BE PRECISE – Measurement

BE PRECISE – Measurement

Overview -
Enduring Understanding:

• (7) ME02: Students will demonstrate precision in measuring objects. The
students will explain how the selection of a unit affects the precision of a
measurement in a given situation.

Essential Questions:
• Why is precision in measurement important?
• How do you measure an object’s dimensions accurately?
• What tools best fit linear measurement?
• How do you determine the best unit of measure for various linear
measurements?

Prerequisites for Lesson:
• Vocabulary:
• measurement, linear, length, width, inch, foot/feet, yard, square inches, area,
perimeter ,surface area, square feet, precise, precision, standard units,
estimate, average, covert/conversion
• Skills:
• Students should be able to identify and determine perimeter and area
(ME01).
• Students should be able to identify standard units of length (ME02)
• Students should be able to use a ruler to measure precisely in whole inch
increments (ME03).
• Concepts:
• Students should be able to demonstrate understanding of the concept of
length (ME01).
• Students should be able to demonstrate understanding of differences
between standard and non-standard units of length (ME01).

Related GLEs:
EALR 1.2 Understand and apply concepts and procedures from measurement.
GLE 1.2.1: Understand how changes in one linear dimension affect other
linear measurements and the area of rectangles.
In extension activities, students will use linear measurements to
determine the area of a sport court. They will demonstrate how a
change in one dimension affects a change in area.
GLE 1.2.3: Understand how the unit of measure affects the precision of the
measurement.
Students will label rulers with increasingly precise units of measure as a
pre-assessment to demonstrate their knowledge of standard units of
linear measurement. Students will demonstrate their understanding of
the use of various units of measure to complete a series of activities that
use linear measurement. These activities can be modified and extended
as shown in the differentiated instruction section.

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GLE 1.2.6: Understand and apply strategies to obtain a reasonable estimate
of measurements related to circles, right triangles, and surface
area of rectangular prisms.

Students will be asked to justify the reasonableness of an estimate of
length in various activities. They will be looking for real-life objects to
estimate and measure their lengths.
EALR 2: The student uses mathematics to define and solve problems.
GLE 2.2.2: Apply mathematical concepts and procedures from number

sense, measurement, geometric sense, probability and statistics,
and/or algebraic sense to construct solutions.
Students will use appropriate tools to measure linear dimensions and
solve problems. Activities will be used to move students to more precise
measurements of everyday objects. Students will check measurements
to see if they are the correct precision.
EALR 3: The student uses mathematical reasoning.
GLE 3.2.1: Draw and support conclusions.
Students will make reasonable predictions about area and perimeter of
measured items. Students will draw conclusions about measurements of
length based on observations and verify using actual measurements.
GLE 3.3.1: Justify results using evidence.
Students will use background knowledge and real life situations to justify
their measurements of various objects. They will then justify an answer
using actual measurements.
EALR 4: The student communicates knowledge and understanding in both everyday
and mathematical language.
GLE 4.2.2: Represent numerical, measurement, geometric, probability,
statistical, and/or algebraic information in graphs or other
appropriate forms.
Students will communicate how measurements can be used to present
information about objects in activities that use real world objects and
situations found in daily life. Students will take part in several activities
that draw on and expand their knowledge of situations they encounter in
and out of school, particularly in sports related activities.
EALR 5: The student understands how mathematical ideas connect within
mathematics, to other subject areas, and to real-world situations.
GLE 5.3.1: Understand that mathematics is used extensively in daily life
outside the classroom.
Students will be asked to describe when an actual measurement is
preferred over an estimate. Discussions will lead to many examples of
the use of precise measurement in real life.

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Materials Needed:
• rulers (Constructed and/or ready-made)
• yardsticks
• measuring tapes
• card stock
• string and scissors (optional)
• Student handouts for each student
• Overheads
• Items to measure – paper, table/desk, books, doorway, window, school gym –
floor, basketball court

Suggested Teaching Sequence:
This lesson is a series of activities that move students through the basics of linear
measurement. As the activities progress so does the level of difficulty and extension of
how precision in measurement is used.
1. Students should complete the pre-check to determine their ability to recognize

standard units of measure and their understanding of how precision in measurement
is used (prior knowledge). Use Student Activity 1-Measure Up- as a pre-assessment.
This activity can be done independently or as a whole class experience. (TC-1)
2. A second activity is provided as a way to reinforce a student’s understanding of the
precision of standard units of measure. Student Activity 2-Make a Ruler. Students
use the template and a standard 12” ruler to make their own 6” ruler.
Have students label as much of the ruler as needed to practice recognizing the
“fractions” of an inch. After labeling the ruler, have students cut theirs out and use it
to measure the six lines drawn on the bottom of the activity sheet. (TC-2)
3. Next, use Student Activity 3 - Which Unit? - as a warm-up before completing Student
Activity 4. Students will determine the correct unit of measure to use for various
objects. The class discussion should focus on what tool you would use to measure
each object precisely and what units would be most appropriate. (TC-3)
4. Discuss learning goals with students:

a) Students will measure an object accurately.
b) Students will select the most accurate tool to measure and justify their choice.
5. Student Activity 4 - Precision Measurement. This activity could be set up as work
stations around the classroom with a variety of objects to measure. Provide rulers,
yardsticks, tape measures, as needed. Students could work independently or with a
partner to complete this activity. The Student Activity 4 sheet includes a table to
complete. One column requires students to find the difference between their
estimate and the actual measure. Questions that follow require students to
communicate why their differences may be significant. Students are also asked to
justify their answers. The activity extends measurements to perimeter and area.
Units are discussed and vocabulary should be reinforced. (TC-4)

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6. This activity is a continuation of Student Activity 4. It will require a trip to the school
gym to provide measurements of larger areas. It could also be done on an outdoor
basketball court.
Students will convert their measurements into different units. They will demonstrate
their understanding of changing units from inches to feet and from whole inches to
fractions of an inch. Since precision is the goal, students may need to re-measure
some things from the previous activity. Rulers will need to be provided for students
to complete these measurements.
On Student Activity 5 - Basketball Counts - Converting Your Measurements-the use
of student background knowledge of basketball can be incorporated into the
discussion. Students could extend this lesson with the data about a favorite college
or NBA team and complete similar measurement conversions as additional practice.
(TC-5)

7. As a final activity, the students will identify common conversions of length and use
these to compute some addition and subtractions problems using standard
measures. This requires students to convert units from smaller to larger and larger
to smaller. Students need to have an understanding of these conversions in order to
add or subtract units and rename answers appropriately. Discussions of common
conversions and examples will provide students a review and model to solve
problems. Use Student Activity 6 - Can You Convert? - as a handout for this
culminating activity. This lesson will require discussion and some modeling of
converting units. It could be done as a whole class or small group activity. Students
will have the opportunity to practice the conversion work on this handout. (TC-6)

Modifications for Differentiated Instruction:
• Simplifications: Some students may need more modeling and it may be
helpful to do this lesson’s first three activity sheets as direct teaching lessons.
• The simplified use of ¼ and ½ inch increments makes the lessons easier to
understand and would still allow for students to use some precision in
measuring objects.
• The activities could be modified to be done in metrics.
• Extensions: Some students will be ready to move beyond 2-dimensional
measurements to 3-dimensions. Challenge these learners to measure 3-D
shapes and determine measurements for surface area and volume.
• A second extension would be to have students use Student Activity 4 and work
with ratios to show comparisons to their arm length and height. This would
reinforce measurement precision and practice use of ratios. Students could
create their own ratios to compare various measurements.

Suggested Future Experiences:
GLE 1.2.1: Understand how the change in a linear measurement affects
other linear measurements.
GLE 1.2.6 Understand and apply strategies to obtain reasonable
estimates.

Assessments: (subsequent pages)

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