Last week, we began Chapter 11, “Measure and Estimate Lengths.” We took the pretest on Tuesday. On Wednesday, we began our unit by learning about the measurement tools of rulers, yard sticks, and meter sticks and how to use them appropriately. 

This week, students will use their knowledge of measuring tools to measure objects in the classroom in centimeters, meters, inches, and yards. The students will determine which tool is appropriate to measure objects. For example, a yardstick is used to measure a table rather than an inch ruler. Then students will measure an object in one unit, then measure it again in a different unit, and then compare the measurements. 

Here are a few ways to engage with your student. 

1.  Ask your student to select various items around the home to measure. Have your student measure each object in centimeters and then in inches. Talk about why the measurements are different. Ask, “Why does it take more centimeters than inches to measure the same object?”  

1. Ask your student to measure a larger object or area, such as the length of your car or the length of his or her bed. Ask your student to decide which tool is most appropriate to measure that object. Then ask, “Why is it not a good idea to measure that object with an inch ruler or in centimeters?”  

1. Have your student practice estimating lengths of various objects. Ask, “About how long do you think the table is?” Talk about his or her estimates, and then measure the object. Then discuss whether the estimates were close or not. • Model other scenarios, making sure to use terms such as “estimate,” “appropriate tool,” and “measure.