Name: _________________________________
Length – Introduction to Length
Classwork
1. Circle the US Measurement units. Put an x on the Metric Measurement
units.
Feet
Meters
Centimeters
Inches
Feet
Yards
2. Beth is new to class. Explain to her why it is not a good idea to measure
objects with our own hands.
___________________________________________________________
___________________________________________________________
3. Work with a friend and draw 4 objects from our classroom that you would like
to find out the length of.
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Length – Introduction to Length
Homework
1. Circle the objects that we use to measure length.
2. If you measured the length of your bedroom with your foot and then your
mom measured the length of your room with her foot. Would you get the
same measurement? Why?
_____________________________________________________________
_____________________________________________________________
Circle the measurement system each unit belongs to.
3. Meters
US Measurement
Metric Measurement
4. Feet
US Measurement
Metric Measurement
5. Yards
US Measurement
Metric Measurement
6. Inches
US Measurement
Metric Measurement
7. Centimeters
US Measurement
Metric Measurement
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Length – Measuring with a Ruler
Classwork
1. Below is a ruler. Color each inch unit on the ruler a different color. The first
one is done for you.
2. When measuring with a ruler, we line the object up with the number ______.
Use your ruler to help you.
3. A standard ruler starts with the number ________.
4. A standard ruler has ______ inches.
5. A standard ruler has ______ centimeters.
6. What number is missing from the ruler below? _______
7. What number is missing from the ruler below? _______
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Length – Measuring with a Ruler
Homework
1. Most standard rulers can measure in ________ and ________.
a. meters
b. inches
c. centimeters
d. yards
2. When using a ruler, the number 1 should be on the _______.
a. Left
b. Right
Look at each picture. Circle yes if they measured correctly. Circle no if not.
Yes
No
Yes
No
Yes
No
Explain why you circled yes or no for the pencil.
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Length – Inches
Classwork
Use the ruler to measure in inches.
1.
__________ inches
2.
__________ inches
3.
__________ inches
4.
__________ inches
5. Measure the sides of the triangle in inches. Write each measure next to the
side.
Side C _________
Side A _________
Side B _________
6. What is the length of side A and side B together? ______
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Name: _________________________________
Length – Inches
Homework
Use the ruler to measure in inches.
1.
__________ inches
2.
__________ inches
3.
__________ inches
4.
__________ inches
5. Measure the sides of the rectangle in inches. Write each measure next to the
side.
Side C _________
Side B _________
Side A _________
Side D _________
6. What is the length of side A and side C together? ______
7. What is the length of side B and side D together? ______
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Length – Measuring Feet
Classwork
Trace your foot. Choose three things around your classroom to measure with
your foot and a ruler. Fill in the table.
Item Measured
Foot
Ruler
1.
2.
3.
1. Were there more standard feet or student feet in the items you measured?
____________________________________________________________
2. Do you think your foot measurements and your teacher’s foot measurements
would be the same? Explain.
____________________________________________________________
____________________________________________________________
3. Why do we use rulers to measure instead of our feet?
____________________________________________________________
____________________________________________________________
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Name: _________________________________
Length – Measuring Feet
Homework
Trace your foot. Choose four things around your home to measure with your
foot and a ruler. Fill in the table.
Item Measured
Foot
Ruler
1.
2.
3.
4.
1. Were there more standard feet or student feet in the items you measured?
____________________________________________________________
2. Which item that you measured was the longest in standard feet?
____________________________________________________________
3. Which item that you measured was the shortest in your feet?
____________________________________________________________
4. If you measured the same items with our mom’s foot would you get the same
measurements? Why
____________________________________________________________
____________________________________________________________
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Length – Measuring in Yards
Classwork
1. Mr. Lee’s class measured the length of places around their school.
Below is a list of their measurements. Use these measurements to fill in the
table.
100 yds.
20 yds.
Item Measured
11 yds.
Yards
Classroom
Soccer Field
Library
2. How many feet are in a yard? ___________
3. Look around the classroom for four objects that are about a yard. Write them
below and then measure them in feet with a partner.
Object
Measurement in Feet
___________________________
_________________
___________________________
_________________
________________________________
____________________
________________________________
____________________
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Name: _________________________________
Length – Measuring in Yards
Homework
1. Jason measured the length of places around his home and neighborhood.
Below is a list of his measurements. Use these measurements to fill in the
table.
120 yds.
26 yds.
Item Measured
6 yds.
Yards
Football Field
Bedroom
Playground
2. Look around where you live for four objects that you would measure in
yards. Write them below.
___________________________________
___________________________________
_________________________________________
_________________________________________
3. There are ______ feet in 1 yard.
There are ______ feet in 2 yards.
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Length – Measurement in Centimeter Units
Classwork
Use a centimeter ruler to find the length of each object.
1. The picture of the pencil is about ________ centimeters long.
2. The picture of the stick is about ________ centimeters long.
3. The picture of the bone is about ______ centimeters long.
4. Jake was looking at a life-size picture of a snake. He measured the head to
be 3 centimeters long. The rest of the snake’s body was 15 centimeters. What
was the total length of the snake? __________
5. Measure these lines in cm.
______ cm
______ cm
______ cm
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Length – Measurement in Centimeter Units
Homework
1. Kim used her ruler to measure the paperclip in centimeters.
Kim thinks the picture of the large paper clip is 4 centimeters long.
Is her answer correct? Explain why or why not.
2. The picture of the brush is about _______ centimeters long.
3. About how wide is the picture of the baseball?
_______ centimeters
Measure these lines in cm.
______ cm
______ cm
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Length – Measuring with a Meter Stick
Classwork
Measure 4 objects in the classroom with a meter stick. Complete the chart
below.
Object Name
Length in Meters
a.
b.
c.
d.
Measure the same 4 objects above with a centimeter ruler. Complete the chart
below.
Object Name
Length in Centimeters
a.
b.
c.
d.
Does it take more meters or more centimeters to measure each object? Explain
your answer.
____________________________________________________________
____________________________________________________________
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Name: _________________________________
Length – Measuring with a Meter Stick
Homework
List 5 things outside of school that you could measure with a meter stick.
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
Why would you want to measure those things with a meter stick rather than a
centimeter ruler?
____________________________________________________________
____________________________________________________________
Circle centimeter or meter to show what measurement you would use to
measure each object.
Length of a car
centimeter
meter
Length of a notebook
centimeter
meter
Height of a tree
centimeter
meter
Would it take more centimeters or more meters to measure the length of a
room? Explain your answer.
____________________________________________________________
____________________________________________________________
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Name: _________________________________
Length – Tape Measure
Classwork
1. Work with a partner to measure to measure your wrist, ankle, head and neck
in inches and centimeters.
Body Part
Inches
Centimeters
Neck
Wrist
Ankle
Head
2. Who has a larger neck?
Me
My Partner
3. Who has a smaller wrist?
Me
My Partner
4. Who has a larger ankle?
Me
My Partner
5. Who has a smaller head?
Me
My Partner
6. Work with your partner to measure the following items with a tape measure.
Object
Inches
Centimeters
Teachers Desk
White Board
7. I am _____ inches tall.
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Length – Tape Measure
Homework
1. Draw 4 objects in your house that you need a tape measure to measure.
2. You want to buy a new hat but need to know how big your head is. Could
you use a standard ruler? Why or Why not?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Circle yes or no if you need a tape measure to measure the object.
3. A soccer ball
yes
no
4. A pencil
yes
no
5. An apple
yes
no
6. A picture frame
yes
no
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Name: _________________________________
Length – Which Unit? Which Tool?
Classwork
1. Circle to show which tool you would use to measure each object.
a. Length of a hallway
inch ruler
yard stick
tape measure
b. Length of a skateboard
inch ruler
yard stick
tape measure
c. Around your wrist
inch ruler
yard stick
tape measure
d. Height of a house
inch ruler
yard stick
tape measure
e. Around a basketball
inch ruler
yard stick
tape measure
f. Length of a television
inch ruler
yard stick
tape measure
2. Fill in the blanks with in. (inches), ft. (feet), or yd. (yards).
a. A kids shoe is about 6 ______ long.
b. A running track is often 440 _____ long.
c. A newborn baby could be 21 ________ long.
d. The door is about 7 ______ tall.
3. Kathy’s coach wanted her to help draw lines for the soccer field. What tool
would she most likely use, a centimeter ruler, a meter stick, or a tape measure?
Explain.
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Name: _________________________________
Length – Which Unit? Which Tool?
Homework
1. Circle to show which tool you would use to measure certain objects.
a. length of a pencil
cm ruler
meter stick
tape measure
b. length of a bed
cm ruler
meter stick
tape measure
c. length of a car
cm ruler
meter stick
tape measure
d. height of a door
cm ruler
meter stick
tape measure
e. around your head
cm ruler
meter stick
tape measure
f. length of a book
cm ruler
meter stick
tape measure
2. Fill in the blanks with cm (centimeters) or m (meters).
a. A cup is about 10 ______ high.
b. A swimming pool is 25 _____ long.
c. Some people live in houses that are about 5 _____ high.
d. Someone’s foot can be 15 _____ long
3. If you measured the height of a door, would it have more centimeters or more
meters? Explain.
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Name: _________________________________
Length – Length Comparison
Classwork
Measure each set of lines. Then compare their lengths by completing the
subtraction sentence.
1. Line A
______ in
Line B
How much longer is Line A? ______
______ - ______ =______
2. Line C
______ cm
Line D
_____ cm
How much longer is Line C? ______
______ - ______ =______
3. Line E
______ in
Line F
_____ in
How much shorter is Line E? ______
______ - ______ =______
4. Fred’s foot length is 16 centimeters. Is older brother’s foot length is 24 cm.
How much longer is his brother’s foot? Show your work.
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Name: _________________________________
Length – Length Comparison
Homework
Measure each set of lines. Then compare their lengths by completing the
subtraction sentence.
1. Line A
_____ cm
Line B
_____ cm
How much shorter is Line A? ______
______ - ______ =______
2. Line C
_____ in
Line D
_____ in
How much longer is Line D? ______
______ - ______ =______
3. Line E
_____ cm
Line F
_____ cm
How much longer is Line E? ______
______ - ______ =______
4. Pam’s new baby sister is 56 cm tall. Her brother who is one year old is 80 cm
tall. How much taller is her brother? Show your work
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Name: _________________________________
Length – Measuring in Different Units
Classwork
Use a centimeter ruler and an inch ruler to measure the lines below to the
nearest unit.
1. Line A
Line A is about ______ cm long.
Line A is about ______ inches long
2. Line B
Line B is about ______ cm long.
Line B is about ______ inches long
3. When I measured lines A and B in centimeters and then in inches, there
were always more _________.
A. centimeters
B. inches.
4. I think this is because ________________________________________
____________________________________________________________
5. Draw a line that is 4 inches long. Label it Line C.
Then, draw a line that is 4 centimeters long. Label it Line B.
Explain why four inches is longer than 4 centimeters.
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Name: _________________________________
Length – Measuring in Different Units
Homework
1. Corey measured Line F and Line G as shown below.
Line F
Line G
Corey said that Line G is longer because it measured about 26 and Line F only
measured about 10. Since 26 is more than 10, then Line G must be longer. Is
she correct? Explain.
2. Kirk and his big brother are measuring their kitchen. Kirk measured in feet
and said the kitchen is 20 feet long. His big brother will measure the kitchen in
yards. Will he get a higher number or lower number when he measures the
kitchen in yards? Explain.
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Name: _________________________________
Length – Estimation in/ft.
Classwork
Find each object. Estimate the length. Have your teacher look at your
estimates. Then measure each object.
Object
NJ Center for Teaching and Learning
Estimate
Measure
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
About ______ inches
~ 23 ~
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Name: _________________________________
Length – Estimation in/ft.
Homework
What would be the length of the real object pictured? Circle the best estimate.
1.
a.
2 in
b.
12 in
2 ft.
2.
a.
6 in
b.
2 ft.
c.
3.
a.
10 in
b.
3 ft.
c. 10
4.
a.
3 in
b.
7 in
c.
3 ft.
5.
a.
7 in
b.
1 ft.
c.
7 ft.
c.
6 ft.
ft.
6. What would you use to estimate the height of each object? Circle.
Your finger
Your finger
Arm span
Arm span
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Length – Estimation cm/m
Classwork
What would the length of each object be? Circle the best estimate.
1.
a. 1 cm
b. 1 m
2.
a. 3 cm
b. 3 m
3.
a. 2 cm
b. 2 m
a. 8 cm
b. 8 m
4.
What would you use to measure the height of each object? Circle.
centimeters
centimeters
meters
meters
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~ 25 ~
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Name: _________________________________
Length – Estimate Length
Homework
First estimate the length of each line using benchmarks you know about. Then,
find the actual measurement using a centimeter ruler.
1.
a. Estimate: _______ cm
b. Actual: _______ cm
2.
a. Estimate: _______ cm
b. Actual: _______ cm
Circle the correct unit of measurement for each estimation.
3. The length of a pencil is about 15 _____
cm
m
4. The height of a ceiling is about 3 _____
cm
m
5. The length of a bed is about 2 ______
cm
m
6. The distance around your wrist is about 15 _____
cm
m
7. The length of a soccer field is about 100 ______
cm
m
8. Draw a line to show the distance between your thumb and pinky when they
are spread as wide as you can. About how many centimeters long is your hand
span? ______
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Length – Number Line as a Ruler
Classwork
Find the value on each point of the number line marked by a letter.
1.
A
10
Point A is _______
80
B
point B is _______
2. If each unit is 5, what does point C equal?
C
25
Point C = _______
3. If each unit is 10, what does point D and point E equal?
E
D
Point D = _____
80
Point E = _______
What is the difference between point D and point E? ________
4. If point F is exactly in the middle of the endpoints, what is point F?
45
F
85
Point F is _______
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Name: _________________________________
Length – Number Line as a Ruler
Homework
Find the value on each point of the number line marked by a letter.
1.
A
20
Point A is _______
55
B
Point B is _______
2. If each unit is 10, what does point C equal?
C
30
Point C = _______
3. If each unit is 1, what does point D and point E equal?
D
Point D = _____
E
20
Point E = _______
What is the difference between point D and Point E? ________
4. If point F is exactly in the middle of the endpoints, what is point F?
20
F
60
Point F is _______
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Length – Number Stories on a Number Line
Classwork
Show your work on the number line. Then write a number sentence to match.
1. Jill walked 25 feet. Jim walked 15 feet more than her. How many feet did
Jim walk?
Number sentence ___________________
2. Kyle ate 50 peanuts. Then he ate 10 more. How many did he eat in all?
Number sentence ___________________
3. Wanda was building a tower. So far it was 30 cm tall. She wanted it to be 45
cm taller. How tall would it be then?
Number sentence ___________________
4. Jason ran 45 meters. He had to run 25 more meters to get to the finish line.
How far will he have run?
Number sentence ___________________
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Name: _________________________________
Length – Number Stories on a Number Line
Homework
Show your work on the number line. Then write a number sentence to match.
1. John threw a football 40 yards. Hank threw the ball 15 more yards than
John. How far did Hank throw the ball?
Number sentence ___________________
2. Karen’s room is 15 feet wide. Her sister’s room is 20 feet wider. How wide
is her sister’s room?
Number sentence ___________________
3. Fran and her sister Joni were seeing how far they could flick their marbles.
Fran flicked her marble 65 inches. Joni flicked her marble 30 more inches than
her sister. How far did Joni flick the marble?
Number sentence ___________________
4. Tomas and his dad drove 25 miles to visit his family. He drove 15 more miles
the next day to visit more family. How many miles had they gone all together?
Number sentence ___________________
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Name: _________________________________
Length – Line Plot
Classwork
Class 2D counted the number of buttons on their classmates shirts. Look at the
line plot. Answer the questions.
Number of Buttons on Shirts
1. What is the greatest number of buttons on shirts?
________
2. What is the fewest number of buttons on shirts?
________
3. What is the most common number of buttons on shirts?
________
4. What is the least common number of buttons on shirts?
________
5. How many students have 2 buttons on their shirt?
________
6. Four students have ______ buttons on their shirt.
7. How many students have 4 or more buttons on their shirt?
________
8. How many students have no buttons on their shirt?
________
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Length – Line Plot
Homework
The students in Mrs. Smith’s class counted the crayons in their desks. Look at
the line plot and answer the questions.
Student’s Crayons
1. What is the most number of crayons?
________
2. What is the least number of crayons?
________
3. How many students had 10 crayons?
________
4. What is the difference between the most number of
crayons and the least number of crayons?
________
5. How many crayons did the most number of students have?
________
6. How many students had 7 crayons?
________
7. How many students had 13 or more crayons?
________
8. A student recounted his crayons and had 16 not 15 crayons.
How many students have 16 crayons now?
________
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Length – Line Plot pt. 2
Classwork
Mrs. Smith graded her students spelling tests. Look at the line plot of the
grades.
Answer the questions.
Student Spelling Grades
1. How many students got a 100 on their test?
________
2. What is the most common grade on the test?
________
3. How many students got a 90 on their test?
________
4. How many more students got a 95 than an 88?
________
5. Jose was absent on the day of the test. He got a 94 on his test.
How many students scored a 94 now?
________
7. Did more students score an 88 or a 90?
________
8. What is the title of this line plot?
________________________________________________
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Name: _________________________________
Length – Line Plot pt. 2
Homework
The students in Room 14 measured their height in inches.
Look at the line plot. Answer the questions.
Height of Students in Room 14
1. What is the shortest height in the class?
________
2. Which height had the most number of students?
________
3. How many students were 51 inches tall?
________
4. What is the difference between students
who were 53 inches tall and 48 inches tall?
________
The students in Room 12 counted the number of books they read in one month.
Look at the line plot. Answer the questions.
Number of Books Read
5. How many students read 5 books?
________
6. What number of books occurs most often?
________
7. How many students read between 4 and 10 books altogether?
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