Students will measure using a meter stick.
- Show students the meter stick. Ask them what they think it measures.
- Tell students that a meter stick is one meter long. One meter is the same as 100 centimeters.
- Using a ruler, show students how long one centimeter is.
- Ask students what types of things they might measure with a meter stick. Give them a few examples and have them share whether they would measure with a ruler or a meter stick (smaller things would be measured with a ruler, larger things with a meter stick).
Explicit Instruction/Teacher modeling(10 minutes)
- Ask students to estimate about how many meters tall you are. Have a student come up to the front of the class and measure you using the meter stick. Have them give your measurement both in meters and centimeters, rounding up to the closest meter.
Guided Practice(15 minutes)
- If you have enough meter sticks, have students split up into partners to measure each other’s heights using meter sticks.
- If you don’t have enough meter sticks, have students take turns coming up to the front of the class to measure their heights. You don’t need to have everyone measure their heights if time runs out.
Independent working time(10 minutes)
Hand out the Meters Everywhere and How Many Meters? worksheets. Have students cut out the shrunken meter sticks and use them to measure the objects on the worksheets.
Enrichment: Have students measure other objects in the room using meter sticks.
Support: Have students work in partners to complete the worksheets.
Assess students responses on the worksheets.
Review and closing(5 minutes)
End class by having students name objects that they think would be about a meter tall.