MEASUREMENT
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MEASUREMENT
Teachers, click here and
read me first!
The Metric march
Using a full sheet of paper, make
five dots arranged in the “M”
pattern seen below:
2.
4.
3.
Start .
. Finish
MEASUREMENT
The Metric measurement march
First, predict where along the “m” pathway will you
be at the end of the game. Will you have your entire
“M” drawn? Or perhaps will you only be halfway into
your M? the winners of the game are those who come
closest to their actual prediction, and not those who
complete the “M”.
Your teacher will now ask you questions. For
example, If you rode your bike to school today, go 5
mm. You will then estimate 5mm along the line from
start toward number 2. Using a colored pencil, make
a mark at that estimated spot. Now take a ruler and
measure 5mm and make a mark with your lead pencil.
The game continues until all questions are asked.
Good luck!
MEASUREMENT
Read me
first!
Inch Your Way to Measurement
1. What is the average of all boys' smiles?
2. What is the average of all girls' smiles?
3. Who is the tallest person in our class?
4. Who is the shortest person in our class?
5. Find the difference between the tallest and
shortest person in our class.
MORE QUESTIONS
MEASUREMENT
Inch Your Way to Measurement
6. How tall are _______ and ________ when
added together?
7. Find the difference between your height and
your foot.
8. Find the difference between the widest class
smile and the shortest class smile.
9. What size foot is most common in our class?
10. Do you think that a bigger smile means that
person is happier? Why or why not?
ESTIMATION
Estimate the number of times you
can write your first and last
name in one minute. Write your
estimate in your math journal.
Click the timer
button to begin
the timer
CLICK TO
BEGIN
TIMER
Time’s Up!
HOW MANY
INCHES TALL DO
YOU THINK YOUR
TEACHER IS?Write your
estimate in your
Math Journal
and then
measure
his/her height!
WERE YOU…
MEASUREMENT
THAT’S ALL FOLKS!
HOPE YOU ENJOYED OUR
ACTIVITIES.
Inch-by-inch you’re measuring up to
math!
TEACHERS
We have included buttons on this page that will get you to
each section of skills. Just click on the button and it will
take you directly to the first page of the section. The last
page of each skill section will bring you back to this page.
Just click on the little house button.
PATTERNS
GRAPHING
GEOMETRY
FRACTIONS
DECIMALS
measurement
PROBLEM
SOLVING
MEASUREMENT
Inch Your Way to Measurement
This activity will involve students by having them
measure their feet, smiles and height. Clarify whether the
students are to use metric or standard measurements.
With a partner, students should take turns tracing each
others foot on a piece of construction paper. Each student
should then measure the length of their own foot. Have
students record this information in their math journal.
Next, students will hold a piece of string up to their
widest smile and then cut the string to the smiles length.
After measuring the length of the string, students should
record this in their math journal.
Next page please
MEASUREMENT
Inch Your Way to Measurement
Using four or five long pieces of butcher paper taped to walls, have small
groups of students mark off each others height with a small tick mark and
their abbreviations. (You can use the other side of this paper for making
class graphs) Each student should then measure their own height in the
desired units.
Generate a class graph of each of the three measurements. Students may
record the information with an individual graph at their own seats if you
desire. After the graphs are complete, students should answer questions
about the data in their math journals. It's always best to have the students
come up with the questions on their own, then combine all group
questions for the class to answer.
MEASUREMENT
*Metric March- There are three slides for this activity.
This activity encourages children to feel comfortable with
the units millimeter and centimeter on a ruler.
As the students answer teacher-initiated questions about
everyday activities, they estimate the distance given by
the teacher and mark with a red pencil, then they measure
with their rulers and compete with others in class to
complete an M first.
Next page please
MEASUREMENT
*Metric March: Using a full sheet of paper, make five
dots arranged in the M pattern seen below:
2.
4.
3.
Start .
. finish
Tell the students that they will be able to move the amount
in centimeters or millimeters that you as their teacher
decide depending on their answers to certain questions.
For example, If you rode your bike to school today, go 5
mm. If you got to school any other way, move 1 cm. The
students would then draw a red dot on the path, estimating
the distance, then use a regular & ruler to measure and
draw the actual length.
Next page please
MEASUREMENT
*Metric March: Before beginning the game, ask students
to predict in yellow crayon where they will end up when
the game is over. Will they have their entire M drawn? Or
perhaps will they only be halfway into their M? Students
should know that the winners of the game are those who
come closest to their actual prediction, and not those who
complete the M. (Unless you decide to change the rules)