longest object in the set (estimating). Ask the class, how did you estimate the length of your objects? How did you organize yourselves? Have the centicube and snap cube groups combine but remain in order of length Do the same with the popsicle sticks and straws groups. (Making two linear value lines). Next, have the larger unit group (popsicle sticks and straws) connect with the smaller unit group (centicubes, snap cubes) to make one value line of shortest object to longest object. Discuss any objects that may be questionable between the units of measurement. Have students pin or tape their object cards from the shortest to the longest object. Alternative Working On It or Extension Activity: Choose 4 objects and order them from shortest to longest. Discuss which benchmark unit (centicube, snap cubes, popsicle sticks, straws) they would use to measure each object.
longest object in the set (estimating). Ask the class, how did you estimate the length of your objects? How did you organize yourselves? Have the centicube and snap cube groups combine but remain in order of length Do the same with the popsicle sticks and straws groups. (Making two linear value lines). Next, have the larger unit group (popsicle sticks and straws) connect with the smaller unit group (centicubes, snap cubes) to make one value line of shortest object to longest object. Discuss any objects that may be questionable between the units of measurement. Have students pin or tape their object cards from the shortest to the longest object. Alternative Working On It or Extension Activity: Choose 4 objects and order them from shortest to longest. Discuss which benchmark unit (centicube, snap cubes, popsicle sticks, straws) they would use to measure each object.
task-1-selecting-appropriate-units-for-measurement.docx