Monster measure
This is a level 3 measurement strand activity from the Figure It Out series.
About this resource
Figure It Out is a series of 80 books published between 1999 and 2009 to support teaching and learning in New Zealand classrooms.
This resource provides the teachers' notes and answers for one activity from the Figure It Out series. A printable PDF of the student activity can be downloaded from the materials that come with this resource.
Specific learning outcomes:
- Use scales to measure length.
Monster measure
Achievement objectives
GM3-1: Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time.
Required materials
- Figure It Out, Level 3, Theme: Measurement, "Monster measure", page 4
- ruler
- classmate
See Materials that come with this resource to download:
- Monster measure activity (.pdf)
Activity
In this activity, students will need to be able to measure accurately in centimetres and millimetres and to calculate using a scale.
If students are having difficulty drawing their own monster accurately, give them some centimetre-square grid paper. Take the opportunity to build a strong understanding of the relationship between centimetres and millimetres by helping students convert 0.5 and 0.25 centimetres to millimetres.
Compare the millimetre scale on their 30 centimetre ruler or on a metre ruler with the centimetre scale. A table of equivalences would make a good chart for the classroom wall.
1 cm = 1.0 cm = 10mm |
1/5 cm = 0.2 = 2mm |
½ cm = 0.5 = 5 mm |
1/10 cm = 0.1 cm = 1 mm |
¼ cm = 0.25 cm = 2.5 mm |
|
You might like to relate the prefix centi- to the metre unit and highlight other words that refer to 100 by using “cent” as a prefix or syllable, for example, century, percent, dollars, and cents. You could compare the prefix “mille” in millennium to the prefix “milli” in millimetres and point out the connection to 1000.
It may be worth discussing with students why we have different units of measure like metres, centimetres, and millimetres. The choice of unit depends mainly on the degree of accuracy needed to complete the measuring task. The special relationship of 10 that connects the units of measure in our metric system can be used to reinforce our place value system.
Introduce students to the decimetre (dm) to complete the unit of measure number pattern:
- 10 mm = 1 cm
- 10 cm = 1 dm
- 10 dm = 1 m
1.
a. 12.5 m
b. 9.5 m
c. 3 m
d. 3 m
e. 1.5 m
2.
Answers will vary.
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