T.I.P.S.

  • Lightbulb The student must be able to measure the same object using two different units of length at the same time. Students must be able to explain why their measurements are different and how they are related to the size of the units they are using.

Example

  • Blaine and Chuck both measured the picture of the caterpillar below but they came up with different answers. Explain why their answers are different.
     

    caterpillar  

     

Digital Tools

Resources

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TEKS

  • 1.7 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to:

    (C) measure the same object/distance with units of two different lengths and describe how and why the measurements differ

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