This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Estimating in Yards: | Students are asked to estimate a predetermined length in yards. |
| Measuring to the Nearest Foot: | Students use a ruler or yardstick to measure a length to the nearest foot. |
| Centimeters and Meters: | Students measure the length of a line segment twice and are given an opportunity to explain why the line segment measures in fewer meters than centimeters. |
| Feet and Inches: | Students measure the length of a line twice and are given an opportunity to explain why the line measures in fewer feet than inches. |
| How Much Longer?: | Students are asked to determine how many inches longer one line segment is than another. |
| Dragonflies and Grasshoppers: | Students shown images of a grasshopper and a dragonfly and are asked to determine how much longer one is than the other. |
| Inches and Centimeters: | Students measure the length of a line segment twice, once using inches and again using centimeters, and are asked to explain why the two measures are different. |
| Feet and yards: | Students are given the length of an alligator in both feet and yards and are asked to explain why the measure given in feet is greater than the measure given in yards. |
| Walking Ants: | Students are shown the paths that two different ants took and are asked to determine how much longer one path is than the other. |
| Comparing Zigzag Segments: | Students are shown a zigzag figure and are asked to determine how much longer the longest segment is than the shortest. |
| Measuring a Curve: | Students use a ruler and piece of string to measure the length of a curve. |
| Measuring to the Nearest Inch and Centimeter: | Students use a ruler to measure one segment to the nearest inch and one segment to the nearest centimeter. |
| Estimating in Feet: | Students are asked to estimate the length of a table in feet. |
| Estimating in Meters: | Students are asked to estimate a predetermined length in meters. |
| Estimating in Centimeters: | Students are asked to estimate the length of a line segment in centimeters. |
| Estimating in Inches: | Students are asked to estimate the length of a piece of paper in inches. |
| Rulers and Meter Sticks: | Students choose an appropriate tool to measure a hallway. |
| Measuring a Segment Longer Than 12 Inches: | Students use a ruler to measure a 17 inch segment to the nearest inch. |
| Name |
Description |
| Huff and Puff: A Lesson Focused on the Force of the Wind: | In this lesson students will be exploring the force of wind and its affect on objects. Students will use the engineering design process to sketch, build, and assess how their structure withstands different forces of wind. |
| So . . . il Pick You!: | This is a Project-Based Learning Project, intended for second grade. It can be adapted and changed for other grades. |
| Measure Both and Find their Difference: | Students will measure the lengths of two objects to the nearest inch and determine the difference in the objects' lengths. |
| Measuring Mania: | This lesson is a culminating activity for the end of a unit on measurement. Students focus on selecting tools for measuring various objects, justifying why they picked a certain tool. |
| If the Shoe Fits...: | In this lesson, students will create line plots based on linear measurements that they collect while participating in the practice of scientific inquiry. |
| Estimating lengths & distances: | This lesson is designed to help students estimate lengths using standard and metric units of measure. They will participate in a teacher-guided activity, estimating then measuring how far a ball rolls on 3 different surfaces. They will also estimate then measure about 10 items that are found around the classroom. While they are estimating and measuring, they have to decide what unit of measure is best suited for the specific object. |
| What's the difference?: | This lesson is designed for students who already have a basic understanding of how to measure using rulers, yardsticks, or meter sticks. Students will first use given measurements of buildings to determine the difference between two objects’ lengths. Then, students will use their own measurement data to determine the difference between objects’ lengths. |
| Oh My! Meters or Centimeters?: | This lesson is designed to teach students how to use rulers to measure centimeters. They will also learn how to use a meter stick to measure centimeters and multiple meters at once. Additionally, they will be able to decide whether they should use meters or centimeters when measuring an object, based on it's overall size, and explain their decision. |
| Can I make a reasonable guess? Estimating using inches, feet, centimeters, and meters.: | This lesson uses a discovery approach to estimate the length of objects using inches, feet, meters and centimeters. The students will utilize math standard(s) as they analyze math solutions and explain their solutions. Since this lesson uses estimation, it is a good lesson to use to gain knowledge of how realistic students are with units of measurements. |
| Might We Measure This?: | Students will use a ruler to measure. Students will measure footprints to try to find the real “foot-sized-foot”. |
| Measuring Madness: | This lesson consists of a fun inquiry-based activity that guides children to understand how to estimate lengths using inches, feet, centimeters, and meters! It can be used towards the end of a unit on measurements due to the fact that they must have knowledge on all four units. |
| Inching Along: | This lesson will require students to measure with nonstandard units and then compare the measurements to the standard measurement unit (inches). This activity will lead students to the conclusion that by using standard units they can create a universal understanding of length. |
| Are they the same length? Understanding measurement using two different units.: | This lesson uses a discovery approach to exploring the meaning of measurement using two different units. The students will utilize math standard(s) as they analyze math solutions and explain their solutions. Since the lesson uses different units of measurement, it is a good lesson to use to check student understanding of different units of measurement prior to using the units of measure. |
| Measurement Mania: | This lesson provides students with a hands - on opportunity to estimate and measure real - world objects. The students will be using various units of measure. |
| Three Pigs 2.0 - An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of force from SC.2.P.13.1 (investigate the effect of applying various pushes and pulls on different objects) and the concept of wind from SC.2.E.7.4 (investigate that air is all around us and that moving air is wind) as they build structures to withstand the force of high-speed winds. It is not intended as an initial introduction to these concepts. |
| Three Billy Goats Gruff Build a Bridge - An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of force from SC.2.P.13.1 (investigate the effect of applying various pushes and pulls on different objects) as they build bridges to hold the greatest load. It is also intended to help students apply the concepts of money from MAFS.2.MD.3.8 (Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately) as they strive to construct the most cost effective bridge. It is not intended as an initial introduction to these concepts. |
| Comparing Inch by Inch: | This is a hands-on lesson that allows students to practice measuring different lengths of objects and writing equations to determine the difference between their lengths. |
| Discovering Math: Beginning Measurement: | Demonstrate the basic measures of length, width, height, weight, and temperature by measuring objects and recording the information.
- Demonstrate how time is measured by recording it to the nearest minute.
- Count money using coins and bills.
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| How Long Is It?: | This is a lesson designed to help students gain a better understanding of how different units of measurement (inches to feet) change in relationship to the size of the object. Students will get hands-on practice measuring objects using at least two different tools (inch/centimeter ruler, yardstick, meter stick, tape measure). |
| How Many Inches, Feet, and Yards?: | Students will measure the length of given objects using various measuring tools. The students will record their measurements using different units including inches, feet, and yards to the nearest whole unit. Students will also estimate and measure the lengths of objects, then compare their estimations to their measurements to find the difference.
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| Measurement Mystery Mayhem: | In this lesson, students will use their knowledge of units of measurement to estimate the length of objects in centimeters and inches. They will have the opportunity to problem solve since rulers will not be allowed! Students can engage in communication and cooperative learning by sharing strategies, comparing answers and defending their work. This is a good lesson to use after students have been introduced to measuring and units of measurement. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
