1.Circle the US Measurement Units. Put an X on the Metric Measurement Units

Name: ______

Length – Introduction to Length

Classwork

1.Circle the US Measurement units. Put an x on the Metric Measurement units.

FeetMetersCentimeters

InchesFeetYards

2.Beth is new to class. Explain to her why it is not a good idea to measure objects with our own hands.

______

3.Work with a friend and draw 4 objects from our classroom that you would like to find out the length of.

Name: ______

Length – Introduction to Length

Homework

Circle the objects that we use to measure length.

If you measured the length of your bedroom with your foot and then your mom measured the length of your room with her foot. Would you get the same measurement? Why?

______

Circle the measurement system each unit belongs to.

MetersUS MeasurementMetric Measurement

FeetUS MeasurementMetric Measurement

YardsUS MeasurementMetric Measurement

InchesUS MeasurementMetric Measurement

CentimetersUS MeasurementMetric Measurement

Name: ______Length – Measuring with a Ruler

Classwork

Below is a ruler. Color each inch unit on the ruler a different color. The first one is done for you.

When measuring with a ruler, we line the object up with the number ______.

Use your ruler to help you.

A standard ruler starts with the number ______.

A standard ruler has ______inches.

A standard ruler has ______centimeters.

What number is missing from the ruler below? ______

What number is missing from the ruler below? ______

Name: ______

Length – Measuring with a Ruler

Homework

Most standard rulers can measure in ______and ______.

meters b. inches c. centimeters d. yards

When using a ruler, the number 1 should be on the ______.

Left b. Right

Look at each picture. Circle yes if they measured correctly. Circle no if not.

YesNo

Explain why you circled yes or no for the pencil.

Name: ______

Length – Inches

Classwork

Use the ruler to measure in inches.

______inches

2. ______inches

3. ______inches

4. ______inches

5. Measure the sides of the triangle in inches. Write each measure next to the side.

6. What is the length of side A and side B together? ______

Name: ______

Length – Inches

Homework

Use the ruler to measure in inches.

1. ______inches

2. ______inches

3. ______inches

4. ______inches

5. Measure the sides of the rectangle in inches. Write each measure next to the side.

6. What is the length of side A and side C together? ______

7. What is the length of side B and side D together? ______

Name:______

Length – Measuring Feet

Classwork

Trace your foot. Choose three things around your classroom to measure with your foot and a ruler. Fill in the table.

Item Measured / Foot / Ruler
1.
2.
3.

1. Were there more standard feet or student feet in the items you measured?

______

2. Do you think your foot measurements and your teacher’s foot measurements would be the same? Explain.

______

3. Why do we use rulers to measure instead of our feet?

______

Name:______

Length – Measuring Feet

Homework

Trace your foot. Choose four things around your home to measure with your foot and a ruler. Fill in the table.

Item Measured / Foot / Ruler
1.
2.
3.
4.

1. Were there more standard feet or student feet in the items you measured?

______

2. Which item that you measured was the longest in standard feet?

______

3. Which item thatyou measured was the shortest in your feet?

______

4. If you measured the same items with our mom’s foot would you get the same measurements? Why

______

Name: ______

Length – Measuring in Yards

Classwork

1. Mr. Lee’s class measured the length of places around their school.

Below is a list of their measurements. Use these measurements to fill in the table.

100 yds. 20 yds. 11 yds.

Item Measured / Yards

Classroom

Soccer Field

Library

2. How many feet are in a yard? ______

3. Look around the classroom for four objects that are about a yard. Write them below and then measure them in feet with a partner.

ObjectMeasurement in Feet

______

Name:______

Length – Measuring in Yards

Homework

Jason measured the length of places around his home and neighborhood.

Below is a list of his measurements. Use these measurements to fill in the

table.

120 yds. 26 yds. 6 yds.

Item Measured / Yards

Football Field

Bedroom
Playground

Look around where you live for four objects that you would measure in

yards. Write them below.

______

3. There are ______feet in 1 yard.

There are ______feet in 2 yards.

Name: ______

Length – Measurement in Centimeter Units

Classwork

Use a centimeter ruler to find the length of each object.

1. The picture of the pencil is about ______centimeters long.

2. The picture of the stick is about ______centimeters long.

3. The picture of the bone is about ______centimeters long.

4. Jake was looking at a life-size picture of a snake. He measured the head to be 3 centimeters long. The rest of the snake’s body was 15 centimeters. What was the total length of the snake? ______

5. Measure these lines in cm.

______cm

Name:______

Length – Measurement in Centimeter Units

Homework

1. Kim used her ruler to measure the paperclip in centimeters.

Kim thinks the picture of the large paper clip is 4 centimeters long.

Is her answer correct? Explain why or why not.

2. The picture of the brush is about ______centimeters long.

3. About how wide is the picture of the baseball?

______centimeters

Measure these lines in cm.

______cm

Name:______

Length – Measuring with a Meter Stick

Classwork

Measure 4 objects in the classroom with a meter stick. Complete the chart below.

Object Name / Length in Meters
a.
b.
c.
d.

Measure the same 4 objects above with a centimeter ruler. Complete the chart below.

Object Name / Length in Centimeters
a.
b.
c.
d.

Does it take more meters or more centimeters to measure each object? Explain your answer.

______

______
Name: ______

Length – Measuring with a Meter Stick

Homework

List 5 things outside of school that you could measure with a meter stick.

1. ______

2. ______

3. ______

4. ______

5. ______

Why would you want to measure those things with a meter stick rather than a centimeter ruler?

______

Circle centimeter or meter to show what measurement you would use to measure each object.

Length of a carcentimetermeter

Length of a notebook centimetermeter

Height of a treecentimetermeter

Would it take more centimeters or more meters to measure the length of a room? Explain your answer.

______

Name: ______

Length – Tape Measure

Classwork

Work with a partner to measure to measure your wrist, ankle, head and neck in inches and centimeters.

Body Part / Inches / Centimeters
Neck
Wrist
Ankle
Head

Who has a larger neck?MeMy Partner

Who has a smaller wrist?MeMy Partner

Who has a larger ankle?MeMy Partner

Who has a smaller head?MeMy Partner

Work with your partner to measure the following items with a tape measure.

Object / Inches / Centimeters
Teachers Desk
White Board

I am _____ inches tall.

Name: ______

Length – Tape Measure

Homework

Draw 4 objects in your house that you need a tape measure to measure.

You want to buy a new hat but need to know how big your head is. Could you use a standard ruler? Why or Why not?

______

Circle yes or no if you need a tape measure to measure the object.

A soccer ballyesno

A pencilyesno

An appleyesno

A picture frameyesno

Name: ______

Length – Which Unit? Which Tool?

Classwork

1. Circle to show which tool you would use to measure each object.

a. Length of a hallway inch ruler yard sticktape measure

b. Length of a skateboard inch ruler yard sticktape measure

c. Around your wrist inch ruler yard sticktape measure

d. Height of a house inch ruler yard sticktape measure

e. Around a basketballinch ruler yard sticktape measure

f. Length of a television inch ruler yard sticktape measure

2. Fill in the blanks with in. (inches), ft. (feet), or yd. (yards).

a. A kids shoe is about 6 ______long.

b. A running track is often440 _____ long.

c. A newborn baby could be 21 ______long.

d. The door is about 7 ______tall.

3. Kathy’s coach wanted her to help draw lines for the soccer field. What tool would she most likely use, a centimeter ruler, a meter stick, or a tape measure? Explain.

Name: ______

Length – Which Unit? Which Tool?

Homework

1. Circle to show which tool you would use to measure certain objects.

a. length of a pencil cm rulermeter sticktape measure

b. length of a bed cm rulermeter sticktape measure

c. length of a car cm rulermeter sticktape measure

d. height of a door cm rulermeter sticktape measure

e. around your head cm rulermeter sticktape measure

f. length of a book cm rulermeter sticktape measure

2. Fill in the blanks with cm (centimeters) or m (meters).

a. A cup is about 10 ______high.

b. A swimming pool is 25 _____ long.

c. Some people live in houses that are about 5 _____ high.

d. Someone’s foot can be 15 _____ long

3. If you measured the height of a door, would it have more centimeters or more meters? Explain.

Name:______

Length – Length Comparison

Classwork

Measure each set of lines. Then compare their lengths by completing the subtraction sentence.

1. Line A______in

Line B

How much longer is Line A? ______

______- ______=______

2. Line C ______cm

Line D_____ cm

How much longer is Line C? ______

______- ______=______

3. Line E______in

Line F

_____ in

How much shorter is Line E? ______

______- ______=______

4. Fred’s foot length is 16 centimeters. Is older brother’s foot length is 24 cm. How much longer is his brother’s foot? Show your work.

Name:______

Length – Length Comparison

Homework

Measure each set of lines. Then compare their lengths by completing the subtraction sentence.

1. Line A_____ cm

Line B

_____ cm

How much shorter is Line A? ______

______- ______=______

2. Line C _____ in

Line D_____ in

How much longer is Line D? ______

______- ______=______

3. Line E

_____ cm

Line F_____ cm

How much longer is Line E? ______

______- ______=______

4. Pam’s new baby sister is 56 cm tall. Her brother who is one year old is 80 cm tall. How much taller is her brother? Show your work

Name: ______

Length – Measuring in Different Units

Classwork

Use a centimeter ruler and an inch ruler to measure the lines below to the nearest unit.

1. Line A

Line A is about ______cm long.Line A is about ______inches long

2. Line B

Line B is about ______cm long.Line B is about ______inches long

3. When I measured lines A and B in centimeters and then in inches, there were always more ______.

A. centimeters B. inches.

I think this is because ______

______

5. Draw a line that is 4 inches long. Label it Line C.

Then, draw a line that is 4 centimeters long. Label it Line B.

Explain why four inches is longer than 4 centimeters.

Name: ______

Length – Measuring in Different Units

Homework

1. Corey measured Line F and Line G as shown below.

Line F

Line G

Corey said that Line G is longer because it measured about 26 and Line F only measured about 10. Since 26 is more than 10, then Line G must be longer. Is she correct? Explain.

2. Kirk and his big brother are measuring their kitchen. Kirk measured in feet and said the kitchen is 20 feet long. His big brother will measure the kitchen in yards. Will he get a higher number or lower number when he measures the kitchen in yards? Explain.
Name: ______

Length – Estimation in/ft.

Classwork

Find each object. Estimate the length. Have your teacher look at your estimates. Then measure each object.

Object / Estimate / Measure
/ About ______inches / About ______inches

/ About ______inches / About ______inches
/ About ______inches / About ______inches
/ About ______inches / About ______inches
/ About ______inches / About ______inches
/ About ______inches / About ______inches

Name: ______

Length – Estimation in/ft.

Homework

What would be the length of the real object pictured? Circle the best estimate.

a. 2 in b. 12 in c. 2 ft.

2. a. 6 in b. 2 ft. c. 6 ft.

3. a. 10 in b. 3 ft. c. 10 ft.

a. 3 in b. 7 in c. 3 ft.

a. 7 in b. 1 ft. c. 7 ft.

What would you use to estimate the height of each object? Circle.

Your fingerYour finger

Arm span Arm span

Name: ______

Length – Estimation cm/m

Classwork

What would the length of each object be? Circle the best estimate.

a. 1 cm b. 1 m

a. 3 cm b. 3 m

a. 2 cm b. 2 m

a. 8 cmb. 8 m

What would you use to measure the height of each object? Circle.

centimeterscentimeters

meters meters

Name:______

Length – Estimate Length

Homework

First estimate the length of each line using benchmarks you know about. Then, find the actual measurement using a centimeter ruler.

a. Estimate: ______cm

b. Actual: ______cm

a. Estimate: ______cm

b. Actual: ______cm

Circle the correct unit of measurement for each estimation.

The length of a pencil is about 15 _____ cm m

The height of a ceiling is about 3 _____ cm m

The length of a bed is about 2 ______cm m

The distance around your wrist is about 15 _____ cm m

The length of a soccer field is about 100 ______cm m

8. Draw a line to show the distance between your thumb and pinky when they are spread as wide as you can. About how many centimeters long is your hand span? ______

Name:______

Length – Number Line as a Ruler

Classwork

Find the value on each point of the number line marked by a letter.

Point A is ______point B is ______

2. If each unit is 5, what does point C equal?

Point C = ______

3. If each unit is 10, what does point D and point E equal?

Point D = _____Point E = ______

What is the difference between point D and point E? ______

4. If point F is exactly in the middle of the endpoints, what is point F?

Point F is ______

Name: ______

Length – Number Line as a Ruler

Homework

Find the value on each point of the number line marked by a letter.

Point A is ______Point B is ______

2. If each unit is 10, what does point C equal?

Point C = ______

3. If each unit is 1, what does point D and point E equal?

Point D = _____Point E = ______

What is the difference between point D and Point E? ______

4. If point F is exactly in the middle of the endpoints, what is point F?

Point F is ______

Name:______

Length – Number Stories on a Number Line

Classwork

Show your work on the number line. Then write a number sentence to match.

1. Jill walked 25 feet. Jim walked 15 feet more than her. How many feet did Jim walk?

Number sentence ______

2. Kyle ate 50 peanuts. Then he ate 10 more. How many did he eat in all?

Number sentence ______

3. Wanda was building a tower. So far it was 30 cm tall. She wanted it to be 45 cm taller. How tall would it be then?

Number sentence ______

4. Jason ran 45 meters. He had to run 25 more meters to get to the finish line. How far will he have run?

Number sentence ______

Name:______

Length – Number Stories on a Number Line

Homework

Show your work on the number line. Then write a number sentence to match.

1. John threw a football 40 yards. Hank threw the ball 15 more yards than John. How far did Hank throw the ball?

Number sentence ______

2. Karen’s room is 15feet wide. Her sister’s room is 20 feet wider. How wide is her sister’s room?

Number sentence ______

3. Fran and her sister Joni were seeing how far they could flick their marbles. Fran flicked her marble 65 inches. Joni flicked her marble 30 more inches than her sister. How far did Joni flick the marble?

Number sentence ______

4. Tomas and his dad drove 25 miles to visit his family. He drove 15 more miles the next day to visit more family. How many miles had they gone all together?

Number sentence ______

Name:______

Length – Line Plot

Classwork

Class 2D counted the number of buttons on their classmates shirts. Look at the line plot. Answer the questions.

Number of Buttons on Shirts

1. What is the greatest number of buttons on shirts? ______

2. What is the fewest number of buttons on shirts? ______

3. What is the most common number of buttons on shirts? ______

4. What is the least common number of buttons on shirts? ______

How many students have 2 buttons on their shirt? ______

Four students have ______buttons on their shirt.

How many students have 4 or more buttons on their shirt? ______

How many students have no buttons on their shirt?______

Name:______

Length – Line Plot

Homework

The students in Mrs. Smith’s class counted the crayons in their desks. Look at

the line plot and answer the questions.

Student’s Crayons

1. What is the most number of crayons? ______

2. What is the least number of crayons? ______

3. How many students had 10 crayons? ______

What is the difference between the most number of

crayons and the least number of crayons? ______

How many crayons did the most number of students have? ______

How many students had 7 crayons? ______

How many students had 13 or more crayons? ______

A student recounted his crayons and had 16 not 15 crayons.

How many students have 16 crayons now?______

Name:______

Length – Line Plot pt. 2

Classwork

Mrs. Smith graded her students spelling tests. Look at the line plot of the grades.

Answer the questions.

Student Spelling Grades

1. How many students got a 100 on their test? ______

2. What is the most common grade on the test? ______

3. How many students got a 90 on their test? ______

4. How many more students got a 95 than an 88? ______

5. Jose was absent on the day of the test. He got a 94 on his test.

How many students scored a 94 now?______

Did more students score an 88 or a 90? ______

What is the title of this line plot?

______

Name:______

Length – Line Plot pt. 2

Homework

The students in Room 14 measured their height in inches.

Look at the line plot. Answer the questions.

Height of Students in Room 14

1. What is the shortest height in the class? ______

2. Which height had the most number of students? ______

3. How many students were 51 inches tall? ______

What is the difference between students

who were 53 inches tall and 48 inches tall? ______

The students in Room 12 counted the number of books they read in one month.

Look at the line plot. Answer the questions.

Number of Books Read

5. How many students read 5 books? ______

6. What number of books occurs most often? ______

7. How many students read between 4 and 10 books altogether?______

NJ Center for Teaching and Learning ~ 1 ~