a
long
tim
e, s
o w
e ca
ll th
at c
hron
ic
unde
rnut
ritio
n•
mea
suri
ng c
hang
es in
a c
hild
’s he
ight
is d
ifficu
lt to
do
accu
rate
ly, a
nd c
hang
es t
ake
a lo
ng
time
to h
appe
n•
mea
suri
ng s
tunt
ing
is b
est
for
asse
ssin
g th
e nu
triti
on s
ituat
ion
in a
com
mun
ity
Und
erw
eigh
t (l
ow w
eigh
t-fo
r-ag
e)•
iden
tifies
chi
ldre
n w
ho a
re ‘u
nder
wei
ght’
or w
eigh
less
tha
n ex
pect
ed fo
r a
heal
thy
child
of
the
sam
e ag
e.•
desc
ribe
s a
child
who
may
wei
gh le
ss b
ecau
se t
he c
hild
has
lost
wei
ght,
has
not
grow
n no
rmal
ly in
hei
ght,
wei
ght,
or b
oth.
• m
easu
ring
the
rat
e of
incr
ease
in w
eigh
t is
a g
ood
way
to
mon
itor
indi
vidu
al c
hild
ren
beca
use
it is
eas
y an
d w
eigh
t ch
ange
s qu
ickl
y so
tha
t ac
tion
can
be t
aken
to
prev
ent
wor
seni
ng u
nder
nutr
ition
.•
mea
suri
ng u
nder
wei
ght
is le
ss u
sefu
l tha
n st
untin
g or
was
ting
for
unde
rsta
ndin
g nu
triti
on in
a
com
mun
ity b
ecau
se o
ne c
anno
t kn
ow if
the
und
ernu
triti
on is
acu
te o
r ch
roni
c.
(Con
tinu
ed o
n ne
xt p
age)
Age
Sex
(mal
e or
fem
ale)
Wei
ght
Hei
ght/
Leng
th
4
MC
GS
LESS
ON
5
MC
GS
LESS
ON
2W
hat
Is A
nthr
opom
etry
?
(con
tinue
d) W
hat
are
Ant
hro
pom
etri
c M
easu
rem
ents
?M
id-u
pper
arm
cir
cum
fere
nce
(MU
AC
)M
UA
C is
rel
ativ
ely
easy
to
mea
sure
and
is a
goo
d pr
edic
tor
of r
isk
of d
eath
. It
is u
sed
for
rapi
d sc
reen
ing
of r
ecen
t un
dern
utri
tion
in c
hild
ren
(6-5
9 m
onth
s of
age
), an
d is
use
d fo
r sc
reen
ing
in e
mer
genc
ies,
but
not
usua
lly in
eva
luat
ions
. In
area
s of
sev
ere
food
inse
curi
ty a
nd w
here
th
ere
are
wea
k gr
owth
mon
itori
ng a
nd p
rom
otio
n pr
ogra
mm
es, i
t sh
ould
be
used
for
scre
enin
g re
gist
ered
chi
ldre
n.
Oed
ema
The
re is
ano
ther
met
hod
that
we
can
use
to id
entif
y m
alnu
triti
on in
chi
ldre
n. It
is t
o ch
eck
to
see
if th
e ch
ild h
as o
edem
a. O
edem
a is
whe
n th
ere
is e
xces
sive
am
ount
s of
flui
d in
the
bod
y tis
sues
. It
happ
ens
whe
n a
child
is s
ever
ely
mal
nour
ishe
d.
Whe
n do
we
mea
sure
oed
ema?
We
chec
k fo
r oe
dem
a in
chi
ldre
n (6
-59
mon
ths)
whe
n co
nduc
ting
surv
eys
that
incl
ude
wei
ghin
g an
d m
easu
ring
chi
ldre
n. T
hese
sur
veys
can
be
in e
mer
genc
y se
ttin
gs fo
r su
rvei
llanc
e or
sc
reen
ing
purp
oses
and
in d
evel
opm
ent
sett
ings
.
Oed
ema
is a
rar
e ev
ent,
but
we
need
to
note
it w
hen
we
mea
sure
chi
ldre
n be
caus
e it
affe
cts
the
child
’s w
eigh
t (t
hat
is t
he c
hild
wei
ghs
mor
e, b
ut it
is n
ot a
hea
lthy
wei
ght)
. Chi
ldre
n w
ith
oede
ma
are
auto
mat
ical
ly c
onsi
dere
d “w
aste
d” o
r se
vere
ly m
alno
uris
hed.
Det
erm
inin
g th
e P
rese
nce
of O
edem
aTo
che
ck fo
r oe
dem
a, ap
ply
mod
erat
e th
umb
pres
sure
to
the
top
of b
oth
feet
for
thre
e se
cond
s. T
he t
hum
bs m
ay le
ave
a pi
t (in
dent
atio
n) in
the
foot
afte
r th
e th
umb
is li
fted.
If t
he
pit
rem
ains
in B
OT
H fe
et fo
r se
vera
l sec
onds
, the
chi
ld h
as o
edem
a du
e to
mal
nutr
ition
. Thi
s sh
ould
be
confi
rmed
by
a se
cond
per
son
who
rep
eats
the
tes
t.
It is
impo
rtan
t to
tes
t bo
th fe
et b
ecau
se if
the
re is
oed
ema
only
in o
ne fo
ot, i
t is
not
a
nutr
ition
al p
robl
em, b
ut if
it is
in b
oth
feet
, it
show
s a
seve
re p
robl
em. B
ilate
ral o
edem
a m
eans
th
at o
edem
a is
pre
sent
in b
oth
feet
. The
chi
ld w
ith b
ilate
ral o
edem
a ne
eds
imm
edia
te a
tten
tion
beca
use
they
are
at
risk
of d
ying
from
mal
nutr
ition
.
If th
ere
is o
edem
a in
just
one
foot
, or
not
at a
ll, w
e re
cord
N in
the
oed
ema
colu
mn
of t
he
data
col
lect
ion
form
. If b
ilate
ral o
edem
a is
dia
gnos
ed b
y th
e pr
oces
s de
scri
bed
abov
e, t
hen
we
reco
rd Y
on
the
data
col
lect
ion
form
.
Whe
n D
o W
e C
ond
uct A
nthr
opo
met
ric
Sur
veys
?
Base
line
asse
ssm
ent:
Ann
ually
/sem
i-ann
ually
thr
ough
out
proj
ect
impl
emen
tatio
n:
Mid
term
eva
luat
ion:
End
of p
roje
ct e
valu
atio
n:
6
MC
GS
LESS
ON
7
MC
GS
LESS
ON
3In
form
atio
n ab
out
Sex
and
Age
of C
hild
ren
Und
er 5
Chi
ld
ID N
umbe
r C
hild
’s Fi
rst
Nam
eC
hild
’s La
st N
ame
Che
ckSe
xM
ale
orFe
mal
e
Dat
e of
Bir
th
dd/m
m/y
y
Che
ckO
nly
if D
ate
is
App
rox
Or
Unk
now
n
Wei
ght
in K
G
to O
ne
Dec
imal
Leng
th/
Hei
ght
in C
M t
o O
ne
Dec
imal
Che
ckLe
ngth
or
Hei
ght
MU
AC
in
Mill
imet
ers
or C
olor
Oed
ema
Pres
ence
Yes “
Y”
No
“N”
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
MF
AU
LH
YN
Chi
ldre
n 0
- 59
mo
nths
R
emem
ber
to:
1.
Rec
ord
the
Dat
eof
Bir
th(
dd/m
m/y
y)a
ndt
hes
ex(
Mo
rF)
oft
hec
hild
.
2.R
ecor
dth
ech
ild’s
heig
ht/le
ngth
to
near
est
0.1
cm,w
eigh
tto
0.1
kg
and
MU
AC
to
0.1
cmo
rco
lour
.
3.R
ecor
dth
eda
teo
fmea
sure
men
t.
AD
P/Pr
ogra
mm
e:
Dat
eof
Mea
sure
men
t(d
d/m
m/y
y):
C
lust
er#
:
Com
mun
ity:
Nam
eof
Dat
aC
olle
ctor
:
Te
am#
:
Dat
a C
olle
ctio
n Fo
rm
6
MC
GS
LESS
ON
7
MC
GS
LESS
ON
3In
form
atio
n ab
out
Sex
and
Age
of C
hild
ren
Und
er 5
Is t
he C
hild
a B
oy o
r a
Gir
l?
Ask
ing
the
mo
ther
It is
ver
y im
port
ant
that
we
know
if a
chi
ld is
a b
oy o
r gi
rl
beca
use
ther
e ar
e di
ffere
nces
in g
row
th fo
r bo
ys a
nd g
irls
.
Do
not
assu
me
that
you
kno
w w
heth
er
a ch
ild is
mal
e or
fem
ale.
ALW
AY
S as
k th
e m
othe
r if
the
child
is a
boy
or
a gi
rl.
Show
a b
oy b
y w
ritin
g an
M fo
r m
ale
on t
he
form
.
Show
a g
irl b
y w
ritin
g F
for
fem
ale
on t
he
form
.
Det
erm
ine
the
Chi
ld’s
Dat
e o
f Bir
thB
irth
rec
ord
Ask
the
mot
her
to s
how
you
the
rec
ord
of t
he c
hild
’s da
te o
f bir
th. I
f the
dat
e of
bir
th is
not
rec
orde
d on
the
chi
ld’s
heal
th o
r im
mun
isat
ion
card
, or
if th
e ch
ild d
oes
not
have
a c
ard,
ask
the
mot
her
to t
ell y
ou t
he c
hild
’s da
te o
f bir
th.
Alw
ays
reco
rd t
he d
ate
of b
irth
as
wel
l as
the
child
’s cu
rren
t ag
e on
the
Dat
a C
olle
ctio
n Fo
rm. D
ate
of b
irth
is s
omet
imes
wri
tten
DO
B.
In t
he D
OB
colu
mn,
wri
te t
he c
orre
ct y
ear,
mon
th a
nd d
ay a
ccor
ding
to
the
form
at u
sed,
e.g
. dd/
mm
/yy.
Whe
n th
e ex
act
DO
B is
unk
now
n, e
stim
ate
the
DO
B us
ing
a co
mm
unity
tim
elin
e. If
DO
B is
est
imat
ed, c
heck
App
roxi
mat
e D
ate
on t
he fo
rm. I
f you
are
un
able
to
estim
ate
the
date
, che
ck U
nkno
wn
Dat
e on
the
form
.
8
MC
GS
LESS
ON
9
MC
GS
LESS
ON
3In
form
atio
n ab
out
Sex
and
Age
of C
hild
ren
Und
er 5
If th
e m
othe
r doe
s no
t kno
w th
e ch
ild’s
prec
ise y
ear a
ndm
onth
of b
irth,
use
a co
mm
unity
tim
elin
e.
Est
imat
ing
Dat
e o
f Bir
thVIS
UA
LEm
pow
er
Eq
uip
Ad
vo
cate
Glo
bal H
ealth
& W
ASH
Nut
riti
on
Cen
tre
of E
xper
tise
Com
mun
ity E
vent
s T
imel
ine
3.3
200
420
05
200
720
08
200
9
June
June
Mar
Dec
July
Nov
Feb
Oct
July
April
May
Oct
Aug
Feb
200
6
Jan
April
Jan
Year
of t
he G
reat
Dro
ught
Year
of t
he G
ood
Har
vest
Last
Rain
Hea
lth P
ost F
ixed
Scho
ol B
uilt
Larg
e M
aize
Har
vest
Wed
ding
of T
each
er
Com
mun
ity F
estiv
al
Rain
s Sta
rted
Elep
hant
s Sta
mpe
ded
Well
Dril
led
Food
Dist
ribut
ion
Bega
n
Locu
sts C
ame
Twin
s Bor
n To
Chief
The
Flood Ty
phoi
d O
utbr
eak
Well
Fixe
d Har
vest
Fes
tival
Nat
iona
l Im
mun
isatio
n D
ays
Visit
of S
tate
Gov
erno
r
Nov
Har
vest
Fes
tival
8
MC
GS
LESS
ON
9
MC
GS
LESS
ON
3E
stim
ate
Age
for
Par
tici
pati
on
in S
urve
y
To h
elp
you
calcu
late
the
age
of a
chi
ld in
mon
ths,
use
the
tabl
e:
Put a
sm
all t
ick (√
) in
the
birt
h m
onth
.
Put a
sm
all x
in th
e cu
rren
t mon
th.
Coun
t the
num
ber o
f ful
l mon
ths
star
ting
with
the
mon
th a
fter t
he ti
ck (√
).
Exe
rcis
es:
1.
A b
oy w
as b
orn
May
3, 2
005.
The
dat
e of
the
sur
vey
mea
sure
men
t is
Dec
embe
r 15
, 200
8.
Wha
t is
the
boy
’s ag
e in
mon
ths?
2.
The
dat
e of
the
sur
vey
mea
sure
men
t is
Mar
ch 2
8, 2
008.
The
re is
no
reco
rd o
f the
chi
ld’s
birt
h da
te, b
ut t
he g
rand
mot
her
says
she
will
be
two
year
s ol
d ne
xt w
eek.
Wha
t is
the
ch
ild’s
age
in m
onth
s?
3.
A s
mal
l gir
l is
iden
tifed
to
be p
art
of a
sur
vey
mea
sure
men
t on
May
29,
200
8. H
er b
irth
da
te is
rec
orde
d as
July
15,
200
7. W
hat
is t
he c
hild
’s ag
e in
mon
ths?
Info
rmat
ion
abou
t Se
x an
d A
ge o
f Chi
ldre
n U
nder
5
May
04
Ju
n 04
Ju
l 04
A
ug 0
4
Sep
04
Oct
04
Nov
04
Dec
04
Jan
05
Feb
05
Mar
05
Apr
05
May
05
Jun
05
Jul 0
5 A
ug 0
5 Se
p 05
O
ct 0
5
Nov
05
Dec
05
Jan
06
Feb
06
Mar
06
Apr
06
May
06
Jun
06
Jul 0
6 A
ug 0
6 Se
p 06
O
ct 0
6
Nov
06
Dec
06
Jan
07
Feb
07
Mar
07
Apr
07
May
07
Jun
07
Jul 0
7 A
ug 0
7 Se
p 07
O
ct 0
7
Nov
07
Dec
07
Jan
08
Feb
08
Mar
08
Apr
08
May
08
Jun
08
Jul 0
8 A
ug 0
8 Se
p 08
O
ct 0
8
Nov
08
Dec
08
Jan
09
Feb
09
Mar
09
Apr
09
10
MC
GS
LESS
ON
11
MC
GS
LESS
ON
3In
form
atio
n ab
out
Sex
and
Age
of C
hild
ren
Und
er 5
Rec
ord
ing
Num
bers
Cle
arly
1 –
Dra
w t
he n
umbe
r 1
as a
sin
gle
vert
ical
line
.
2,3
– W
rite
the
num
bers
2 a
nd 3
w
ithou
t ex
tra
loop
s.
4 –
Leav
e th
e nu
mbe
r 4
open
. A c
lose
d 4
can
look
like
a 9
.
5 –
Don
’t cl
ose
the
5. A
clo
sed
5 ca
n lo
ok li
ke a
6.
6 –
Be c
aref
ul t
hat
the
circ
le o
n th
e 6
does
not
look
like
a 0
.
7 –
Mak
e a
smal
l hor
izon
tal l
ine
to c
ross
th
e 7.
Thi
s w
ill d
istin
guis
h it
from
a 1
.
8 –
Mak
e tw
o ci
rcle
s to
dra
w t
he
num
ber
8 so
tha
t it
does
not
look
like
a
0. D
on’t
sepa
rate
the
tw
o ci
rcle
s.
9 –
Clo
se t
he c
ircle
on
the
num
ber
9 so
th
at it
doe
s no
t lo
ok li
ke a
4.
0 –
Put
a di
agon
al li
ne t
hrou
gh t
he 0
so
that
it is
eas
y to
iden
tify
and
does
not
lo
ok li
ke a
6.
CORR
ECT
INCO
RREC
T
Pra
ctis
e th
e N
umbe
rs in
Diff
eren
t Si
zed
Box
es
One
of t
he m
ost
co
mm
on
erro
rs m
ade
in n
utri
tio
nal
asse
ssm
ents
is r
eco
rdin
g th
e m
easu
rem
ents
unc
lear
ly.
10
MC
GS
LESS
ON
11
MC
GS
LESS
ON
3In
form
atio
n ab
out
Sex
and
Age
of C
hild
ren
Und
er 5
Rec
ord
Num
bers
Cle
arly
on
Sam
ple
Rec
ord
ing
Form
Circ
le t
he e
rror
s yo
u fin
d on
thi
s fo
rm.
12
MC
GS
LESS
ON
13
MC
GS
LESS
ON
4M
easu
ring
Wei
ght
- H
angi
ng S
cale
s
Wei
ght
is t
he m
easu
rem
ent
mos
t co
mm
only
use
d to
eva
luat
e nu
triti
onal
sta
tus
of c
hild
ren.
The
act
ual w
eigh
t of
a c
hild
can
var
y fo
r di
ffere
nt r
easo
ns. F
or e
xam
ple,
wei
ght
can
be a
ffect
ed b
y :
1. T
he c
loth
es a
chi
ld is
wea
ring
2. F
ood/
drin
k th
e ch
ild h
as r
ecen
tly c
onsu
med
.
3. I
ncor
rect
cal
ibra
tion
of
the
scal
es.
4. I
ncor
rect
pla
cem
ent
of
the
scal
es.
5. U
se o
f poo
r qu
ality
equi
pmen
t.
6. I
mpr
oper
wei
ghin
g te
chni
que.
Cal
ibra
tio
nTo
‘cal
ibra
te’ m
eans
to
use
know
n w
eigh
ts t
o se
e if
the
scal
es a
re r
eadi
ng
corr
ectl
y.
At
the
begi
nnin
g of
eac
h da
y’s w
eigh
ing
sess
ion,
you
sho
uld
wei
gh t
wo
or t
hree
kno
wn
wei
ghts
on
the
scal
es t
o m
ake
sure
the
sca
les
are
still
acc
urat
e.
For
exam
ple,
you
can
wei
ght
a fiv
e ki
logr
am b
ag o
f gra
in o
r sa
ck o
f ric
e th
at h
as b
een
purc
hase
d fr
om a
sto
re a
nd m
ake
sure
the
sca
les
read
five
kilo
gram
s. M
ake
sure
you
do
thi
s w
ith t
wo
or t
hree
kno
wn
wei
ghts
to
ensu
re t
he s
cale
s ar
e ac
cura
te.
Zer
oin
gTo
mak
e su
re t
hat
the
wei
ghin
g yo
u do
is a
ccur
ate,
you
mus
t ch
eck
the
scal
es b
efor
e yo
u w
eigh
eac
h ch
ild a
nd e
nsur
e th
at t
he n
eedl
e on
the
sca
les
poin
ts t
o ze
ro (
this
is
calle
d ‘z
eroi
ng’ t
he s
cale
s).
To r
epea
t, be
fore
you
wei
gh a
chi
ld, y
ou m
ust
chec
k th
at t
he n
eedl
e on
the
sca
les
poin
ts t
o ‘z
ero’
with
the
wei
ghin
g ba
sket
or
slin
g, bu
t no
chi
ld.
If yo
u do
n’t
incl
ude
the
wei
ghin
g ba
sket
or
slin
g w
hen
zero
ing
the
scal
es, t
hen
this
ex
tra
wei
ght
will
be
adde
d to
the
wei
ght
of t
he c
hild
and
the
wei
ght
reco
rded
will
be
inco
rrec
t.
If th
e ne
edle
doe
s no
t po
int
to z
ero,
adj
ust
the
scal
es u
sing
the
dia
l or
scre
w o
n th
e sc
ales
so
the
need
le p
oint
s to
zer
o.
Exc
erpt
s w
ere
take
n fr
om F
. Sav
age
Kin
g an
d A
. Bur
gess
, Nut
riti
on fo
r D
evel
opin
g C
ount
ries
, 2n
d ed
. (O
xfor
d: O
xfor
d U
nive
rsit
y P
ress
, 199
3).
12
MC
GS
LESS
ON
13
MC
GS
LESS
ON
4M
easu
ring
Wei
ght
- H
angi
ng S
cale
s
Mea
suri
ng W
eigh
t Wit
h H
angi
ng S
cale
s
PR
EPA
RE
TH
E S
CA
LES
1. H
ang
scal
es fr
om a
str
ong
supp
ort,
such
as
a tr
ee.
2. S
et s
cale
s at
eye
leve
l.
3. W
ith w
eigh
ing
bask
et o
r sl
ing
atta
ched
, adj
ust
the
scal
es t
o ze
ro.
PR
EPA
RE
TH
E C
HIL
D
4. M
othe
r as
sist
s m
easu
rer
to r
emov
e th
e ch
ild’s
oute
r cl
othi
ng.
5. P
lace
the
chi
ld in
bas
ket
or s
ling.
ME
ASU
RE
CH
ILD
’S W
EIG
HT
6. S
uppo
rt t
he c
hild
whi
le a
ttac
hing
bas
ket
or s
ling
to t
he s
cale
s.
7. H
old
the
scal
es s
tead
y an
d re
ad t
he w
eigh
t nu
mbe
rs a
loud
.
8. T
he m
easu
rer
chec
ks t
hat
the
mea
sure
men
t is
rec
orde
d co
rrec
tly a
nd t
hen
the
assi
stan
t ta
kes
a se
cond
rea
ding
from
th
e sc
ale
afte
r ch
ecki
ng fo
r co
rrec
t po
sitio
ning
. If t
he s
econ
d re
adin
g is
diff
eren
t fr
om t
he fi
rst,
only
the
ave
rage
of t
he t
wo
read
ings
is r
ecor
ded
on t
he fo
rm, u
nles
s th
e di
ffere
nce
is g
reat
er t
han
0.5
kg. I
n th
is c
ase,
tak
e a
third
rea
ding
.
14
MC
GS
LESS
ON
15
MC
GS
LESS
ON
5M
easu
ring
Wei
ght
- H
angi
ng S
cale
s
Intr
odu
ctio
n to
Sta
ndin
g S
cale
s
Use
han
ging
sca
les
whe
neve
r po
ssib
le t
o w
eigh
chi
ldre
n un
der
5, b
ut if
the
y ar
e no
t av
aila
ble,
use
sta
ndin
g sc
ales
.
Usi
ng s
tand
ing
scal
es r
equi
res
an e
xtra
cal
cula
tion.
1. W
eigh
the
mot
her
and
child
tog
ethe
r.
2. W
eigh
the
mot
her
alon
e.
3. F
ind
the
wei
ght
of t
he c
hild
by
subt
ract
ing
the
wei
ght
of t
he m
othe
r al
one
from
the
wei
ght
of t
he m
othe
r an
d ch
ild t
oget
her.
Mea
suri
ng W
eigh
t o
f Chi
ldre
n O
lder
tha
n 2
Year
s
1. S
et s
cale
s on
sm
ooth
, har
d su
rfac
e, in
goo
d lig
ht. S
cale
s sh
ould
be
out
of
dire
ct s
unlig
ht b
ecau
se h
eat
may
affe
ct t
he r
eadi
ngs.
2. M
easu
rer
zero
s th
e sc
ales
.
3. A
sk t
he m
oth
er t
o r
emo
ve t
he c
hild
’s s
hoes
and
any
out
er
clo
thin
g.
4. C
hild
sta
nds
with
feet
at
cent
re o
f sca
les.
5. M
easu
rer
knee
ls b
y th
e sc
ales
and
, whe
n th
e ne
edle
or
dig
ital d
ispl
ay is
no
long
er m
ovin
g, re
ads
alou
d th
e w
eigh
t of
the
chi
ld t
o th
e ne
ares
t 0.
1 kg
.
6. T
he m
easu
rer
chec
ks t
hat
the
mea
sure
men
t is
rec
orde
d co
rrec
tly a
nd t
hen
the
assi
stan
t ta
kes
a se
cond
rea
ding
from
the
sca
le a
fter
chec
king
for
corr
ect
posi
tioni
ng. I
f the
se
cond
rea
ding
is d
iffer
ent
from
the
firs
t, on
ly t
he
aver
age
of t
he t
wo
read
ings
is r
ecor
ded
on t
he fo
rm, u
nles
s th
e di
ffere
nce
is
grea
ter
than
0.
3 kg
. In
this
ca
se, t
ake
a th
ird
read
ing.
14
MC
GS
LESS
ON
15
MC
GS
LESS
ON
5M
easu
ring
Wei
ght
- St
andi
ng S
cale
s
Mea
suri
ng W
eigh
t o
f Chi
ldre
n U
nder
Tw
o Y
ears
or
Chi
ldre
n W
ho C
anno
t S
tand
Wel
l Alo
ne
3. M
othe
r re
mov
es c
hild
’s ou
ter
clot
hes.
4. M
othe
r ho
lds
child
and
sta
nds
on c
entr
e of
the
sc
ales
.
5. M
easu
rer
read
s al
oud
the
wei
ght
of m
othe
r an
d ch
ild.
6. T
he a
ssis
tant
sw
itche
s po
sitio
ns w
ith t
he
mea
sure
r an
d re
ads
alou
d a
seco
nd r
eadi
ng. T
he
assi
stan
t av
erag
es t
he t
wo
read
ings
and
put
s th
e in
form
atio
n on
the
offi
cial
form
.
7. M
othe
r st
ands
on
scal
es a
lone
.
8. M
easu
rer
read
s th
e w
eigh
t of
the
mot
her
alon
e.
9. T
he m
easu
r er
chec
ks t
hat
the
mea
sure
men
t is
rec
orde
d co
rrec
tly
and
then
the
ass
ista
nt t
akes
a s
econ
d re
adin
g fr
om t
he s
cale
afte
r ch
ecki
ng fo
r co
rrec
t po
sitio
ning
. If t
he s
econ
d re
adin
g is
diff
eren
t fr
om t
he fi
rst,
only
the
ave
rage
of t
he t
wo
read
ings
is r
ecor
ded
on t
he fo
rm, u
nles
s th
e di
ffere
nce
is g
reat
er t
han
0.3
kg. I
n th
is
case
, tak
e a
third
rea
ding
. Mea
sure
r ca
lcul
ates
wei
ght
of c
hild
on.
M
easu
rer
calc
ulat
es w
eigh
t of
chi
ld o
n fo
rm (
wei
ght
of c
hild
= w
eigh
t of
mot
her+
child
min
us w
eigh
t of
mot
her
alon
e). M
easu
rer
chec
ks
info
rmat
ion
for
accu
racy
.
1. S
et s
cale
s on
sm
ooth
ha
rd s
urfa
ce in
goo
d lig
ht.
2. Z
ero
the
scal
es.
16
MC
GS
LESS
ON
17
MC
GS
LESS
ON
6L
engt
h o
r H
eigh
t?
• Le
ngth
= m
easu
rem
ent
of
a ch
ild ly
ing
dow
n.
• We
use
the
leng
th
mea
sure
men
t fo
r ch
ildre
n un
der
2, a
ny c
hild
who
ap
pear
s to
be
less
tha
n 80
ce
ntim
etre
s ta
ll, or
any
chi
ld
who
can
not
stan
d w
ell o
n th
eir
own.
• H
eigh
t =
mea
sure
men
t of
a
child
sta
ndin
g up
.
• We
use
the
heig
ht
mea
sure
men
t fo
r ch
ildre
n 2
year
s or
old
er w
ho c
an
stan
d w
ell a
lone
.
• The
sam
e bo
ard
is u
sed
for
both
mea
sure
men
ts.
It is
cal
led
a le
ngth
boa
rd
whe
n m
easu
ring
leng
th
and
a he
ight
boa
rd w
hen
mea
suri
ng h
eigh
t.
Mea
suri
ng L
engt
h an
d H
eigh
t
Mea
suri
ng L
engt
h
1. P
lace
the
leng
th b
oard
on
flat
grou
nd o
r a
low
, flat
sur
face
. D
on’t
let
the
child
fall
off!
2. A
sk t
he m
othe
r to
rem
ove
the
child
’s sh
oes
and
anyt
hing
on
the
child
’s he
ad.
3. L
a y t
he c
hild
dow
n on
its
back
on
the
leng
th b
oard
.
4. T
he c
hild
’ s bo
dy s
houl
d be
com
plet
ely
flat
on t
he b
oard
.
5. T
he t
op o
f the
chi
ld’s
head
sho
uld
be a
gain
st t
he e
nd o
f the
leng
th b
oard
tha
t do
es n
ot m
ove.
6. T
he a
ssis
tant
hol
ds t
he c
hild
’s he
ad s
o th
at t
he c
hild
’s ey
es lo
ok u
p. T
he
assi
stan
t sh
ould
look
dire
ctly
into
the
chi
ld’s
eyes
.
7. P
ress
gen
tly o
n th
e ch
ild’s
knee
s to
str
aigh
ten
them
and
mov
e th
e fo
otpi
ece
so t
he c
hild
’s fe
et a
re fl
at a
gain
st it
.
8. Q
uick
ly r
ead
alou
d th
e le
ngth
mea
sure
men
t, be
fore
the
chi
ld
mov
es.
Rec
ord
the
Mea
sure
men
t
9. T
he m
easu
rer
chec
ks t
hat
the
mea
sure
men
t is
rec
orde
d co
rrec
tly a
nd t
hen
the
assi
stan
t ta
kes
a se
cond
rea
ding
from
the
sc
ale
afte
r ch
ecki
ng fo
r co
rrec
t po
sitio
ning
. If t
he s
econ
d re
adin
g is
diff
eren
t fr
om t
he fi
rst,
only
th
e av
erag
e of
the
tw
o re
adin
gs
is r
ecor
ded
on t
he fo
rm, u
nles
s th
e di
ffere
nce
is g
reat
er t
han
1.0
cm. I
n th
is c
ase,
tak
e a
third
re
adin
g.10
. Gen
tly h
elp
the
child
to
get
up
off t
he b
oard
and
ret
urn
to h
is
or h
er m
othe
r.
16
MC
GS
LESS
ON
17
MC
GS
LESS
ON
Mea
suri
ng L
engt
h
1. P
lace
the
leng
th b
oard
on
flat
grou
nd o
r a
low
, flat
sur
face
. D
on’t
let
the
child
fall
off!
2. A
sk t
he m
othe
r to
rem
ove
the
child
’s sh
oes
and
anyt
hing
on
the
child
’s he
ad.
3. L
ay t
he c
hild
dow
n on
its
back
on
the
leng
th b
oard
.
4. T
he c
hild
’s bo
dy s
houl
d be
com
plet
ely
flat
on t
he b
oard
.
5. T
he t
op o
f the
chi
ld’s
head
sho
uld
be a
gain
st t
he e
nd o
f the
leng
th b
oard
tha
t do
es n
ot m
ove.
6. T
he a
ssis
tant
hol
ds t
he c
hild
’s he
ad s
o th
at t
he c
hild
’s ey
es lo
ok u
p. T
he
assi
stan
t sh
ould
look
dire
ctly
into
the
chi
ld’s
eyes
.
7. P
ress
gen
tly o
n th
e ch
ild’s
knee
s to
str
aigh
ten
them
and
mov
e th
e fo
otpi
ece
so t
he c
hild
’s fe
et a
re fl
at a
gain
st it
.
8. Q
uick
ly r
ead
alou
d th
e le
ngth
mea
sure
men
t, be
fore
the
chi
ld
mov
es.
6M
easu
ring
Len
gth
and
Hei
ght
How
to
Mea
sure
Hei
ght
Thi
s is
the
pro
per
posi
tioni
ng o
f the
he
ight
boa
rd, t
he m
easu
rer
and
the
assi
stan
t.
1. P
lace
the
hei
ght
boar
d on
flat
gr
ound
and
aga
inst
a w
all o
r tr
ee. T
he b
oard
can
not
mov
e.
How
to
Pla
ce t
he C
hild
A
gain
st t
he H
eigh
t B
oard
Rec
ord
the
Mea
sure
men
t
2. T
he c
hild
mus
t be
bar
efoo
t w
ith n
othi
ng o
n hi
s or
her
he
ad.
3. S
tand
the
chi
ld o
n th
e pl
atfo
rm a
t th
e ba
se o
f the
he
ight
boa
rd w
ith h
is o
r he
r bo
dy fi
rmly
aga
inst
the
ba
ck o
f the
boa
rd.
4. L
ift t
he c
hild
’s ch
in s
o th
e ch
ild’s
eyes
are
look
ing
stra
ight
ahe
ad.
5. T
he a
rms
shou
ld b
e ha
ngin
g at
the
ch
ild’s
side
s. T
he c
hild
sho
uld
be
stan
ding
on
both
feet
.
6.
The
mea
sure
r sq
uats
in
fron
t of
the
chi
ld a
t ey
e le
vel
with
the
chi
ld.
7. S
lide
the
mo v
eabl
e he
adpi
ece
dow
n un
til
it to
uche
s th
e cr
own
of t
he c
hild
’s he
ad a
nd
hold
firm
ly.
8. T
he m
easu
rer
chec
ks t
hat
the
mea
sure
men
t is
re
cord
ed c
orre
ctly
and
the
n th
e as
sist
ant
take
s a
seco
nd r
eadi
ng fr
om t
he s
cale
afte
r ch
ecki
ng
for
corr
ect
posi
tioni
ng. I
f the
sec
ond
read
ing
is d
iffer
ent
from
the
firs
t, on
ly t
he a
vera
ge o
f th
e tw
o re
adin
gs is
rec
orde
d on
th
e fo
rm, u
nles
s th
e di
ffere
nce
is
grea
ter
than
1.0
cm
. In
this
cas
e,
take
a t
hird
rea
ding
.
9. T
he a
ssis
tant
wri
tes
num
bers
cl
earl
y.M
easu
ring
Hei
ght
of
Chi
ldre
n Tw
o Y
ears
or
Old
er
18
MC
GS
LESS
ON
19
MC
GS
LESS
ON
6M
easu
ring
Len
gth
and
Hei
ght
Wha
t is
cor
rect
? In
corr
ect?
18
MC
GS
LESS
ON
19
MC
GS
LESS
ON
7M
id-U
pper
Arm
Circ
umfe
renc
e (M
UA
C)
MU
AC
Cut
-off
Poin
ts
• Be
low
11.
5 (r
ed)
for
seve
re m
alnu
triti
on; n
eeds
im
med
iate
med
ical
att
entio
n
• 11
.5 -
12.
4 cm
(ye
llow
) fo
r m
oder
ate
mal
nutr
ition
• A
mea
sure
men
t of
12.
5 cm
or
grea
ter
(gre
en)
is
cons
ider
ed a
nor
mal
mid
-upp
er a
rm c
ircum
fere
nce.
The
cut-o
ff po
int o
f 11.
0 cm
is s
till u
sed
in C
MAM
pro
gram
mes
be
caus
e th
is wa
s th
e WH
O re
com
men
datio
n in
200
7 an
d th
ere
are
high
cas
eloa
ds e
ven
with
this
low
er c
ut-o
ff. In
200
9, W
HO
re
com
men
ded
incr
easin
g th
e cu
t-off
poin
t to
11.5
cm
bec
ause
ev
iden
ce s
how
s th
at c
hild
ren
with
mid
-upp
er a
rm c
ircum
fere
nce
less
than
11.
5 cm
are
at g
reat
er r
isk o
f dea
th th
an th
ose
abov
e th
is cu
t-off.
MU
AC
is a
sim
ple
and
easy
bod
y m
easu
rem
ent
that
is o
ften
used
for
scre
enin
g in
em
erge
ncy
situ
atio
ns a
nd is
al
so u
sed
in n
utri
tion
surv
eys
in d
evel
opm
ent
cont
exts
.
MU
AC
hel
ps u
s to
det
erm
ine
the
leve
l of m
alnu
triti
on in
larg
e gr
oups
of p
eopl
e qu
ickl
y.
MU
AC
is b
ased
on
the
fact
tha
t a
smal
l or
decr
easi
ng a
rm c
ircum
fere
nce
sign
als
the
loss
of m
uscl
e m
ass.
(Circ
umfe
renc
e m
eans
‘out
side
edg
e of
a c
ircle
’). M
uscl
e m
ass
is k
now
n to
be
impo
rtan
t in
mai
ntai
ning
bod
y fu
nctio
ns a
nd in
figh
ting
infe
ctio
ns.
MU
AC
is a
goo
d pr
edic
tor
of im
med
iate
ris
k of
dea
th. T
his
is w
hy w
e us
ually
use
MU
AC
in e
mer
genc
y si
tuat
ions
, fo
r a
quic
k as
sess
men
t of
nut
ritio
nal s
tatu
s.
MU
AC
is n
ot u
sed
to m
easu
re m
alnu
triti
on in
chi
ldre
n un
der
six
mon
ths
beca
use
we
don’
t ha
ve e
stab
lishe
d cu
t-of
f lev
els
for
this
age
gro
up.
MU
AC
can
be
used
with
chi
ldre
n an
d ad
ults
to
find
the
rece
nt u
nder
nutr
ition
rat
es in
a p
opul
atio
n.
MU
AC
sho
uld
be u
sed
to id
entif
y ac
ute
mal
nutr
ition
and
to
estim
ate
bene
ficia
ry n
umbe
rs fo
r em
erge
ncy
nutr
ition
pro
gram
mes
in n
utri
tion
surv
eys.
1. W
ork
at e
ye le
vel.
2. A
sk m
othe
r to
rem
ove
clot
hing
co
veri
ng t
he c
hild
’s ar
m.
Red
Yello
wG
reen
20
MC
GS
LESS
ON
21
MC
GS
LESS
ON
7M
id-U
pper
Arm
Circ
umfe
renc
e (M
UA
C)
3. L
ocat
e th
e tip
of t
he c
hild
’s sh
ould
er w
ith y
our
finge
rtip
s.
4. B
end
the
child
’s el
bow
so
the
arm
mak
es a
rig
ht a
ngle
.
5. E
stim
ate
whe
re t
he m
iddl
e of
the
upp
er a
rm is
bet
wee
n th
e sh
ould
er t
ip a
nd t
he e
lbow
. Mar
k th
is a
s th
e m
id-p
oint
.
6. S
trai
ghte
n th
e ch
ild’s
arm
.
7. W
rap
the
MU
AC
tap
e ar
ound
the
chi
ld’s
arm
at
the
mid
-poi
nt m
ark
you
have
just
mad
e. In
sert
the
end
of t
he t
ape
thro
ugh
the
thin
op
enin
g at
the
oth
er e
nd o
f the
tap
e.
a) K
eep
the
colo
urs
or n
umbe
rs o
n th
e ta
pe r
ight
sid
e up
so
that
you
can
see
the
m, a
nd b
e su
re t
hat
the
tape
is fl
at a
gain
st t
he s
kin.
b) M
ake
sure
the
tap
e is
not
too
tig
ht (
if th
e ta
pe is
too
tig
ht, t
his
bunc
hes
up t
he s
kin
and
we
do n
ot g
et a
n ac
cura
te r
eadi
ng).
c) M
ake
sure
the
tap
e is
not
too
loos
e (t
he t
ape
is t
oo lo
ose
if yo
u ca
n fit
a p
enci
l und
er it
)
d) M
ake
sure
the
tap
e is
hor
izon
tal a
roun
d th
e ch
ild’s
arm
8. R
ead
the
mea
sure
men
t al
oud
(eith
er
the
colo
ur o
r nu
mbe
r w
hich
sho
ws
mos
t co
mpl
etel
y in
the
wid
e w
indo
w o
n th
e ta
pe).
Ask
the
ass
ista
nt t
o re
peat
the
mea
sure
men
t al
oud
and
to r
ecor
d it
on t
he fo
rm.
a) C
heck
tha
t th
e m
easu
rem
ent
is r
ecor
ded
corr
ectly
.
b) G
ently
rem
ove
the
tape
from
th
e ch
ild’s
arm
. Tha
nk t
he
mot
her
and
the
child
for
thei
r co
oper
atio
n.
20
MC
GS
LESS
ON
21
MC
GS
LESS
ON
8St
anda
rdis
atio
n Ex
erci
se
Com
mon
Err
ors
Solu
tion
1. A
ll M
easu
rem
ents
Res
tless
chi
ldPo
stpo
ne m
easu
rem
ent.
Invo
lve
pare
nt in
pro
cedu
re.
Inac
cura
te r
eadi
ngTr
aini
ng a
nd r
etra
inin
g st
ress
ing
accu
racy
.
Rec
ordi
ngR
ecor
d re
sults
imm
edia
tely
afte
r ta
king
mea
sure
men
ts a
nd
confi
rm r
ecor
d.
2. L
engt
h/H
eigh
t
Inco
rrec
t m
etho
d fo
r ag
eU
se le
ngth
onl
y w
hen
child
is <
2 ye
ars
old
[or
unab
le t
o st
and
prop
erly
].
Foot
wea
r/he
adge
arR
emov
e.
Hea
d no
t in
cor
rect
pla
ne, c
hild
not
str
aigh
t, kn
ees
bent
, or
feet
not
flat
on
floor
Cor
rect
tec
hniq
ue w
ith p
ract
ise
and
regu
lar
retr
aini
ng.
Prov
ide
adeq
uate
ass
ista
nce.
Cal
m t
he c
hild
.
Chi
ld n
ot s
trai
ght
alon
g bo
ard
and
foot
not
pa
ralle
l with
mov
able
boa
rdPa
rent
or
assi
stan
t sh
ould
be
pres
ent.
[Mov
e he
ad b
oard
to
com
pres
s ha
ir.]
Slid
ing
boar
d no
t fir
mly
aga
inst
hee
ls/h
ead
Cor
rect
pre
ssur
e sh
ould
be
prac
tised
. [M
ove
head
boa
rd t
o co
mpr
ess
hair.
]
3. W
eigh
t
Scal
e no
t ca
libra
ted
to z
ero
Rec
alib
rate
afte
r ev
ery
mea
sure
men
t. [Z
ero
afte
r ev
ery
mea
sure
men
t, re
calib
rate
at
the
star
t of
eac
h w
eigh
ing
sess
ion
with
a k
now
n w
eigh
t.]
Chi
ld w
eari
ng h
eavy
clo
thin
gR
emov
e or
mak
e al
low
ance
s fo
r cl
othi
ng.
Chi
ld m
ovin
g or
anx
ious
Wai
t un
til c
hild
is c
alm
or
rem
ove
caus
e of
anx
iety
.
4. M
UA
C
Chi
ld n
ot s
tand
ing
in t
he c
orre
ct p
ositi
onPo
sitio
n su
bjec
t co
rrec
tly.
Mid
arm
poi
nt in
corr
ectly
mar
ked
Mea
sure
mid
-poi
nt c
aref
ully.
Exam
iner
not
leve
l with
sub
ject
, tap
e ar
ound
th
e ar
m n
ot a
t m
id p
oint
, tap
e to
o tig
ht/t
oo
loos
e
Cor
rect
tec
hniq
ues
with
tra
inin
g, su
perv
isio
n an
d re
trai
ning
. Ta
ke in
to a
ccou
nt c
ultu
ral p
ract
ices
for
exam
ple,
wea
ring
of
arm
tap
es.
Thi
s ch
art
is a
dapt
ed fr
om A
ppen
dix
2, p
age
39, ‘S
ourc
es o
f err
or in
tak
ing
anth
ropo
met
rica
l mea
sure
men
ts’ i
n: F
ood
Secu
rity
Ana
lysi
s U
nit
for
Som
alia
(FS
AU
). N
utri
tion:
A G
uide
to
Dat
a C
olle
ctio
n, A
naly
sis,
Inte
rpre
tatio
n an
d U
se. (
Nai
robi
; FSA
U, 2
005)
.
The
se c
omm
on e
rror
s ar
e co
ntro
lled
by:
• Le
arni
ng a
nd a
pply
ing
corr
ect
mea
suri
ng t
echn
ique
s.
• Ta
king
car
e to
rea
d th
e m
easu
rem
ents
cor
rect
ly.
• R
ecor
ding
the
mea
sure
men
ts c
orre
ctly
and
cle
arly
so
that
som
eone
el
se c
an e
asily
rea
d th
e nu
mbe
rs.
• Be
ing
patie
nt w
ith t
he m
easu
rem
ent
proc
ess,
and
bein
g w
illin
g to
do
the
job
corr
ectly
.
• If
a lo
ng t
ime
has
pass
ed s
ince
you
mea
sure
d ch
ildre
n, r
evie
w t
he
tech
niqu
e w
ith s
omeo
ne w
ho h
as e
xper
ienc
e an
d w
ho c
an g
uide
yo
u.
Fiv
e T
hing
s To
Rem
embe
r
The
re a
re fi
ve t
hing
s to
rem
embe
r ab
out
gath
erin
g th
is
kind
of i
nfor
mat
ion
from
chi
ldre
n.
Be
resp
ectf
ul! I
t is
impo
rtan
t to
be
resp
ectfu
l and
gen
tle w
ith
mot
hers
and
the
ir c
hild
ren
duri
ng t
he
who
le p
roce
ss o
f wei
ghin
g an
d m
easu
ring
.
Be
cons
iste
nt a
nd
accu
rate
and
pre
cise
in t
akin
g m
easu
rem
ents
.
Be
care
ful!
Be s
ure
to r
ecor
d th
e in
form
atio
n ne
atly
on
the
corr
ect
form
s.
Be
pati
ent!
Get
ting
prec
ise
data
req
uire
s w
illin
gnes
s, pa
tienc
e, a
nd
grea
t ca
re in
mea
suri
ng.
Be
appr
opri
ate!
A
lway
s us
e go
od q
ualit
y m
easu
ring
equ
ipm
ent.
22
MC
GS
LESS
ON
23
MC
GS
LESS
ON
8St
anda
rdis
atio
n Ex
erci
se
Form
1 W
eigh
t St
anda
rdis
atio
n
Nam
e of
Par
ticip
ant:
__
____
____
____
____
____
____
____
____
____
Dat
e of
Mea
sure
men
t:
____
___
/___
__ /_
____
(yy
/mm
/dd)
Nam
e of
Chi
ldA
ge in
M
onth
sN
o.M
y M
easu
reSt
anda
rd
Mea
sure
Diff
eren
ce
Sign
(+, -
)
Size
of
Diff
eren
ce
(L, M
, S)
1 2 3 4 5 6 7 8 9 10
Size
of D
iffer
ence
s:
Num
ber
of L
arge
Diff
eren
ces
(0
.3 k
g or
mor
e)
Box
1
Num
ber
of M
ediu
m D
iffer
ence
s
(0
.2 k
g)
Bo
x 2
N
umbe
r of
Sm
all D
iffer
ence
s
(0.0
- 0
.1 k
g)
Bo
x 3
Diff
eren
ces:
N
umbe
r of
pos
itive
sig
ns (
+) _
____
____
_
Num
ber
of n
egat
ive
sign
s (-
) __
____
____
22
MC
GS
LESS
ON
23
MC
GS
LESS
ON
8St
anda
rdis
atio
n Ex
erci
se
Form
2 H
eigh
t/Le
ngth
Sta
ndar
disa
tion
Nam
e of
Par
ticip
ant:
__
____
____
____
____
____
____
____
____
____
Dat
e of
Mea
sure
men
t:
____
___
/___
__ /_
____
(yy
/mm
/dd)
Nam
e of
Chi
ldA
ge in
M
onth
sN
o.M
y M
easu
reSt
anda
rd
Mea
sure
Diff
eren
ce
Sign
(+, -
)
Size
of
Diff
eren
ce
(L, M
, S)
1 2 3 4 5 6 7 8 9 10
Size
of D
iffer
ence
s:
Num
ber
of L
arge
Diff
eren
ces
(1
.0 c
m o
r m
ore)
Bo
x 1
N
umbe
r of
Med
ium
Diff
eren
ces
(0.6
- 0
.9 c
m)
Bo
x 2
N
umbe
r of
Sm
all D
iffer
ence
s
(0.0
- 0
.5 c
m)
Bo
x 3
Diff
eren
ces:
N
umbe
r of
pos
itive
sig
ns (
+) _
____
____
_
Num
ber
of n
egat
ive
sign
s (-
) __
____
____
24
MC
GS
LESS
ON
25
MC
GS
8St
anda
rdis
atio
n Ex
erci
se
Form
3 M
UA
C S
tand
ardi
sati
on
Nam
e of
Par
ticip
ant:
__
____
____
____
____
____
____
____
____
____
Dat
e of
Mea
sure
men
t:
____
___
/___
__ /_
____
(yy
/mm
/dd)
Nam
e of
Chi
ldA
ge in
M
onth
sN
o.M
y M
easu
reSt
anda
rd
Mea
sure
Diff
eren
ce
Sign
(+, -
)
Size
of
Diff
eren
ce
(L, M
, S)
1 2 3 4 5 6 7 8 9 10
Size
of D
iffer
ence
s:
Num
ber
of L
arge
Diff
eren
ces
(0
.5 c
m o
r m
ore)
Bo
x 1
N
umbe
r of
Med
ium
Diff
eren
ces
N/A
Bo
x 2
N/A
N
umbe
r of
Sm
all D
iffer
ence
s
(0.0
- 0
.5 c
m)
Bo
x 3
Diff
eren
ces:
N
umbe
r of
pos
itive
sig
ns (
+) _
____
____
_
Num
ber
of n
egat
ive
sign
s (-
) __
____
____
24
MC
GS
LESS
ON
25
MC
GS
Rem
inde
r fo
r M
easu
ring
Wei
ght W
ith H
angi
ng S
cale
sRE
FERE
NC
E
26
MC
GS
27
MC
GS
Rem
inde
r fo
r M
easu
ring
Wei
ght
with
Sta
ndin
g Sc
ales
REFE
REN
CE
26
MC
GS
27
MC
GS
Rem
inde
r fo
r M
easu
ring
Len
gth
of C
hild
ren
Und
er 2
Yea
rsRE
FERE
NC
E
28
MC
GS
29
MC
GS
Rem
inde
r fo
r M
easu
ring
Hei
ght
of C
hild
ren
2 Ye
ars
and
Old
erRE
FERE
NC
E
28
MC
GS
29
MC
GS
Rem
inde
r fo
r M
easu
ring
MU
AC
REFE
REN
CE
