##
* *Reflection: Modeling
Measuring in Centimeters - Section 1: Japanese Lanterns

Today I told students that they needed to measure in 5cm blocks. I wanted them to choose the appropriate measure on the ruler (2MD.A.1).

Most students were able to do this, but what they found difficult was figuring out how to hold the ruler to mark a point 5cm from the edge of the paper. They had measured 5cm lines, but to measure from an edge when there is no line was much more difficult.

Even though I carefully modeled what I was doing, not all students could take what I did and then apply it to their own work. I had to move around the room showing students how to hold the ruler to mark 5 cm lines. Students who understood the process also helped their peers.

I did not think about how measuring in this way would be different from what students had done in the past. It was a good lesson for students about different ways to measure once they have chosen the appropriate measurement scale for the task.

*Not As Easy As It Seemed*

*Modeling: Not As Easy As It Seemed*

# Measuring in Centimeters

Lesson 9 of 9

## Objective: SWBAT measure two objects and compare to decide how much larger one is than the other.

*30 minutes*

#### Japanese Lanterns

*30 min*

I introduce students to the Japanese lantern. Japanese lanterns are used in festivals and ceremonies all over Japan. A Japanese lantern is made from paper (rice paper in Japan). Today we will make lanterns from wallpaper samples.

I give each child a wallpaper sample that is 30 cm X 40 cm. I tell them that they first need to turn the paper on the back and create a 5 cm. border all around the paper. I model how to hold the ruler at the edge of the paper and then mark where 5cm is. I tell them that they will need to do this several times on each side before connecting the dots to create the border. I want students to be able to choose the centimeter side (the appropriate tool) for the task. (2MD.A.1)

I demonstrate the process and then give students time to complete the process. I hold up my paper and mark 2 dots on one side of the paper, each 5cm from the edge. I connect the dots to make a line. Next I turn the paper and do the same thing on the next side. I remind students to be careful when measuring (attend to the precision of where the 5cm mark is on the ruler) so the lines come out straight. (MP6).

After the border is drawn, I tell students that they must now make 5 cm strips across the paper parallel to the short sides of the paper. The students will need to measure 5 cm lines across the paper.

The next step is to fold the paper in half the long way (like a hot dog bun) with the wallpaper pattern on the inside, so the lines the students have drawn are still visible. Students must then cut from the fold to the border along each of the lines they drew parallel to the short sides.

Now they reverse the fold they had made so the wallpaper shows. Finally they need to join the two short side ends and staple it to form the lantern. A handle can be added to the top of the lantern.

I have students display their lanterns from the ceiling.

#### Resources

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Math Treasure Hunt
- LESSON 2: Measurement and Symmetry
- LESSON 3: Adding and Subtracting with Lengths
- LESSON 4: Working with Larger Numbers
- LESSON 5: Larger Distances
- LESSON 6: How Big Is A Foot?
- LESSON 7: Bigger Than A Foot
- LESSON 8: Centimeters and Inches
- LESSON 9: Measuring in Centimeters