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Metre Stick Mambo
Students will measure using a metre stick.
- Show students the metre stick. Ask them what they think it measures. Tell students that a metre stick is one metre long. One metre is the same as 100 centimeters.
- Using a ruler, show students how long one centimeter is. Ask students if they think they are taller than a metre. Have a few students come up and see if they are taller than the metre stick.
- Ask students if they can fit under a metre stick. Ask a student to come to the front of the class and hold the other end of the metre stick. MeasureSo that the metre stick is exactly one metre off the ground. Now invite students up to the front of the class to do the “metre Stick Mambo,” seeing if they can get their bodies under the metre stick (similar to limbo).
- After students return to their seats, ask them if they were able to fit under a metre stick, even though they were (likely) taller than a metre. Ask them how that was true.
Explicit Instruction/Teacher modeling(10 minutes)
- Take out the snap cubes and make a tower. Show students how to measure the tower with a metre stick, recording the tower’s height in centimeters.
- Repeat this process with a new tower. CompareThe towers that you made by writing their lengths on the board.
Guided practise(10 minutes)
- Invite two students to the front of the class. Have one of them make a tower using snap cubes.
- Ask the class to estimate, based on the measurements you did during the teacher modeling section, how long the tower that the student made is.
- Now ask the other student to measure the tower using a metre stick.
Independent working time(10 minutes)
- Ask students to estimate how many snap cubes would make a tower as big as a metre stick. Have students write their estimates on their papers.
- Have students build towers to check their estimates. As students build towers, they can come up and compare them to the metre stick (alternatively, they can work with their own metre sticks if you have enough available).
Enrichment:Have students make towers that are less and greater than a metre.
Support:Have students work next to the metre stick, adding more cubes to their towers as they go.
Assess students understanding as they measure their towers against the metre stick.
Review and closing(5 minutes)
Have students share out how many cubes were equal to a metre, comparing and contrasting their answers.