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2-3
M
by Myrna Mitchell
AIMS Research Fellow
Topic
Measurement
Key Question
Why are some units better to use than others when
measuring certain objects?
Learning Goals
Students will:
• measure using inches, feet, and yards; and
• select the appropriate unit for the object being
measured.
Guiding Document
NCTM Standards 2000*
• Recognize the attributes of length, volume, weight,
area, and time
• Compare and order objects according to these attributes
• Understand how to measure using nonstandard
and standard units
• Select an appropriate unit and tool for the attribute
being measured
• Measure with multiple copies of units of the same
size, such as paperclips laid end to end
• Use repetition of a single unit to measure something larger than the unit, for instance, measuring
the length of a room with a single meter stick
• Use tools to measure
• Develop common referents for measures to make
comparisons and estimates
Math
Measurement
linear
Materials
Scissors
Tape
Measuring tools (see Management 1)
WINTER 2007
S
Science
Emphasis
M
Math
Emphasis
Management
1. The measuring tools for this activity are included.
There is an “inchworm” that is equal to one inch,
a foot, and a yard. Each student needs one copy
of each tool.
2. Copy the tool pages onto cardstock. Cut apart
all of the tools and tape the foot and yard pieces
together as indicated. If desired, students can do
the assembly themselves at the appropriate time.
Procedures
Part One
1. Display the inchworm for the students to see. Discuss the fact that it is an inchworm. Ask the class
how long they think the inchworm is. [one inch]
2. Distribute one copy of the inchworm to each
student.
3. Ask students to compare their feet to their inchworms and make statements to their neighbors
describing the relationship between the two
items. For example they might say, “My foot is
larger than the inchworm.” Repeat this procedure
several times, allowing the students to compare
the inchworm to several items in the classroom.
Integrated Processes
Observing
Comparing and contrasting
Communicating
Applying
12
Background Information
Young learners need multiple opportunities to
practice measuring. The focus of this experience is
on linear measurement using three different units
(inches, feet, and yards). Students will first compare
each unit (inch, foot, and yard) to objects in the
classroom and discuss the relationship between the
two. They will then measure using the different units.
The experiences provided in this activity will emphasize the idea that measurement is a repeated unit.
In Part Two of the activity, students will also
select the best unit to measure specific objects.
Students need to begin to understand that you
select smaller units to measure shorter lengths and
longer units to measure greater lengths. The final
phase of this experience will direct the students to
tape together identical units to determine how many
inches are in a foot and how many feet are in a yard.
This experience will help them begin to understand
that rulers and yardsticks are repeated units that
have been attached.
K-1
Grades K-1
Activities
Grades 2-3
2-3 Activities
Grades 4-5
4-5 Activities
6-9
6-9 Grades
Activities
©AIMS Education Foundation
4. When the students have discovered several items
in the classroom that are larger than an inch,
ask them to work with a partner to measure the
length of a book in inches.
5. Discuss the students’ measurements and the processes they used to measure.
6. Have the partners measure several large objects
in inches. Question them about what they could
do to make measuring large objects easier.
7. Guide them to discover the fact that attaching
several of the inchworms together would make the
task easier. Attach several students’ inchworms
together and encourage them to re-measure the
objects previously measured. Discuss the difference in measuring when the units were attached.
Discuss how much easier it would be to measure
large objects if they used a larger unit. Introduce
the foot.
8. Repeat procedures two through six using the foot
and yard units. If desired, have students do the
assembly of the measurement tools themselves.
Part Two
1. Display the yard. Question students about how
many inches equal a foot and how many feet are
in a yard.
2. Invite several students to link their feet together
until they equal one yard. On the board write,
“There are three feet in my yard.”
3. Ask the students how many inchworms they think it
would take to equal one foot. Have students come
forward and link their worms together to equal a
foot. Record the information on the board.
4. Ask the class how many inchworms would fit
in the yard. Ask several students to link their
inchworms together to find out how many
worms equal one yard. Record the information
on the board.
5. Question the students about why they think we
have different units. Discuss whether some units
are better to measure certain objects.
6. Ask the class which unit they would pick if they
wanted to measure the table using the fewest
number of units.
7. Have one group measure it in inches, one group
measure it in feet, and another group measure it
in yards. Compare the results. Discuss the fact
that it is best to use a larger unit when measuring
a large object.
8. Ask the students which unit they would use if they
wanted to measure a small object like an eraser
in the fewest number of units. Allow them to attempt to measure an eraser or other small object
using all three units. Discuss how it is best to use
a small unit when measuring small objects.
©AIMS Education Foundation
9. Provide time for students to explore by measuring several objects in the classroom with all three
measuring devices.
10. Question the students about which unit would be
most appropriate to use to measure a variety of
objects in the class. Discuss why the different
units would be most appropriate for measuring
different things.
Connecting Learning
1. How many inches are in one foot? How many feet
are in your yard? How many inches are in your
yard? How do you know this information?
2. Which unit would be best to use to measure a
football field?
3. Which unit is best to measure something small
like a pencil?
4. What kinds of things would you measure with a
foot? ...an inch? ...a yard?
5. Why do we need different size units?
*
Reprinted with permission from Principles and Standards for
School Mathematics, 2000 by the National Council of Teachers
of Mathematics. All rights reserved.
WINTER 2007
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TAB
Copy these pages onto card stock. Each student needs one copy of
each tool.
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©AIMS Education Foundation
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TAB
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©AIMS Education Foundation