Page 54 - NUMINO TG_2A
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03Animal Race Unit
CMath Vo abulary measure: to find a length, height, weight, capacity, or temperature using standard or nonstandard
units
length: the distance from one end of an object to the other
nonstandard units: unconventional units such as chips and pencils that are used to
measure length
2 Measure the lengths of different objects with chips. 2. Instruct students to measure objects in
their surroundings using chips.
Let’s Play
Find objects that can be measured using
1. Play with a partner. What you need chips. Identify objects shorter than 1 chip
2. Find objects in your classroom and guess the Chips and objects that need tens and hundreds
of chips. If an object cannot be measured
length. Write it down. I guessed 3 chips! with chips, have students explain why.
I won! Before measuring, have them estimate the
3. Use chips to measure the length. length of the objects.
4. The person with the closest guess wins. Lastly, compare the estimated length with
the measured length.
Hmm
3. Check Point
I guessed 2 chips.
The first time they compare the estimated
Object Name: Object Name: lengths with the measured lengths, there will be
Guess: Guess: a large difference. However, students will
Measurement: Measurement: eventually get better at estimating the length of
objects.
Object Name: Object Name:
Guess: Guess:
Measurement: Measurement:
Object Name: Object Name:
Guess: Guess:
Measurement: Measurement:
3. Animal Race 23
The length of an object will sometimes fail to measure up to an exact number of chips. Look at the following
examples.
Example 1: The length of an eraser is longer than 1.5 chips, but shorter than 2.
In this case, the eraser is said to be “about” 2 chips.
Example 2: The length of a pencil is longer than 2 chips, but shorter than 2.5 chips.
In this case, the pencil is said to be “about” 2 chips.
2A Unit 03 037
CMath Vo abulary measure: to find a length, height, weight, capacity, or temperature using standard or nonstandard
units
length: the distance from one end of an object to the other
nonstandard units: unconventional units such as chips and pencils that are used to
measure length
2 Measure the lengths of different objects with chips. 2. Instruct students to measure objects in
their surroundings using chips.
Let’s Play
Find objects that can be measured using
1. Play with a partner. What you need chips. Identify objects shorter than 1 chip
2. Find objects in your classroom and guess the Chips and objects that need tens and hundreds
of chips. If an object cannot be measured
length. Write it down. I guessed 3 chips! with chips, have students explain why.
I won! Before measuring, have them estimate the
3. Use chips to measure the length. length of the objects.
4. The person with the closest guess wins. Lastly, compare the estimated length with
the measured length.
Hmm
3. Check Point
I guessed 2 chips.
The first time they compare the estimated
Object Name: Object Name: lengths with the measured lengths, there will be
Guess: Guess: a large difference. However, students will
Measurement: Measurement: eventually get better at estimating the length of
objects.
Object Name: Object Name:
Guess: Guess:
Measurement: Measurement:
Object Name: Object Name:
Guess: Guess:
Measurement: Measurement:
3. Animal Race 23
The length of an object will sometimes fail to measure up to an exact number of chips. Look at the following
examples.
Example 1: The length of an eraser is longer than 1.5 chips, but shorter than 2.
In this case, the eraser is said to be “about” 2 chips.
Example 2: The length of a pencil is longer than 2 chips, but shorter than 2.5 chips.
In this case, the pencil is said to be “about” 2 chips.
2A Unit 03 037
