Grade 1: Step Up to Grade 2

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Inches © Pearson Education, Inc. Name Name Inches Check that students’ estimates are reasonable. 3. 1. estimate inches 2. estimate inches measure 3 inches measure 2 inches 3. estimate inches 4. estimate inches measure 4 inches measure 1 inches Intervention Lesson D25 Math Diagnosis and Intervention System Intervention Lesson D25 Materials: Inch rulers, 1 for each child 1. Show children an inch on a ruler. Ask them to find the line numbered 1 on the boat. Ask: About how many inches long do you think the line is? Have children write their estimates. 2. Draw a line on the board or overhead and demonstrate how to measure its length. Tell children to line up the zero on the ruler+ with one end of the line and read the number that is closest to the other end. Have children measure the line numbered one on the boat and write the measure. 3. Have children compare their measures to their estimates. 4. Have children estimate and then measure the other lines. Inches (continued) Use a ruler. Measure each dotted line on the house. Color the lines to show how long each line is. 2. red 1 inch green 3 inches blue 2 inches yellow 4 inches 140 Intervention Lesson D25 blue red 1. 4. Intervention Lesson D25 139 Math Diagnosis and Intervention System Intervention Lesson D25 yellow red red red green © Pearson Education, Inc. Teacher Notes Math Diagnosis and Intervention System Intervention Lesson D25 Ongoing Assessment Make sure children can use and read a ruler correctly. Some common errors to watch for include not starting at the zero and not measuring in a straight line parallel to the object being measured. Error Intervention If children have trouble comparing a unit length to a given length, then use D22: Unit Size and Measuring. If You Have More Time Have children estimate and then measure objects in the classroom to the nearest inch. © Pearson Education, Inc. 1
© Pearson Education, Inc. 1 Centimeters and Meters © Pearson Education, Inc. Name Name Centimeters and Meters 1. about 1 centimeter 2. about 1 meter Check that children’s estimates are reasonable. 3. 4. about centimeters about meters Materials: meter stick and feather for demonstration 1. Show children one centimeter on the meter stick. Tell them a pencil is about one centimeter wide. Ask them to draw pictures in the first rectangle to show objects that are about one centimeter long or wide. 2. Tell children the meter stick is one meter long and a door is about one meter wide. Ask them to draw pictures in the second rectangle to show objects that are about one meter long or wide. 3. Show the feather. Ask: Would you use centimeters or meters to measure the length of the feather? centimeters About how many centimeters long is the feather? Have children write their estimates. Discuss the estimates. 4. Ask: Would you use centimeters or meters to measure the length of the bulletin board? meters About how many meters long is the bulletin board? Have children write their estimates. Discuss the estimates. Centimeters and Meters (continued) About how long or tall might the real object be? Circle the better estimate. 5. 6. 142 Intervention Lesson D26 Math Diagnosis and Intervention System Intervention Lesson D26 Intervention Lesson D26 141 Math Diagnosis and Intervention System Intervention Lesson D26 about 1 centimeter about 30 centimeters about 1 meter about 3 meters 7. 8. about 10 centimeters about 1 centimeter about 1 meter about 1 meter 9. Reasoning Would it take more centimeters or meters centimeters to measure your height? Circle your answer. meters © Pearson Education, Inc. Teacher Notes Math Diagnosis and Intervention System Intervention Lesson D26 Ongoing Assessment Ask: Would you use centimeters or meters to measure the width of the classroom? meters Error Intervention If children have trouble estimating, then let them use a pencil and a piece of yarn cut to the width of the door to measure real objects. If You Have More Time Give children two pieces of construction paper and old magazines. Let them cut out and glue pictures to the construction paper. One piece should have pictures of things they would measure in centimeters and the other should have pictures of things they would measure in meters. Intervention Lesson D26
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Grade 1: Step Up to Grade 2

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