Module 2Measuring with Physical Units

Fluency Practice

1. Happy Counting

2. Two More (add 2 to whatever number I say)

Application ProblemVincent counts 30 dimes and 87 pennies in a bowl. How many more pennies than

dimes are in the bowl?

- Does Vincent have more dimes or pennies?

- Pennies!

- Does Vincent have 30 pennies?

- yes!

Pennies

87

30 ?

What does this part of the tape represent?

- Where would we draw a line to represent 30 pennies?

Could you buy more with Vincent’s pennies

or with his dimes?

Concept Development

I thought I could measure the length of the pencil

box using them.

I have a pile of these centimeter

cubes.

Okay! Should I ago ahead and count my cubes now?

I was looking at my pencil box this morning, and was curious how long it might be.

Why?

Concept DevelopmentLets try it again putting the squares right next to each other.

We need to begin measuring where the object begins. This is called the endpoint.

Is that better?

Concept Development

5 11

Let’s count the cubes my way and your way.

Tell your neighbor why there is a difference between my number of cubes and your number of cubes?

Which one is more accurate?

Why?

Concept Development

Lets look at a used box of crayons. Every crayon is going to be a different length. Some

may not be an exact measurement.

Concept DevelopmentThis is one of the crayons.

Endpoint

Notice that this crayon is almost 8 centimeter cubes long. It is more than 7

and one-half but not quite 8. I can say this crayon is about 8 centimete

r cubes long.

Concept DevelopmentThis is another crayon.

Notice that this crayon is close to 6 centimeter cubes long. It is just a little

bit longer than 6 cubes and not halfway to 7 cubes. How long would you say

this crayon is?

About 6 centimeters

Endpoint

PracticeWith a partner, discuss the measurement of these crayons. As you measure, be sure to

use the word about to describe a measurement that is not exact.

6 About 8

About 6 7

Problem Set

Problem Set

Problem Set

-For problems 1-4, explain what you had to do to measure correctly.

-Anyone find that you had a different measurement than your partner? Why?

-How did your drawings help you to answer problems 5 and 6? What new vocabulary did we use today to talk about measurement?

-What did you learn about how to measure with centimeter cubes? Could you have measured with a pocketful of coins?

Student Debrief

Exit Ticket