# Length Lab

## Procedure:

1. In your journal, make a data table 1, 2 and 3, and write down the questions.
2. Using a meter stick, complete data table 1 and 3.
3. Using the meter stick and a string complete data table 2.

## Data Table 1 - Rectangular Objects:

Object meters cm mm
Length of chalkboard
Width of chalkboard
Length of bulletin board
Width of bulletin board
Length of desk
Width of desk
Height of desk
Height of classroom door

## Data Table 2 - Irregularly-shaped objects:

Object meters cm mm
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 ?