# MEASUREMENT

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```							MEASUREMENT
GO BACK TO ACTIVITY SLIDE GO TO TEACHER INFORMATION SLIDE

To move from one activity to the next, just click on the slide!
OR CLICK ON A BUTTON TO TAKE YOU DIRECTLY TO AN ACTIVITY. 2 3 4 1

MEASUREMENT

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”.

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

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?

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

ESTIMATION

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…

THAT’S ALL FOLKS!

MEASUREMENT

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.

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.