Class Copy

Measuring Length Activity

Procedure:

  1. On a separate sheet of paper, use a ruler to recreate these tables.
  2. Using a meter stick, complete data table 1 and 3.
  3. Using the meter stick and a string complete data table 2.
  4. Answer the analysis questions in complete sentences.

Data Table 1 - Rectangular Objects:

Object meters cm mm
Length of one white board      
Width of one white board      
Length of sink      
Width of sink      
Depth of sink      
Length of desk      
Width of desk      
Height of desk      
Thickness of a nickel        

 

Data Table 2 - Irregularly-shaped objects:

Object meters cm mm
Circumference of your wrist      
Circumference of your lower arm at its widest point      
Circumference of your upper arm at its widest point      
Circumference of a test tube      

 

Data Table 3 - the Floor Space of the Room:

Length (meters)  
Width (meters)  
Length (counted by number of floor tiles)  
Width (counted by number of floor tiles)  
Length of one floor tile (cm)  
Width of one floor tile (cm)  

 

Analysis Questions:

  1. Which metric unit (km, m, cm or mm) is most appropriate for expressing the length and width of the classroom? Why?
  2. Which metric unit (km, m, cm or mm) is most appropriate for expressing the thickness of a nickel? Why?
  3. Why is it easier to convert meters to centimeters than to convert yards to inches?
  4. How would you measure the distance around a jigsaw puzzle piece?
  5. Calculate the length and width of the classroom (in meters) from the size of one floor tile. Show your calculations!
  6. Which do you feel is more accurate: the room size measured by the meter stick or the room size calculated from the measurement of one floor tile? Why ?