T.I.P.S.

  • Lightbulb Students must be able to find the length of objects using concrete objects, such as color tiles, unit cubes, a ruler, a yardstick, or a meter stick. Students should be familiar with both the customary (inches, feet, etc.) and metric (centimeter, meter, etc.) units of length. Students should have the basic understanding that when measuring with smaller units of length, they will have a more precise measurement when measuring to the whole unit and when measuring with larger units of length, they will have a less precise measurement when measuring to the whole unit.

Example

  • Samantha lined up her centimeter cubes to find the length of the picture of the screwdriver. Samantha thinks the picture of the screwdriver is 5 centimeter cubes long. How can you determine if her answer is correct? Explain your thinking.
     
    Five green square tiles used to measure the length of a screwdriver  

Digital Tools

Resources

  • Click on the following links for more information.

TEKS

  • 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to:
     
    (A) find the length of objects using concrete models for standard units of length

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