## Reflection: Grappling with Complexity Explore Customary Units of Length - Section 2: Skill Building/Exploration

It is important to address misconceptions when you see or hear them.  During the activity, I noticed that some of the students were trying to give me an exact answer.  I stopped the class to explain to all students again, that I only wanted to know the best unit of length to measure those items.

Also, 1 or 2 pairs used a different unit of measure from the rest of the class on some items.  I explained to them that if you use a really small unit of length to measure something really big, then it is going to take a long time.  To make it clear to the class, I ask, "If I used inches or feet to measure the length of the classroom, which one would I finish with quicker?"  The students knew that if I used feet to measure the room, I would find the measurement quicker than if I used inches.  I let the students know that yes, I could use a smaller unit of measure, but it was not the reasonable thing to do.

Misconceptions
Grappling with Complexity: Misconceptions

# Explore Customary Units of Length

Unit 8: Measurement and Data
Lesson 5 of 15

## Big Idea: The students will record the appropriate measurement units in a two-column table.

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Standards:
Subject(s):
Math, Measurement, Measurement and Methods, customary units of measurement
50 minutes

### Rose Monroe

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