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 what types of things they might measure with a metre stick. Give them a few examples and have them share whether they would measure with a ruler or a metre stick (smaller things would be measured with a ruler, larger things with a metre stick).
Explicit Instruction/Teacher modeling(10 minutes)
- Ask students to estimate about how many meters tall you are. Have a student come up to the front of the class and measure you using the metre stick. Have them give your measurement both in meters and centimeters, rounding up to the closest metre.
Guided practise(15 minutes)
- If you have enough metre sticks, have students split up into partners to measure each other’s heights using metre sticks.
- If you don’t have enough metre sticks, have students take turns coming up to the front of the class to measure their heights. You don’t need to have everyone measure their heights if time runs out.
Independent working time(10 minutes)
Hand out the Meters Everywhere and How Many Meters? worksheets. Have students cut out the shrunken metre sticks and use them to measure the objects on the worksheets.
Enrichment:Have students measure other objects in the room using metre sticks.
Support:Have students work in partners to complete the worksheets.
Assess students responses on the worksheets.
Review and closing(5 minutes)
End class by having students name objects that they think would be about a metre tall.