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SOL: 3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 1/2 inch, inch
Lesson Objective: The student will be able to estimate the length of an object using length
benchmarks for an inch and inch.
Teacher Preparation:
Collect objects of various lengths (i.e. stapler, pair of scissors, pencil, book, notebook,
etc.) to be measured
Print the Inch Benchmarks recording worksheet for each student
Materials:
Large sheet of paper for anchor chart
Markers
Objects for measuring
Rulers
Writing utensil
Quarters
Snap cubes
Inch Benchmarks recording worksheet
Time: 1 hour and 20 minutes
*Whole Group- 20 minutes
*4 rotations- 25 minutes per rotation
Implementation
Opening: As a whole group, the class will create an anchor chart about measuring length.
Anchor chart can include:
Definition of Length- the distance from one end to another; how long something is
Standard vs. Nonstandard units
Measurement Benchmarks for Inches- width of a quarter, tip of thumb to first joint, snap
cube, small paper clip
Tools for Measuring Length- ruler, yard stick, meter stick, tape measure (plastic and
retractable)
Words Associated with Measuring Length- inch, centimeter, meter, foot, yard, mile
Explain that for this unit, we will be focusing on measuring to the nearest inch and inch.
Highlight words on the anchor chart that they will be using in the upcoming unit (inch, ruler,
measuring tape, and measurement benchmarks).
The teacher will explain that the benchmarks are NON-STANDARD units of measure. Nonstandard units of measure are objects that we can use to measure something, but are not typically
used. Have students give more examples of non-standard units of measure. Then discuss
STANDARD units of measure and that they are what we use to accurately measure something.
Have students give more examples of standard units of measure.
Give an example of why we might want to know some measurement benchmarks (needing to
know about how long something is but do not have a measuring device). Demonstrate to
students how to estimate how long something is using your thumb, quarters, and snap cubes.
Explain that it is important to line these objects straight and so that they are touching.
Activity: Students will break into their math rotations.
Explain to students that today we will use our new knowledge of some measurement benchmarks
we can use for inches. Review some of the benchmarks with emphasis on tip of thumb to first
joint, quarter, and snap cubes.
Using one of the recording sheets as an example, tell students that they are going to try
estimating how long objects are by using benchmarks to measure. Once they have estimated the
length of all of the objects, they will be given a ruler to measure the objects again to see how
close they were when estimating.
Put students in groups of 2 to 3 and give them the objects to be measured, quarters, and snap
cubes. Rulers will be handed out after the groups have finished estimating their objects.
Closing: Have groups sit close to the teacher. Ask students:
Were your estimates close to the actual length?
Why might some of the estimates be different in each group? (size of thumb might be
different)
Collect recording sheets, rulers, and objects.
The teacher will place students in groups of two to three to conduct the experiment. Ask students
which object they believe will move the farthest and which will move the least. Have students
record their predictions.
Instruct students that they make only select one object to work with at a time. When they are
finished with an object, they should return it to the teacher and select a new one. The students
will continue to test objects.
Closing: As a group, the students and teachers will complete the questions on the bottom of the
worksheet and compare answers. Discuss why some groups may have different answers.
Collect Straw Sliding worksheets.
Closing: Have students share their personal best length for each jump to find out who jumped
the furthest in each category. Collect Jumping Olympics! recording sheets from each student.