Half a Meter Stick
Students can easily measure the length of objects with their very own Half-a-Meter Sticks… always handy for multitudes of measurement and data collection opportunities.
Standards
Idea Sheets are cross-referenced to subjects listed in the Common Core, Next Generation Science Standards, and California Content Standards.
Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 1||Science and Engineering Practices |||1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.||Common Core Mathematics||Grade 1||Measurement And Data||Measure Lengths Indirectly And By Iterating Length Units|||1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.||Common Core Mathematics||Grade 1||Measurement And Data||Measure Lengths Indirectly And By Iterating Length Units|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 2||Science and Engineering Practices|||2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.||Common Core Mathematics||Grade 2||Measurement And Data||Measure And Estimate Lengths In Standard Units|||2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.||Common Core Mathematics||Grade 2||Measurement And Data||Measure And Estimate Lengths In Standard Units|||2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.||Common Core Mathematics||Grade 2||Measurement And Data||Measure And Estimate Lengths In Standard Units|||2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.||Common Core Mathematics||Grade 2||Measurement And Data||Measure And Estimate Lengths In Standard Units|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 3||Science and Engineering Practices|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 4||Science and Engineering Practices|||4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …||Common Core Mathematics||Grade 4||Measurement And Data||Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 5||Science and Engineering Practices|||5.MD.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.||Common Core Mathematics||Grade 5||Measurement And Data||Convert Like Measurement Units Within A Given Measurement System|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Middle School||Science and Engineering Practices|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||High School||Science and Engineering Practices
1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard unit.||CA Mathematics||Grade 2||03. Measurement and Geometry||1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured.|||1.2 Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used.||CA Mathematics||Grade 2||03. Measurement and Geometry||1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured.|||1.3 Measure the length of an object to the nearest inch and/or centimeter.||CA Mathematics||Grade 2||03. Measurement and Geometry||1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured.|||4.b. Measure length, weight, temperature, and liquid volume with appropriate tools and express measurements in standard and non-standard units.||CA Science||Grade 2||04. Investigation and Experimentation||4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:|||1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects.||CA Mathematics||Grade 3||03. Measurement and Geometry|||5.c. Use numerical data in describing and comparing objects, events and measurements.||CA Science||Grade 3||04. Investigation and Experimentation||5. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions and perform investigations.|||1.1 Measure the area of rectangular shapes by using appropriate units, square centimeter, square meter, square kilometer, square inches, square yard, square mile.||CA Mathematics||Grade 4||03. Measurement and Geometry||1.0 Students understand perimeter and area.|||6.b. Measure and estimate weight, length, or volume of objects.||CA Science||Grade 4||04. Investigation and Experimentation||6. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions & perform investigations.|||6.e. Construct and interpret graphs from measurements.||CA Science||Grade 4||04. Investigation and Experimentation||6. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions & perform investigations.|||1.0 Students understand and compute the volumes and areas of simple objects.||CA Mathematics||Grade 5||03. Measurement and Geometry|||f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.||CA Science||Grade 5||04. Investigation and Experimentation||6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Student will:|||1.0 Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems.||CA Mathematics||Grade 6||03. Measurement and Geometry|||7.b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.||CA Science||Grade 6||07. Investigation and Experimentation||7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: |||1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems.||CA Mathematics||Grade 7||03. Measurement and Geometry|||2.0 Students compute the perimeter, area and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter, area, and volume are affected by changes of scale.||CA Mathematics||Grade 7||03. Measurement and Geometry|||7.a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.||CA Science||Grade 7||07. Investigation and Experimentation||7. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions & perform investigations.
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