Name: ________________________________________
Date:________________
Designing a Shoe Cover
Background: Your teacher notices that students are
often coming in to class with shoes covered in mud.
Your task is to design a shoe cover that you can put on
when you enter class so the floors don’t get so dirty.
Task 1: Build a Prototype (example) Shoe Cover.
• Use paper, tape, scissors and colored pencils to design the cover.
• The cover should be built to cover the bottom of your foot.
• The cover needs to fit under your entire shoe and can go up as high as
you would like.
• You can add any design you wish!
Task 2: Review your classmate’s shoe covers using the options below.
Shoe #1: ______________________ (Name of Designer)
Category
Ratings (Circle one and give comments)
Fit of Shoe
Too Big
Too Small
Just Right
Comments:
Design of Shoe
Comments:
Too Plain
Too Fancy
Just Right
Shoe #2: ______________________ (Name of Designer)
Category
Ratings (Circle one and give comments)
Fit of Shoe
Too Big
Too Small
Just Right
Comments:
Design of Shoe
Comments:
Too Plain
IMP Activity: Designing a Shoe Cover
Too Fancy
Just Right
1
LM S1
Shoe #3: ______________________ (Name of Designer)
Category
Ratings (Circle one and give comments)
Fit of Shoe
Too Big
Too Small
Just Right
Comments:
Design of Shoe
Comments:
Too Plain
Too Fancy
Just Right
Task 3: Analysis Questions
1) Would your shoe be a good fit for your teacher? Why?
2) How long was everyone’s shoe cover?
3) If everyone’s shoe cover was 1 foot, why are they not all the same l
length?
4) What directions would you give another class so that they all designed
shoes that were one foot long?
5) How big is a foot?
IMP Activity: Designing a Shoe Cover
2
LM S2
Name: ________________________________________
Date:________________
Measurement Olympics
Task: Your team has been invited to compete in this year’s Olympics. As a team, you will
compete in all events, and record your scores. You each will be assigned a different
measurement tool, and results will be compared at the end.
Team Country Name:__________________________________
Measurement Tool:____________________________________
Group Results- Best Trial
Q-Tip Throw
Student Name
Cotton
Ball Blow
Styropeanut
Serve
Dice High Jump
Team Results- Best of Each Event
Q-Tip
Throw
Cotton Ball
Blow
Styro-peanut
Serve
Dice High Jump
Top
Score:
Appeal (Reason why you do not think results are fair)
I do not think the results are fair because ______________________________________
__________________________________________________________________________
IMP Activity: Measurement Olympics
1
LM S3
Name: ___________________________________
Date: _________
Building a Foot
Part 1: Estimate and measure length
1) Each square you have has a length of “1”. Using your unit of
“1”, estimate the length of each object your teacher shows you.
Object
Name
Estimate
2) Using only your one unit of 1, measure the length of each object to the nearest
unit. Record your measurements below.
Object Name
Measurement
3) Explain how your group measured the length of each object. Draw a picture to
show what you did and what you counted.
4) What if you were asked to measure the length of the classroom with just your
one unit. Can you think of a better way to measure something this long? Record
any ideas below.
Part 2: Build a Ruler
1) Take your 12 one-unit squares and tape them together, end-to-end, in a
straight line. We call this strip a Ruler. What do you think a ruler is used
for?
2) Label the left end of your ruler with a 0. This is the starting point for
anything you will measure.
3) Lay down your 1 unit square just above your ruler. Make a long vertical line
on your ruler at the end of the 1 unit and label this line “1”.
IMP Activity: Building a Foot
1
LM S4
4) Lay down a second 1-unit square next to the first. Make a long vertical line
on your ruler at the end of the 2nd unit and label this line “2”.
5) Repeat this process for as many 1-unit blocks as you can fit in the length of
your ruler. How many units of 1 fit in your ruler?
Part 3: Measure with your ruler
1) Measure the 4 objects again, this time first by laying blocks down to
represent the length and then by using the ruler underneath the blocks.
Example:
Squares
Ruler
0
1
2
3
4
Object Name
Measurement
2) Look at the ruler your teacher gives you. Can you find the numbers 0-12 on
the ruler that match the numbers on your rulers?
IMP Activity: Building a Foot
2
LM S5
3) Use your ruler to measure the length of 4 new objects while your partner
uses the real ruler. Measure separately and then compare your answers.
Note: If the object measures exactly between two units, record (between
____ and _____); otherwise, record the unit the length is closest to. Record
the measurements below.
Object Name
Measurement
Part 4: Defining a Ruler
1) You have built a ruler today. Why do we have rulers?
2) On your ruler, each 1 unit of length is called an inch. The length of the
entire ruler is called 1 foot. How many inches are there in one foot?
3) How many inches are there in 2 feet?
4) What object in the room is about 6 inches long?
5) What object in the room is about 12 inches long?
6) What object in the room is about 2 feet long?
7) About how many feet long do you think the classroom is?
IMP Activity: Building a Foot
3
LM S6
Name: ___________________________________
Date: _________
Building a Meter
Part 1: Estimate and measure length
1) Each cube you have has a length of “1”. Using your units of “1”, estimate the
length of each object your teacher shows you.
Object
Name
Estimate
2) Would it be easy to measure the length of the classroom using just 1 of these
cubes? Why or why not?
3) What can you trade your 10 ones block for? Make this trade and use your 10
rods to measure each object. Record the measurements in the table below.
Object
Name
Length
Part 2: Build a Ruler
1. You are now going to build a meter stick, using 10 of the 10-rods and
labeling each unit on your strip of paper.
2. Label the left end of your paper meter stick with a 0. This is the starting
point for anything you will measure.
3. Lay down your 10 rod just above your paper meter stick. Mark a small
vertical line at the end of each cube, using a longer line to mark the end of
the 10-rod. You should have labeled 0-10 on your paper meter stick.
4. Lay down a second 10-rod next to the first. Make and label lines at the end
of each of these cubes, beginning with 11 and ending with 20.
5. Work with your team to continue to lay down 10 rods and mark and label the
entire meter stick. How many 10-rods fit in your meter stick? How many
units of 1 fit in your meter stick? Show how you could determine this.
IMP Activity: Building a Meter
1
LM S7
Part 3: Measure with your meter stick
1) Measure the 4 objects, using the meter stick you just built. Measure the
shortest objects first with cubes and then with the meter stick.
Object Name
Measurement
2) Look at the meter stick your teacher gives you. Can you find the numbers
0-100 on the meter stick that match the numbers on your meter stick?
3) Use your paper meter stick to measure the length of 4 new objects while
another student in your group uses the real meter stick. Measure separately
and then compare your answers. Note: If the object measures exactly
between two units, record (between ____ and _____); otherwise, record the
unit the length is closest to. Record the measurements below.
Object Name
Measurement
Part 4: Defining a Meter Stick
1) You have built a meter stick today. Why do we have meter sticks?
2) On your meter stick, each 1 unit of length is called a centimeter (cm). The
length of the entire meter stick is called 1 meter (m). How many
centimeters are there in one meter?
3) How many centimeters are there in 2 meters?
4) What object in the room is about 25 centimeters long?
IMP Activity: Building a Meter
2
LM S8
5) What object in the room is about 75 centimeters inches long?
6) What unit is larger, an inch or a centimeter? How do you know?
7) Use your meter stick to count aloud with the class from 10 to 20, touching
each number as you count.
8) Use your meter stick to count aloud with the class from 0 to 100 by tens,
touching each number as you count.
9) Use your meter stick to count aloud with the class from 7 to 35, touching
each number as you count.
10) Use your meter stick to count aloud with the class from 85 to 100, touching
each number as you count.
IMP Activity: Building a Meter
3
LM S9
Name: ________________________________________
Date:________________
Measurement Graphing Estimation Challenge- CM vs In
Object Name or picture
Estimated length (inches)
__________
__________________
Actual length (inches) __________
Estimated length (centimeters)__________
Actual length (centimeters (cm)__________
Choose 4 objects and follow the same steps. Record the group answers below.
Object Name _______________________
Object Name _______________________
Estimated length (inches)
Estimated length (inches)
__________
__________
Actual length (inches) __________
Actual length (inches) __________
Estimated length (cm)__________
Estimated length (cm)__________
Actual length (cm)
Actual length (cm)
__________
__________
Object Name _______________________
Object Name _______________________
Estimated length (inches)
Estimated length (inches)
__________
__________
Actual length (inches) __________
Actual length (inches) __________
Estimated length (cm)__________
Estimated length (cm)__________
Actual length (cm)
Actual length (cm)
__________
__________
IMP Activity: Measurement Graphing Estimation Challenge CM vs In
1
LM S10
Bar Graph of 5 Objects: Length in Centimeters (cm)
38
centimeter
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
Name
0
IMP Activity: Measurement Graphing Estimation Challenge CM vs In
2
LM S11
Bar Graph of 5 Objects: Length in Inches (in)
20
Inches
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Name
0
IMP Activity: Measurement Graphing Estimation Challenge CM vs In
3
LM S12
Name: ________________________________________
Date:________________
Who is the Farthest?- Inside
Directions: Plot each value on the rulers provided below and answer the
question that follows. Make sure to use the appropriate ruler for each unit!
Set 1
a) Show 4 inches.
b) Show 4 centimeters.
c) Which distance is farther, 4 inches or 4 centimeters? Why?
0
1 in
2 in
3 in
4 in
5 in
6 in
7 in
Centimeter Ruler
0
1
2
3
4
5
6
7
Set 2
a) Show 7 inches.
b) Show 7 centimeters.
c) Which distance is shorter, 7 inches or 7 centimeters? Why?
0
1 in
2 in
3 in
4 in
5 in
6 in
7 in
6 in
7 in
Centimeter Ruler
0
1
2
3
4
5
6
7
Set 3
a) Show 2 centimeters.
b) Show 2 inches.
c) Which distance is farther, 2 centimeters of 2 inches? Why?
0
1 in
2 in
3 in
4 in
5 in
Centimeter Ruler
0
1
2
3
4
5
6
7
IMP Activity: Who is the Farthest?
1
LM S13
Set 4
a) Show 5 centimeters.
b) Show 5 inches.
c) Which distance is shorter, 5 centimeters or 5 inches? Why?
0
1 in
2 in
3 in
4 in
5 in
6 in
7 in
Centimeter Ruler
0
1
2
3
4
5
6
7
5) Which distance is farther, 100 inches or 100 centimeters? Why?
6) John ran 20 feet. Max ran 20 meters. Did they run the same distance? If
not, who ran farther? Why?
7) Carol ran 20 inches. Josie ran 20 meters. Did they run the same
distance? If not, who ran farther? Why?
8) Jose ran 20 units and is very close to where he started. What units do
you think his 20 units are measured in?
IMP Activity: Who is the Farthest?
2 LM S14
Name: ________________________________________
Date:________________
Estimate, Throw, Compare Challenge
Challenge 1: You will be throwing a cotton ball as far as you can. Estimate
how far you can throw.
1) Which unit will you use for your estimate (cm, in, feet, meters)?
2) Using the number line below, mark a point to represent your estimate.
3) Once all team members are ready, each person measures and then
marks a point on the ground with chalk to represent their estimate.
4) Each team member throws their cotton ball and writes their name
where it landed.
5) Each team member will measure how far their cotton ball went, to the
nearest whole unit.
6) Each team member must use the tape measure, ruler or meter stick to
determine how far off the estimate was (how many units away did the
cotton ball land from the estimate?)
7) Record all group information in the table below (see example).
Name
Estimated Distance
Example
Actual Distance
14 feet
Difference (How Far
Off?) Show Math!
8 feet
Picture
14 – 8 = 6 or
8 + 6 = 14
-6
0 ft.
8 ft.
(actual)
14 ft.
(estimate)
Picture
Picture
Picture
IMP Activity: Estimate, Throw, Compare Challenge
1
LM S15
Picture
Challenge 2: Throwing a Ball
Repeat the SAME steps from challenge 1, but this time throwing a ball.
1) Which unit will you use for your estimate (cm, in, feet, meters)?
Data Table
Name
Estimated Distance
Actual Distance
Difference (How Far
Off?) Show Math!
Picture
Picture
Picture
Picture
IMP Activity: Estimate, Throw, Compare Challenge
2
LM S16
Challenge 3: How Far can you Long Jump?
Repeat the SAME steps from challenge 1, but this estimate how far you can
hop (begin with two feet together behind a starting line and jump off both
feet; measure where you land.)
1) Which unit will you use for your estimate (cm, in, feet, meters)?
Data Table
Name
Estimated Distance
Actual Distance
Difference (How Far
Off?) Show Math!
Picture
Picture
Picture
Picture
Practice Questions
1. Emmanuel estimated he could run 17 meters in 3 seconds. He was
able to run 12 meters. How far off was his estimate? Use a math
sentence to show your answer.
2. Vanessa estimated she could run 12 meters in 3 seconds. She was
able to run 17 meters. How far off was her estimate? Use a math
sentence to show your answer.
IMP Activity: Estimate, Throw, Compare Challenge
3
LM S17
Name: ________________________________________
Date:________________
How Much Was Cut?
Set-up
You and your partner need 15 pieces of string, scissors and a ruler or meter
stick. Make sure you agree on which unit you will use to measure each time.
Game #1: Missing Piece
Objective: Get as close as possible to estimating how much string was cut
off.
1) Partner A takes a piece of string and cuts it to be any length he/she
chooses. Measure and record the length in the table below.
2) Partner B then cuts a piece off of Partner A’s string and hides this
piece.
3) Partner A will look at what is left and estimate how much was cut off.
Record the estimate in the table.
4) Partner A can then measure the piece that is left and try to guess how
long the piece hiding is.
5) Partner B will measure the piece he/she cut off and is hiding and
record this in the table.
6) Draw a picture and math sentence to show the two pieces and the
whole.
7) Trade roles and play a total of 4 times.
Original
Length of
String
12 in
What was Cut
off?
Estimate: 2 in
Actual: 3 in
How
Much is
left?
9 in
Picture to show pieces and whole
and Math Sentence
Original String- 12 in
Amount Left- 9 in
Cut-off 3 in.
9 + 3 = 12 OR 12 – 9 = 3
IMP Activity: How Much Was Cut?
1 LM S18
Game #2: How Long
Objective: Get as close as possible to estimating the total length of the
string.
1) Partner A cuts any length of string he/she chooses, does NOT show it
to partner B, but measures the length and secretly records it in the
table.
2) Partner B cuts any length of string he/she chooses (from a new string),
does not show partner A, and measures the length and secretly records
it in the table.
3) Partners A and B now show each other their piece of string and lay
them down end-to-end. They work together to estimate the total
length of the two pieces (not sharing how long their piece is).
4) Record the estimated total in the table.
5) Measure the total length and record this in the table.
6) Draw a picture and write a math sentence to represent the pieces and
the total.
7) Play this game 3 times, each time beginning with a different length of
string.
Length
String A
9 in
Length
String B
3 in
Total Length
Estimate: 10 in
Actual: 12 in
Picture to show pieces and whole
and Math Sentence
Total Length- 12 in
Partner A- 9 in
Partner B 3 in.
9 + 3 = 12
IMP Activity: How Much Was Cut?
2 LM S19
Problem Solving: Draw a picture and solve
1. A building is shown below. The total height is 24 feet. The second
floor is 10 feet tall. How tall is the first floor?
10 ft.
24 ft.
? ft.
2. The same building has a total length of 54 feet. The roof on the
second floor is 30 feet. How long is the roof on the small section of
30 ft.
the first floor?
? ft.
54 ft.
3. The length of a toy plane is 12 inches. The battleship is 5 inches
longer than the plane. How long is the battleship?
4. Two jump ropes have a total length of 11 feet. If one jump rope is 6
feet long, how long is the other one?
5. Jackie and Sylvia made two bracelets. They used 28 centimeters of
string to make them. How long could each girl’s bracelet be?
6. If Jackie’s bracelet is 8 cm longer than Sylvia’s bracelet, how long is
Jackie’s bracelet?
7. Carden is putting a ribbon of icing around the outside edges of a
square based cake. If one side of her cake is 7 inches long, how many
inches of frosting will she need to outline all four sides of the cake?
IMP Activity: How Much Was Cut?
3
LM S20
Name: ________________________________________
Date:________________
Shark Bait
Goal of the Game: Cross the river without being eaten (tagged) by the shark.
Set-Up and Rules
 The “Shark” will be standing 10 meters from the “fish” with his/her back
facing the fish.
 Each “fish” will take turns asking permission to take a number of steps
forward (from 1 to 10) and state in which unit they would like to swim (cm,
in., feet or meters). Each fish will use the sentence frame, “Mr. Shark, Mr.
Shark, may I take ______ (number) ________ (unit) steps forward?”
 The Shark can say “yes”, “yes, but in ______ units” or “no”.
 The official group measurer will then come out to measure how far that fish
can move forward and the fish will move that many steps closer to the edge of
the river.
 The next fish will now ask to move and follow the same process.
 Fish continue taking turns asking to move a certain distance and moving until
one of the following happens:
a. A fish crosses the edge of the river. If this happens, the fish earns 2
points.
b. The Shark decides to turn around and go after the fish. If the Shark tags
a fish before they make it back to either side of the river, that fish is out
and the shark earns 5 points for each fish tagged. Any fish who make it
safely to either side earn 1 point.
 Note: The shark can turn around to try to tag the fish at ANY point during the
game. Fish can run to either side of the river for safety.
 Trade roles and play again until everyone gets to be shark and measurer.
Shark (Back Facing Fish)
Ending Edge of River (Crossing goal)
10
meters
River
Measurer
Beginning Edge of River
Fish #1
IMP Activity: Shark Bait
Fish #2
Fish #3
Fish #4
1
LM S21