• be able to select the most appropriate unit of measure to measure length.

Activity

• Arrange the students in groups of 4.



• Provide each group with a lengthy measuring tape.



• Take the students outside to a field with a running track. Alternative: schoolyard



• Designate start lines and have each group:
  
  1. mark off 1 cm., 10 cm., 50 cm., and 100 cm. (After they have marked off 100 cm., point out that they have now marked off one metre because: 100 centimetres = 1 metre). Place a metre stick where the students have marked off 100 centimetres so they can see the measurement and equate the metre stick 1 metre in length.
  
  2. mark off the distance around the running track (or school) in metres. When the students have determined the distance in metres, have them return to the classroom.



• In the classroom write on the chalkboard: 1000 metres = 1 kilometre. Use calculators to help the students determine how many laps around the running track\school would be required to equal approximately 1 kilometre.



• Challenge the students to run the distances: 1 centimetre, 1 metre, and 1 kilometre. Observe their reactions to the first 2 lengths.



• In their groups: provide the students with a sheet of chart paper and have them list 10 things that would belong in the appropriate length measurement. For example: