Return to Mathematics IndexInch by Inch and Centimeter by Centimeter Extravaganza

Pamela J. Bates-Hines Ninos Heroes Academy

8344 S. Commercial Ave.

Chicago IL 60617

(312) 535-6694Objectives:

Kindergarten-Primary*Students will be able to measure one inch to a yard.*Students will be able to measure one centimeter to a meter.*Students will be able to compare and contrast standard to non-standard

units of measurement.Materials Needed:

12 inch rulers

36 inch yard sticks

30 centimeter rulers

meter sticks

measuring tapes/centimeters and inches

graph paper/centimeters

graph paper/inches

finger or tempera paint

string

ditto copies of a 12 inch ruler

ditto copies of a 30 centimeter ruler

paper-made flowers

transparent tape

chalk

poster or bulletin board

colored markers

manipulatives

scissors

glue

candy TwizzlersStrategy:

Ask questions to enhance metacognition and elicit meaningful responses:

How do we know that the Sears Towers is the tallest building in the city of

Chicago?

How do we measure things?

Make two marks approximately 12 feet apart on the floor or ground.

Have students pace, walk, skip, hop (by student choice) from one mark to the

other.

Discuss with the students to elicit that we could measure people,

places, and things to determine lengths, width, and height.

Distribute 12 inch rulers.

Distribute copies of a 12 inch ruler.

Have students compare and contrast the paper copy to the actual ruler.

Precut or have able students cut 12 1-inch squares.

Have students align paper square inches above the copied ruler.

Have students compare and contrast paper square inches to the copied ruler.

Have students recognize that there are 12 inches in a foot.

Have students glue the square inches above the copied ruler.

Then have the students press a thumb in a container of fingerpaint and make

thumbprints under the copied ruler.

Have students compare and contrast how many of their thumbprints it took to

equal one foot.

Have students make the conclusion that this is one foot of thumbprints.

Additional Activities:

AA-1 Distribute copies of 30 centimeter ruler.

Have students compare and contrast centimeter ruler to copied ruler.

Have students compare and contrast centimeters to inches on the ruler and copies

of the rulers.

Have students measure candy Twizzlers and make a record of the length in

centimeters.

AA-2 Have students use rulers to measure four sided geometric objects.

AA-3 Distribute manipulatives to the students.

Have students determine in inches and centimeters how many manipulatives

it takes to cover the length of 12 inches and/or 30 centimeters.

AA-4 Predraw or mark lines of different lengths on the ground or floor.

Group students and have them measure and record lengths.

AA-5 Distribute copies of inch or centimeter graph paper.

Have students make handprint or footprint on the graph paper.

Then have students count the squares of area.

AA-6 Have students form partners.

Distribute two pieces of string to each group.

Direct students to measure the length of each other's arm with the string.

Have students measure the string with 1-inch squares .

Then have students attach their string to a paper flower with their names

and lengths on them.Performance Assessments:

AA-1 Have students tell or write the number of centimeters in the length of

the candy.

AA-2 Have students tell or write the measurements of each side of the

geometric objects.

AA-3 Have students tell or write how many manipulatives they had to use

to measure 12 in. and or cm.

AA-4 Have students tell or write how many in. or cm. the lines measured.

AA-5 Have students record the number of in. or cm. in the lengths of their

hand or foot.

AA-6 Make a board displaying the students' flowers showing in. and cm. scales.

Have students graph 5 students' flower measurements on a pictograph.