Dive into Math 3:	 Selecting Metric Lengths		 	



The student will 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:
  
   Centimetres                         Metres                           Kilometres
   -----------                       ----------                         ----------  
    paper clip                       chalkboard                            river