MAFS.2.MD.1.1 Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Cognitive Complexity Level: 2 – Basic Application of Skills and Concepts

[divider] [/divider] Students are able to… 

  • Use a variety of tools and units to measure objects
  • Determine which tools are appropriate to use to measure objects
  • Use precise vocabulary when measuring

[divider] [/divider] Students are able to…because teachers:

  • Provide tasks for students to choose appropriate tools and units to measure objects
  • Allow students to experiment on their own with which tool and unit to use thereby discovering relationships between units
  • Model precise measurement vocabulary

 [divider] [/divider] Questions to ask students:

  • Ask:  How many inches long is this pencil?  How do you know?
    • Sample answer that would indicate understanding:  The student will line up the “0” with the end of the pencil and record the closest inch.
    • Sample answer that indicates an incomplete understanding or a misconception:  The student does not line up the pencil with the “0”; thereby recording an incorrect measurement. OR The student might use the cm side of the ruler rather than the inches side. 
  • Ask: I want to measure how tall the door is.  What tool would be most appropriate to use?  Why?
    • Sample answer that would indicate understanding:  The student will say that they should use a yard stick, because it would take a lot more rulers to measure the length of the hallway.
    • Sample answer that indicates an incomplete understanding or a misconception:  The student will say that they would use a ruler, because they would use feet and a ruler is one foot long.

[divider] [/divider] Additional Resources:

Additional in depth content knowledge

Video:

https://learnzillion.com/lesson_plans/6036-measure-using-a-ruler/

[divider] [/divider] Sample Formative Assessment Tasks:

This task can be implemented individually, with small groups, or with the whole class.

  1. The teacher reads the following to the student aloud.
    Think about the length of the hallway outside. I have a centimeter ruler and a meter stick to choose from. Which tool do you think would be better to measure the length of the hallway outside your classroom? Why do you think so?
  2. The teacher then asks, “If you measured with the centimeter ruler, would it take more iterations (times to move the ruler) or fewer iterations? Why do you think so?”

[divider] [/divider] Resources/Tasks to Support Your Child at Home:

  • Have your child find objects at home to measure the length of.  Encourage them to estimate the length first with whichever unit is chosen.  Then have them measure the actual length of the object using a ruler.  Have your child compare their estimate to the actual length.
  • LearnZillion Instructional Video: Measure Using a Ruler