Second Grade. Introduction to Length. Slide 1 / 270 Slide 2 / 270. Slide 3 / 270. Slide 4 / 270. Slide 5 / 270. Slide 6 / 270.

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1 Slide 1 / 270 Slide 2 / 270 Second Grade Length Slide 3 / 270 Table of Contents Page 1 Introduction to Length Measuring with a Ruler Measuring in Inches Measuring in Feet Measuring in Yards Measuring in Centimeters Lab: Centimeter Sam Measuring in Meters Using a Tape Measure Which Unit? Which Tool? Click on the topic to go to that section. Slide 4 / 270 Table of Contents Page 2 Click on the topic to go to that section. Length Comparison Lab: Ring Toss Measuring in Different Units Estimating in and ft Estimating cm and m Lab: Packing Peanut Punt Number Line as a Ruler Number Stories on a Number Line Line Plots Line Plots pt. 2 Slide 5 / 270 Slide 6 / 270 Standards for Mathematical Practices MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. Introduction to Length MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and epress regularity in repeated reasoning. Click on each standard to bring you to an eample of how to meet this standard within the unit. Click to return to Table of Contents

2 Slide 7 / 270 Slide 8 / 270 What is Length? Length is the distance from one end of an object to the other end. The average lion is 8 1/2 feet long. Slide 9 / 270 Measuring Length How wide is the classroom using student feet? Slide 9 () / 270 Measuring Length How wide is the classroom using student feet? Teacher tes This activity is designed as a fun introduction of how we measure. Eplain that when we measure the length of something, we need to start at the very edge of it. There should also be no gaps or spaces between the feet. Measure the rug a few times using different students and ask why the measurement is different each time. Discuss why using objects of different sizes gets different [This object measurements. is a pull tab] Slide 10 / 270 How Big is a Foot? There can be problems when measuring with objects that are not always the same size. Click the book to hear a reading of How Big is a Foot?, by Rolf Myller. Slide 11 / 270 The problem in the story is that the king's foot was not the same size as the apprentice's foot! We can measure with our bodies, or parts of our bodies like the carpenter and the king did with their feet. However, it doesn't always work because people are different sizes. After the story, discuss why the bed made by the carpenter did not turn out how the king epected. To be accurate, we need to use a standard measuring tool that is always the same size and shape. This is called "standard measurement".

3 Slide 12 / 270 Standard Measuring Tools These tools are in standard units and they are what we use to measure length when we want to have a common understanding of the size of something. Yard Stick Ruler Measuring Tape Slide 12 () / 270 Standard Measuring Tools These tools are in standard units and they are what we use to measure length when we want to have a common understanding of the size of something. Yard Stick Teacher tes Have samples of each of Measuring Tape these available for kids to Ruler look at and eplore. Meter Stick Meter Stick Slide 13 / 270 What is a Standard Unit? Can you see the units on the ruler and measuring tape? They are marked with hash marks and numbers. Each unit is the eact same length. The units are numbered. inch units Ruler Slide 14 / 270 centimeter units Measuring Tape Slide 15 / 270 Standard Measurements There is United States Standard Measurement and Metric Standard Measurement. We will learn about both types of measurement Slide 16 / If you measured a length of rope with your feet, and then your friend measured the same length of rope with their feet, will you both get the same length? A Yes US Standard Measurement: - Inches - Feet - Yard Metric Standard Measurement: - Centimeters - Meters B C Maybe

4 Slide 16 () / If you measured a length of rope with your feet, and then your friend measured the same length of rope with their feet, will you both get the same length? Slide 17 / Pick the two units of measurement that are part of the US Measuring System A feet A Yes B meter B C Maybe C C inches Slide 17 () / Pick the two units of measurement that are part of the US Measuring System Slide 18 / A hand is a standard measuring tool. A feet True B meter A & C C inches Slide 18 () / A hand is a standard measuring tool. Slide 19 / Is a meter part of the US measuring system? Yes True

5 Slide 19 () / Is a meter part of the US measuring system? Slide 20 / A tape measure is pictured below. Yes True Slide 20 () / 270 Slide 21 / A tape measure is pictured below. True Slide 22 / 270 Slide 23 / 270 Measuring with a Ruler Click to return to Table of Contents

6 Slide 23 () / 270 Slide 24 / 270 Ruler Teacher tes Students will each need a ruler to have during this lesson to Measuring with eplore a Ruler it as you discuss each point. A ruler is a measuring stick used to measure the length of an object or the distance from one point to another. A standard ruler has 12 evenly spaced segments called "inches". Click to return to Table of Contents Slide 25 / 270 Ruler When using a ruler, we start at the left and read the numbers to the right. A ruler starts at 0. Sometimes, the 0 is not printed on the ruler because it is too close to the end but it still starts with 0. Slide 26 / 270 Ruler From the 0 to the 1 is one inch or 1 centimeter. Start with 0 End with 12 From the 1 to the 2 is one inch or centimeter. Sometimes, the last number on the ruler is missing as well. How would you know which number is missing? From the 0 to the 2 is two inches or centimeters. Slide 27 / 270 Ruler Most rulers have markings on the top and the bottom. If you look closely, you should see "in" on one side. This stands for inches. Slide 28 / 270 Ruler When using a ruler to measure the length of an object, place the end of the object along the ruler on the 0 mark. Put your finger on the other end of the object and see which number on the ruler is it closest to. The other side should have "cm". This stands for centimeters. Which unit is longer? This pencil is 4 inches long. How many centimeters is it?

7 Slide 28 () / 270 Ruler When using a ruler to measure the length of an object, place the end of the object along the ruler on the 0 mark. Put your finger on the other end of the object and see which number on the ruler is it closest to. Spin the ruler to have cm on the top and measure the pencil again. Teacher tes Slide 29 / 270 Ruler Move the paperclip to measure how long it is. This pencil is 4 inches long. How many centimeters is it? Slide 30 / 270 Ruler Sometimes we need to use a ruler up and down. Move the boot to measure how tall it is. Slide 31 / 270 Ruler Move the dog to measure how long it is. Slide 31 () / 270 Ruler Move the dog to measure how long it is. Teacher tes Discuss how you use the longest points to measure the dog. (head and bottom) Slide 32 / 270 Ruler How long is the book?

8 Slide 32 () / 270 Ruler How long is the book? Slide 33 / 270 Lab: Classroom Measuring Math Practice MP 1 Make sense of problems and preserver in solving them. Ask students to eplain to a friend how they solve this problem. Have them eplain each step. Slide 33 () / 270 Slide 34 / 270 Click to return to Table of Contents Lab: Classroom Measuring Teacher tes Give each student a ruler and a copy of worksheet (under labs). Have them practice measuring 5 objects in inches and cm. As they are measuring, take time with each student to be sure they are using the ruler [This correctly. object is a pull tab] 6 The ruler is correctly placed to measure the basket. True Slide 34 () / 270 Click to return to Table of Contents Slide 35 / The ruler is correctly placed to measure the basket. 7 What number is missing from the ruler? True

9 Slide 35 () / What number is missing from the ruler? Slide 36 / A standard student ruler can measure in and. A yards 11 B inches C centimeters Slide 36 () / A standard student ruler can measure in and. A yards Slide 37 / When we measure with a ruler, we start measuring at 1. True B inches C centimeters B & C Slide 37 () / When we measure with a ruler, we start measuring at 1. Slide 38 / A standard student ruler ends with. True A 0 B 12 C 11 D 1

10 Slide 38 () / 270 Slide 39 / A standard student ruler ends with. A 0 B 12 C 11 D 1 B Slide 40 / 270 Slide 41 / 270 Measuring in Inches Click to return to Table of Contents Slide 42 / 270 Measuring in Inches An inch is a small standard unit of measurement. The abbreviation for inch is "in". An average thumb is 1 inch from the tip to the knuckle. Can you think of any objects about 1 inch? Slide 43 / 270 One Inch Tall If you were only one inch tall, you'd ride a worm to school. The teardrop of a crying ant would be your swimming pool. A crumb of cake would be a feast And last you seven days at least, A flea would be a frightening beast If you were one inch tall. If you were only one inch tall, you'd walk beneath the door, And it would take about a month to get down to the store. A bit of fluff would be your bed, You'd swing upon a spider's thread, And wear a thimble on your head If you were one inch tall. You'd surf across the kitchen sink upon a stick of gum. You couldn't hug your mama, you'd just have to hug her thumb. You'd run from people's feet in fright, To move a pen would take all night, (This poem took fourteen years to write-- 'Cause I'm just one inch tall). By: Shel Silverstein

11 Slide 44 / 270 Steps when measuring in inches with a ruler Slide 45 / 270 Steps when measuring in inches with a ruler 1. Make sure the ruler has inches on the top 1. Make sure the ruler has inches on the top 2. Place the object above the ruler Slide 46 / 270 Steps when measuring in inches with a ruler Slide 47 / 270 Steps when measuring in inches with a ruler 1. Make sure the ruler has inches on the top 2. Place the object above the ruler 3. Line up the end of the object to the 0 mark on the ruler 1. Make sure the ruler has inches on the top 2. Place the object above the ruler 3. Line up the end of the object to the 0 mark on the ruler 4. Place your finger at the other end of the object and see which number it is closest to on the ruler Slide 48 / 270 Steps when measuring in inches with a ruler 1. Make sure the ruler has inches on the top 2. Place the object above the ruler 3. Line up the end of the object to the 0 mark on the ruler 4. Place your finger at the other end of the object and see which number it is close to on the ruler 5. Label your measurement Slide 49 / 270 Practice How long is the bike? 4 inches

12 Slide 50 / 270 Practice How long is the frame? Slide 51 / 270 Practice How long is the crayon? Slide 52 / 270 Practice How long is the football? Slide 53 / 270 Practice Billy said the car is 9 inches long. Is he correct? Slide 53 () / 270 Practice Billy said the car is 9 inches long. Is he correct? MP 6 Attend to precision Math Practice By asking the students if Billy is correct, you are giving them a chance to recognize the importance of lining up the end of the object with the end of the "ruler". Be sure to ask them to eplain why to check that they truly [This understand. object is a pull tab] Slide 54 / 270 Work with a partner, use your rulers to see if you can find items in the classroom that are about: 2 inches 4 inches 8 inches 10 inches What did we find? 2 in 4 in 8 in 10 in

13 Slide 54 () / 270 Work with a partner, use your rulers to see if you can find items in the classroom that are about: 2 inches Students 4 will inches work with a 8 inches partner to 10 find inches objects that are about 2, 4, 8, and 10 What inches did we long. find? You can either find one at a time as a 2 in 4 in class, or have partners work together to find the objects and record them on a sheet of paper. Teacher tes Slide 55 / 270 Work with a partner to measure the lengths of the following items in inches: 1. Workbook 2. Desk 3. Student Computer 4. Bookshelf 8 in 10 in Slide 56 / 270 What were our measurements? Slide 57 / How many inches is this pencil? 1. Workbook: in 2. Desk: in 3. Student Computer in 4. Book Shelf in Should we all have the same or different measurements? Slide 57 () / How many inches is this pencil? Slide 58 / About how many inches is this crayon? 2

14 Slide 58 () / 270 Slide 59 / About how many inches is this crayon? 4 Slide 59 () / 270 Slide 60 / Aisha measured this line to be 3 inches. Is she correct? Yes Slide 60 () / Aisha measured this line to be 3 inches. Is she correct? Slide 61 / Theo measured this line to be 4 inches. Is it really 4 inches? Yes Yes

15 Slide 61 () / 270 Slide 62 / Theo measured this line to be 4 inches. Is it really 4 inches? Yes Slide 63 / 270 Slide 64 / 270 Measuring in Feet Click to return to Table of Contents Slide 65 / 270 Measuring in Feet Long ago before they had rulers, people used their feet to measure. Today we don't use our own foot as much but we use a standard foot. This ruler is a standard foot. Slide 66 / 270 Measuring in Feet A standard foot is larger than an inch. The abbreviation for foot is ft. How many inches are in a foot long ruler? How does your foot compare to a foot long ruler? Is it bigger? Is it smaller? Why do you think they stopped measuring with their actual foot? Did you know that the largest foot on a human is about 15 inches long! w that's huge!

16 Slide 66 () / 270 Measuring in Feet A standard foot is larger than an inch. The abbreviation for foot is ft. How many inches are in a foot long ruler? In this lesson students will practice measuring with standard and non standard units. They will trace one of How does your foot their compare feet on to paper, a foot cut long it out ruler? and use it to measure objects. They will also use a Is ruler it bigger? (foot) to measure the same objects and compare Is it smaller? the two measurements. Teacher tes Did you know that the largest foot on a human is about 15 inches long! w that's huge! Slide 68 / 270 Use both your foot and a ruler to measure these objects. Width of door White board/ Chalkboard Measure Objects Window Table Slide 67 / 270 How Long is My Foot? First, trace your foot on paper. Then, cut out the traced foot. Net, measure it with a ruler. How many inches long is it? Slide 68 () / 270 Demonstrate and remind students Use both your foot and a ruler to measure these objects. that when measuring an object that is longer than the ruler or foot, first line up the measuring tool to the edge of the Window object. Then, use their Width of door finger or pencil point to hold the spot at the end of the tool and move the tool to their marker to measure again. Have students measure to the nearest foot. White board/ Chalkboard Teacher tes Measure Objects Table Slide 69 / 270 Use the chart to document your findings Slide 70 / A foot is larger than an inch. Door Student Feet Actual Feet True Window Board Table

17 Slide 70 () / A foot is larger than an inch. Slide 71 / A standard foot is inches. True True Slide 71 () / A standard foot is inches. Slide 72 / Which items could you measure in feet? A eraser 12 B car C couch D plate Slide 72 () / Which items could you measure in feet? Slide 73 / A standard student ruler is 1 foot. A eraser B car Yes C couch D plate B & C

18 Slide 73 () / A standard student ruler is 1 foot. Slide 74 / Twelve equals 1 foot. Yes A feet Yes B centimeters C inches D yards Slide 74 () / 270 Slide 75 / Twelve equals 1 foot. A feet B centimeters C inches D yards C Slide 76 / 270 Slide 77 / 270 Measuring in Yards Click to return to Table of Contents

19 Slide 78 / 270 Slide 79 / 270 Slide 80 / 270 Measuring in Yards Slide 80 () / 270 Measuring in Yards The class is going to work together to measure some distances around the school in yards. Let's measure the length of: - Our classroom, first the longer wall, then the shorter wall - The length of the hallway - The length of the cafeteria/gym The class is going to work together to measure some distances around Split students the school into small in yards. groups and give each group 2 yardsticks. Show students how to use two Let's measure yardsticks the to length measure of: areas larger than one. Stress the importance of leaving no gaps - Our classroom, between first the the longer two and wall, carefully then the moving shorter the wall first one to the end of the second one. Then have each - The small length group of the measure hallway the different areas. Have students record their finding on a piece of paper. - The length of the cafeteria/gym Teacher tes Slide 81 / 270 Results Classroom Longer wall yards Shorter wall yards Slide 82 / A yard is than a foot. A shorter B longer Hallway yards Cafeteria yards Should we all have the same measurements or different?

20 Slide 82 () / A yard is than a foot. Slide 83 / Which items could you measure in yards? A shorter B longer A shoe B football field B C house D cat Slide 83 () / Which items could you measure in yards? Slide 84 / How many feet are in a yard? A shoe B football field C house D cat B & C Slide 84 () / How many feet are in a yard? Slide 85 / There are more feet than inches in a yard. True 3

21 Slide 85 () / There are more feet than inches in a yard. Slide 86 / Would it be a good idea to measure a room in yards? True Yes Quiz Slide 86 () / 270 Slide 87 / Would it be a good idea to measure a room in yards? Yes Yes Quiz Slide 88 / 270 Slide 89 / 270 Measuring in Centimeters Click to return to Table of Contents

22 Slide 90 / 270 Measuring in Centimeters Centimeters are part of the metric measurement system. Slide 91 / 270 Centimeters Let's brainstorm some items that you think might be 1 cm. A centimeter is about half the size of an inch. The abbreviation for centimeter is cm. A fingernail is about 1 cm wide. 1 cm Slide 92 / 270 Measuring in Centimeters We measure centimeters with a ruler just like we measure inches. 1. Make sure the ruler has centimeters on the top 2. Place the object above the ruler 3. Line up the end of the object to the 0 mark on the ruler 4. Place your finger at the other end of the object and see which number it is close to on the ruler 5. Label your measurement Slide 93 / 270 Practice How long is the foot? 11 cm Slide 94 / 270 Practice How long is the ant? Slide 95 / 270 Practice How long is the pencil?

23 Slide 96 / 270 Practice Slide 97 / 270 Measuring in centimeters How long is the fork? A playing card cm. An unsharpened pencil cm. A book cm. Slide 97 () / 270 Measuring in centimeters Have students work together in pairs or groups to measure the objects in the room. If these objects are not available, choose A playing card others in the classroom. cm. Have them measure using a ruler. When they are finished, come back to the whole group and compare measurements. For the book, discuss why their are different An unsharpened pencil answers. cm. Teacher tes Slide 98 / 270 What were our measurements? 1. Playing Card: cm 2. Pencil: cm A book cm. 3. Book cm Slide 99 / 270 Slide 99 () / Ma used his centimeter ruler to measure this line. How long is it in centimeters? 26 Ma used his centimeter ruler to measure this line. How long is it in centimeters? A 8 cm B 18 cm C 17 cm D none of the above A 8 cm B 18 cm C 17 cm D none of the above B

24 Slide 100 / Yolanda used her ruler to measure this line. She thinks it is 14 cm long. Is she correct? Slide 100 () / Yolanda used her ruler to measure this line. She thinks it is 14 cm long. Is she correct? Yes Yes Slide 101 / 270 Slide 101 () / How many centimeters long is this line? 28 How many centimeters long is this line? Slide 102 / 270 Slide 102 () / How many centimeters long is this line? 29 How many centimeters long is this line?

25 Slide 103 / 270 Slide 103 () / Eric found a broken ruler and used it to measure a line. How long do you think it is? 30 Eric found a broken ruler and used it to measure a line. How long do you think it is? A 6 cm A 6 cm B 10 cm C 5 cm D 16 cm B 10 cm C 5 cm D 16 cm A Slide 104 / 270 Slide 105 / 270 Lab: Centimeter Sam Students will practice measuring in centimeters. Click here for complete directions Click to return to Table of Contents Slide 106 / 270 Slide 107 / 270 Measuring in Meters Click to return to Table of Contents

26 Slide 108 / 270 Meters To measure something a little larger in metric units, use meters. The abbreviation for meter is m. 100 centimeters = 1 meter Slide 109 / 270 Measuring with Meter Sticks Measuring with the centimeter rulers when you are measuring something long is not as efficient as it can be. This is why we have meter sticks. They are longer than centimeter rulers and are more efficient when you want to measure something longer. What are some thing we can measure using meters? Slide 110 / 270 Centimeter Ruler or Meter Stick Let's try both! First, we will measure something really long in centimeters and use a centimeter ruler. Net, let's measure the same thing we measured with the centimeter ruler but this time in meters with a meter stick. What did you notice? Was it more efficient to measure long things with a meter stick? te: We can use a meter stick to measure centimeters too. When it would be best to use a meter stick? Slide 111 / 270 Centimeter Ruler or Meter Stick Usually, measuring things that are long work better with a longer tool like a meter stick. Let's list other objects in the classroom that we can measure with a meter stick. Slide 110 () / 270 Centimeter Ruler or Meter Stick Let's try both! First, we will measure something As you really measure long a in long centimeters and use a centimeter object with ruler. the meter stick, eplain how to round to the nearest Net, let's measure the same thing we measured with the meter. After measuring, centimeter ruler but this time in meters with a meter stick. show the students that What did using you notice? a meter stick for longer measures is more Was it more efficient to measure long things with [This efficient. object is a pull tab] a meter stick? Teacher tes te: We can use a meter stick to measure centimeters too. When it would be best to use a meter stick? Slide 112 / 270 Measuring in Meters The class is going to work together to measure some distances around the school in meters, just like we did with yards. Let's measure the length of: - Our classroom, first the longer wall, then the shorter wall - The length of the hallway - The length of the cafeteria/gym

27 Slide 112 () / 270 Measuring in Meters The class is going Split to work students together into small to groups measure and some give each group 2 meters. Show distances around the school in meters, just like we did students how to use two meters to measure with areas yards. larger than one. Stress the importance of leaving no gaps between the two and carefully moving Let's the measure first one to the length end of the of: second one. Then have each small group measure the different areas. Have - Our classroom, students first record the longer their finding wall, on then a piece the of paper. After completing this activity, shorter wall refer back to the yard slide and compare measurements in yards vs. meters. - The length of the hallway Teacher tes - The length of the cafeteria/gym Slide 113 / 270 Practice Classroom Longer wall meters Shorter wall meters Hallway meters Cafeteria meters Slide 114 / 270 Should we all have the same measurements or different? Slide 114 () / Which of the objects below would you use a meter stick to measure? 31 Which of the objects below would you use a meter stick to measure? A An eraser A An eraser B A pencil C A hallway D A cat B A pencil C A hallway D A cat C Slide 115 / Which object is best to measure with a centimeter ruler? Slide 115 () / Which object is best to measure with a centimeter ruler? A a book A a book B a hallway B a hallway C a white board D a room C a white board D a room A

28 Slide 116 / 270 Slide 116 () / If the height of the door was measured in centimeters and in meters, which would there be more of? A centimeters B meters 33 If the height of the door was measured in centimeters and in meters, which would there be more of? A centimeters B meters A Slide 117 / Tony measured his toy car and got 6 meters. Is he correct? Yes Slide 117 () / Tony measured his toy car and got 6 meters. Is he correct? Yes Slide 118 / Many second graders are more than 1 meter tall but less than 2 meters tall. Slide 118 () / Many second graders are more than 1 meter tall but less than 2 meters tall. True True True

29 Slide 119 / 270 Slide 120 / 270 Slide 121 / 270 Slide 122 / 270 Using a Tape Measure Here are two different types of tape measures. Using a Tape Measure This type is made from metal. Many people who build things like to use this kind because it can be really short like in the photograph or it can be pulled out to measure things really long. Slide 122 () / 270 Using a Tape Measure Click to return to Table of Contents Here are two different types of tape measures. Teacher tes Show a cloth This type tape is measure made from to metal. the class Many and people eplain who how build it is a things like good tool to use when measuring to use objects this kind that because are not it can be straight. really Eplain short how like it in has the both photograph inches or and it can centimeters. be pulled out This to measure lesson students things will practice really long. measuring around objects to find the length. This type is made from cloth and is useful for measuring things that are curved or round. This type is made from cloth and is useful for measuring things that are curved or round. Slide 123 / 270 Tape Measure When we want to measure things that are round, we use a cloth measuring tape. 1) First, make sure you know what unit you are measuring in. (This photo shows measuring in inches.) 2) Net, wrap it around what you are measuring. 2) Carefully, see where the end that represents zero is touching the measuring tape. In this case, this wrist is 7 inches around.

30 Slide 123 () / 270 Tape Measure When we want to measure things that are round, we use a cloth measuring tape. Teacher tes 1) Demonstrate First, make sure measuring you know around what unit someone's you are measuring head or in. (This around photo the globe shows or measuring other in inches.) curved objects. 2) Net, wrap it around what you are measuring. 2) Carefully, see where the end that represents zero is touching the measuring tape. In this case, this wrist is 7 inches around. Slide 124 () / 270 Tape Measure Many cloth tape measures have centimeters on one side and inches Help students on another. find objects that are round to measure. Practice measuring the What objects around objects the in room front of could the we measure students. with a tape Reinforce measure. lining up the end of the tape measure to find the measurement. Practice in inches and centimeters. Make sure to point out to the students which one you are using. Teacher tes Slide 124 / 270 Tape Measure Many cloth tape measures have centimeters on one side and inches on another. What objects around the room could we measure with a tape measure. Slide 125 / 270 Tape Measure We can also use a tape measure to measure very long objects. A builder will use a tape measure to very large objects. Maybe they need to measure the height of a door or how long a table is. Can you think of some large objects that you could use a tape measure to measure? Slide 126 / 270 Tape Measure Slide 126 () / 270 Tape Measure A lot of times, a seamstress will use a tape measure to measure a person he is making clothes for. Besides on measure around all the different parts of the body, they also need to measure how tall the person is. Let's use a tape measure to measure our bodies! A lot of times, a seamstress will use a tape measure to measure a person he is making clothes for. Besides on measure around all the different parts of the body, they also Tape need a tape to measure measure how to the tall the wall and measure the height of all person the students. is. Assign the classwork to the students as you measure students one at a time. Same these measurements for a future Let's use a tape measure lesson to on measure line plots. our bodies! Teacher tes

31 Slide 127 / 270 Measuring Our Body Record your measurements on the worksheet Neck Ankle Wrist Head Teacher tes & Math Practice Slide 128 / A tape measure is used to measure objects that do not bend. True Measure the length around your partner's neck, wrist, ankle, and head in inches and centimeters. Object Measured Inches Centimeters neck wrist ankle head Slide 128 () / A tape measure is used to measure objects that do not bend. Slide 129 / Is it better to use a tape measure or a ruler to measure your wrist? True A tape measure B ruler True Slide 129 () / Is it better to use a tape measure or a ruler to measure your wrist? Slide 130 / Do you line the end of the tape measure up to the 1 to get a final measurement? A tape measure B ruler Yes A

32 Slide 130 () / 270 Slide 131 / Do you line the end of the tape measure up to the 1 to get a final measurement? Yes Slide 132 / 270 Slide 133 / 270 Which Unit? Which Tool? Click to return to Table of Contents Slide 134 / 270 Which Tool Should We Use? We have learned about each of the tools below. Under each item list things that can be measured using each. Ruler Tape Measure Yard stick Slide 134 () / 270 Which Tool Should We Use? We have learned about each of the tools below. Under each item list things that can be measured using each. The purpose of this lesson is Ruler Tape for students Measure to discuss Yard what stick they believe to be the best tool to use for a variety of objects. Invite others to agree or disagree and to state why. Teacher tes

33 Slide 135 / 270 Which Unit? Before we decide which tool to use, we need to decide which unit we will be measuring in. Slide 136 / 270 Which Tool? Once you know what unit you will be measuring in, pick your tool. First, will us be using the US measurements or Metric? Second, the length of the object helps decide which unit to use. Very large objects are better measured with larger units such as yards or meters. A football field is measured in yards. Small objects will be measured with inches or centimeters. Slide 137 / 270 Building a Playhouse If you are measuring in inches or centimeters and it is small, pick a ruler. If you need to measure in inches or centimeters and it is a longer, pick a tape measure or yard/meter stick. When measuring larger items, most of the time a tape measure or yard/meter stick is best. Slide 137 () / 270 Building a Playhouse Pedro and Carla want to build a playhouse out of cardboard. They want it to be about the length of a long table. They also want to cut windows out so that their heads could easily fit through them. What measurement tools would you suggest Pedro and Carla use to build the house and to cut windows out? Draw a picture and use words and numbers to eplain your thinking. Pedro and Carla MP 2 want Reason to build abstractly a playhouse and out of cardboard. They quantitatively want it to be about the length of a long table. They also want to cut windows Have out so students that their work heads with could a partner. easily fit Ask through them them. to think about each possible tool and their What measurement sizes. After they tools are would done you have suggest Pedro them and share Carla with use the class to build their the house and choices. to cut windows Ask how out? the size Draw of a picture and use items words to be and measured numbers to eplain determined your the thinking. tool they used. Teacher tes & Math Practice Slide 138 / Which tool would be best to measure a room with? Slide 138 () / Which tool would be best to measure a room with? A standard ruler B your foot C a yard stick A standard ruler B your foot C a yard stick C

34 Slide 139 / It is best to measure a pencil in or. Slide 139 () / It is best to measure a pencil in or. A feet B inches A feet B inches C meters D centimeters C meters D centimeters B & D Slide 140 / You should use a yard stick to measure a penny. Slide 140 () / You should use a yard stick to measure a penny. True True Slide 141 / Which tool should Bob use to measure the soccer ball? Slide 141 () / Which tool should Bob use to measure the soccer ball? A standard ruler B tape measure C yard stick A standard ruler B tape measure C yard stick B

35 Slide 142 / Which objects would you measure with a yard stick? Slide 142 () / Which objects would you measure with a yard stick? A eraser B football field A eraser B football field C large window D book E classroom rug C large window D book E classroom rug B, C, & E Quiz Quiz Slide 143 / 270 Slide 144 / 270 Slide 145 / 270 Slide 146 / 270 How Much Longer? Length Comparison We often want to know how much longer something is. When you measured your neck, wrist, ankle, and head didn't you want to know how much longer (or shorter) your measurement was compared to your friend's? When comparing two measurements, we simply subtract. Click to return to Table of Contents

36 Slide 147 / 270 How Much Longer? Slide 148 / 270 Let's Try it First, make sure you measure the two items you are comparing in the same unit (inches, centimeters, feet, etc). Pick any book from your desk and measure it in inches with your ruler. Then, measure both objects and record the measurement. Last, subtract the smaller measurement from the larger measurement. Slide 149 / 270 How Much Longer? Net, write down your measurement. Don't forget to write in. for inches after the number. This tells everyone what unit you measured in. Slide 150 / 270 How Much Longer? Subtract the smaller measurement from the larger one. My book is 6 inches. Then, ask someone close to you what their book length is in inches. Write it down larger measurement smaller measurement Beth's book is 10 inches. Slide 151 / 270 You book is 4 inches smaller than your partner's book. or Your partner's book is 4 inches longer than your book. Slide 152 / 270 Did you know? How Much Longer Practice Did you know that Robert Wadlow, the tallest man ever, had hands that measured a little more than 32 cm long from the wrist to the tip of his middle finger. How much longer were his hands than yours? Measure your hand with your ruler! The green frog hopped a distance of 21 cm. The red frog hopped a distance of 15 cm. How much farther did the green frog hop? Let's work through it on the net page.

37 Slide 153 / 270 How Much Longer? Step one: What unit are you using? Step two: Measure and write down the measurements. (Since they already told us the measurements we do not have to measure) Step three: Subtract : Slide 154 / 270 How Much Longer Practice Work to solve these problems. Be ready to share your solution. The Book was 12 in. high and 6 in. wide. How much longer is the height than the width? Doug had a piece of rope that was 65 cm long. He needed one that was 100 cm long. How much more longer was the rope he needed? Elisha's ribbon is 11 feet long. Joann's ribbon is 18 feet. How much shorter is Elisha's ribbon? Slide 154 () / 270 How Much Longer Practice Work to solve these problems. Be ready to share your You solution. may wish to give more The Book was 12 practice in. high in and this 6 area in. wide. How much longer depending is the height on the than needs the width? of students. One option is to have some students make up Doug had a piece of rope that was 65 cm long. He problems such as these. needed one that was 100 cm long. How much Using concrete materials may more longer was the rope he needed? help students understand this concept [This object is a better. pull tab] Teacher tes Slide 155 / Rabbit jumped 20 cm. Frog jumped 12 cm. How many more centimeters did rabbit jump? A 32 cm B 20 cm C 8 cm D 12 cm Elisha's ribbon is 11 feet long. Joann's ribbon is 18 feet. How much shorter is Elisha's ribbon? Slide 155 () / Rabbit jumped 20 cm. Frog jumped 12 cm. How many more centimeters did rabbit jump? Slide 156 / The largest foot in the world is about 38 cm. If Kyle's foot is 18 cm long, how much shorter is his foot? A 32 cm B 20 cm C 8 cm D 12 cm C A 20 cm B 38 cm C 18 cm D ne of the above

38 Slide 156 () / The largest foot in the world is about 38 cm. If Kyle's foot is 18 cm long, how much shorter is his foot? Slide 157 / Melissa was cutting string for a bracelet. Her string was 40 cm long. She cut 10 cm off to make it shorter. How long is the string for her bracelet now? A 20 cm B 38 cm C 18 cm D ne of the above A cm Slide 157 () / Melissa was cutting string for a bracelet. Her string was 40 cm long. She cut 10 cm off to make it shorter. How long is the string for her bracelet now? Slide 158 / Look at the rectangle. How much longer is the longest side? cm 15 cm 20 cm 7 cm Slide 158 () / Look at the rectangle. How much longer is the longest side? Slide 159 / Compare these two lines. How much shorter is the red line? 15 cm 8 cm 7 cm 20 cm 31 cm

39 Slide 159 () / Compare these two lines. How much shorter is the red line? 20 cm 31 cm Slide 160 / 270 Lab: Lord of the Ring Toss Students get points for a ringer, but also get points for getting close (like in horseshoes). To get their score, students need to measure distance to the rings in Metric. 11 cm Click here for complete directions Click to return to Table of Contents Slide 161 / 270 Slide 162 / 270 Slide 163 / 270 Slide 164 / 270 Different Units Jim measured the pencil and got a measurement of 4. Measuring in Different Units John measured the same pencil and got a measurement of 10. Click to return to Table of Contents Why do they have different measurements?

40 Slide 165 / 270 Different Units Slide 166 / 270 Different Units Inches Centimeters Which are bigger, inches or centimeters? Which ruler shows more numbers? Slide 167 / 270 Different Units When we measure an object using two different units, we will get two different measurements. The smaller the unit, the more units in a measurement. Since, centimeters are smaller than inches, an object will have more centimeters than inches when measured. A standard soccer ball is: 27 inches around 69 centimeters around Slide 167 () / 270 Different Units Why are there fewer yards than feet on a football field? Why are there fewer yards than feet on a football field? A football field is: yards feet MP7 Look for and make use of A football field is: structure yards Math Practice Ask feetstudents to eplain why the number of units changes based on the unit they are using. The goal is for them to understand a larger [This unit object has is a pull less tab] units. Slide 168 / 270 Comparing Measurements in Centimeters and in Inches Assign each student a partner. Each pair needs a centimeter ruler, an inch ruler, a sheet of white paper, a bag with a new eraser, a new crayon, and a new pencil. Assign partners 'A' and 'B'. A will measure in inches, B will measure in centimeters. Students will record the measurements in inches and in centimeters on the "Different Unit Different Measurement" chart. Slide 169 / 270 Are there more inches or centimeters? Discuss with your partner what patterns you see in your measurements using different units. "For each object, the number of inches is always. The number of centimeters is always." "The smaller the unit means. The bigger the unit means."

41 Slide 169 () / 270 Are there more inches or centimeters? Discuss with your partner what patterns you see in your measurements using different units. Students should be "For each object, the concluding number that, of inches "The is always. smaller the unit means it The number of takes centimeters more of is those always units." when measuring something. The bigger the unit means you use "The smaller the unit means. less of them." Teacher tes The bigger the unit means." Slide 170 () / Kim measured her bike in feet and said her bike was 3 feet long. Then she wanted to measure her bike in inches. Before she measured it, she predicted that her bike would have less inch units than feet units. Is she correct? Yes Slide 170 / Kim measured her bike in feet and said her bike was 3 feet long. Then she wanted to measure her bike in inches. Before she measured it, she predicted that her bike would have less inch units than feet units. Is she correct? Yes Slide 171 / Jessica measured her book in inches. Josh measured the same book in centimeters. Who would get a higher number? A Jessica B Josh Slide 171 () / Jessica measured her book in inches. Josh measured the same book in centimeters. Who would get a higher number? Slide 172 / Tom's pencil is 6 inches. Jose's pencil is 11 centimeters. Jose said his pencil is longer since he got a higher number. Is he correct? A Jessica B Josh Yes B

42 Slide 172 () / Tom's pencil is 6 inches. Jose's pencil is 11 centimeters. Jose said his pencil is longer since he got a higher number. Is he correct? Slide 173 / Centimeters are bigger than inches. True Yes Slide 173 () / Centimeters are bigger than inches. True Slide 174 / If you measure the same object in feet and inches. Would you have more feet or inches in your final measurements. A feet B inches Slide 174 () / 270 Slide 175 / If you measure the same object in feet and inches. Would you have more feet or inches in your final measurements. A feet B inches B

43 Slide 176 / 270 Slide 177 / 270 Estimating Inches and Feet Click to return to Table of Contents Slide 178 / 270 Estimation We don't always have a measuring tool with us when we need to measure something! Sometimes estimating the length of something is good enough. Slide 179 / 270 Benchmark for an Inch Try holding your thumb and inde finger so that they are about an inch apart. When you estimate the length of something you make a close guess about how long it might be. w, measure that space with a ruler. Adjust it as needed to come closer to an inch. Once you know this distance, it can be a benchmark for estimating length in inches. Slide 180 / 270 Slide 181 / 270 Try it! Benchmark for a Foot 1) Estimate the length of your folder in inches. Then, measure it with your ruler. How close were you to the actual measure? 2) w estimate the length of your pencil. Think about your measurement of the folder. How can it help you with your pencil estimate? Then, measure it with your ruler. As we make benchmarks for one foot, we need to think about things that we know well that are about a foot. This might be a part of your body! Use a foot long ruler to find a body part that you can use as a benchmark. As you practice this way, you will strengthen your ability to estimate in inches!

44 Slide 182 / 270 Try it! Just as we tried out our estimates in inches, we will do the same in feet. 1) Estimate the length of your desk in feet. Then, measure it with your ruler. How close were you to the actual measure? 2) Find something longer than your desk. How can your desk measurement help you with the net estimate? Estimate the new object in feet. Then, measure it with your ruler. Slide 183 / If someone said your front door was about 3 inches wide, would that be a good estimate? Yes As you practice this way, you will strengthen your ability to estimate in feet too! Slide 183 () / If someone said your front door was about 3 inches wide, would that be a good estimate? Slide 184 / What would be a good estimate for the height of the classroom door? A 7 feet Yes B 7 inches C 7 yards Slide 184 () / What would be a good estimate for the height of the classroom door? A 7 feet B 7 inches C 7 yards A Slide 185 / In a book you were reading, the author describes a hole that was 2 inches wide. Choose two animals below that may be able to fit into it. A A lion B a mouse C a bear D a snake

45 Slide 185 () / In a book you were reading, the author describes a hole that was 2 inches wide. Choose two animals below that may be able to fit into it. Slide 186 / Many adults are between 5 and 6 tall. Choose the best answer that fits in the blank. A A lion B a mouse C a bear B & D A inches B feet C yards D a snake Slide 186 () / Many adults are between 5 and 6 tall. Choose the best answer that fits in the blank. A inches B feet C yards B Slide 187 / It is best to estimate a pencil in A inches B feet C yards Slide 187 () / 270 Slide 188 / It is best to estimate a pencil in A inches B feet C yards A

46 Slide 189 / 270 Slide 190 / 270 Estimating in Centimeters and Meters Click to return to Table of Contents Slide 191 / 270 Estimating with Centimeters and Meters Creating Benchmarks In How Big is a Foot?, the carpenter used his feet to measure. Some people still use other parts of their bodies to measure things when they don't need an eact length. One way we learn to be good estimators is by creating benchmarks. What is a benchmark? A benchmark is a measurement we use to estimate length. We use this benchmark to come close to the measurement of something else. Slide 191 () / 270 Estimating with Centimeters and Meters Creating Benchmarks In How Big is a Foot?, the carpenter used his feet to measure. Some people still use other parts of their bodies to measure things Students when they will don't use their need an eact bodies length. and other common items to estimate in cm. and meters. One way we learn to be good estimators is by creating benchmarks. What is a benchmark? A benchmark is a measurement we use to estimate length. We use this benchmark to come close to the measurement of something else. Teacher tes Let's make some benchmarks together! Slide 192 / 270 Your finger as a benchmark 1 cm Look at the width of your pointer finger. Hold it up to your centimeter ruler. tice that it is about the same width. Your finger is about 1 cm wide. How can we use this benchmark to help us make an estimation? To do: 1) Take an inde card and use the width of your inde finger to measure the length of the card. Share your estimate. 2) Net, measure the inde card with a cm ruler. How close were you to the actual measurement? How can you figure this out? To Do: Let's make some benchmarks together! Slide 193 / 270 An eraser as a benchmark 1) Use your finger to estimate how long the eraser is. Share it with others. 2) Net, measure the eraser with a cm ruler. How close were you to the actual measurement? How can you figure this out? Your eraser can now be a benchmark. w, you can use this benchmark to estimate other things. If you knew an eraser was about 6 cm long, and you wanted to estimate the length of a pencil that was a little longer than the eraser, what might your estimate be? 4 cm? Why or why not? 20 cm? Why or why not? 12 cm? Why or why not?

47 Slide 194 / 270 Your hand span as a benchmark Another benchmark you can use is the length of your hand span. Stretch your thumb and pinky finger as far as they can go. This is your hand span. To Do: 1) Put your hand span on a paper and mark where this span starts and ends. Draw a line between the marks. How long do you think your hand span is in centimeters? 2) Measure the length of your hand span with a cm ruler. Once you know the length of your hand span, you can use that to estimate the length of longer objects. Click here for a ten second video clip of using hand spans to measure on YouTube. Slide 196 / 270 A doorknob's height can be a longer benchmark Slide 195 / 270 Longer Benchmarks: Your Arm span Stretch out your arms from side to side. This is your arm span. How long do you think your arm span is in meters? Using a meter stick, work with a partner to compare the length of your arm span to a meter. Is it longer? Shorter? Once you know if your arm span is longer or shorter than a meter, you can use it as a benchmark. Slide 197 / 270 Word Problem Your benchmark: the doorknob is about 1 meter from the floor If you knew the doorknob was about one meter from the floor, and you wanted to estimate the height of the ceiling, what might your estimate be? Tito is measuring things in his bedroom. He thinks his bed is about 5 meters. Is this a reasonable estimate? Eplain your answer using pictures, words or numbers. 2 m? Why or why not? 10 m? Why or why not? 3 cm? Why or why not? Slide 197 () / 270 Word Problem MP 3 Construct viable arguments and Tito is measuring critique things the reasoning his bedroom. of othershe thinks his bed is about Allow 5 meters. students Is time this to work a reasonable through this estimate? Eplain problem your answer at their seat. using Then pictures, have them words or share their answers numbers. with the class. Ask two students that have different opinions: Math Practice - How do your answers differ? - What questions do you have for? - What is wrong with 's thinking? * Ask questions [This that object is involve a pull tab] critiques and arguments * Slide 198 / A good estimate for the height of a door might be A 2 cm B 2 m C 20 cm D 20 m