Reflection: Developing a Conceptual Understanding So What's a Meter Look Like? - Section 2: Defining Metric Linear Measurement Terms and Comparing What they Look Like


In order for my students to get comfortable with metric measurement, I wanted them to connect each unit with a real life object. I could have had them cut pictures from magazines, and perhaps for grams and liters, I will change up that part of the flipbook and have them cut pictures.

I noticed they really enjoyed drawing and putting together the booklet. But, the fun part was when I saw them comparing something to a hair (mm) and sort of arguing if it was the size of a hair. These two students were looking at a small crack between a shelf on my bookcase. When I asked what they were looking at, they said the crack was probably about 3 hairs.

Other students looked for larger examples. The length of my tortoise's tail was an object of discussion at one point. I was interested in what they would see at home.3 flips is just one more sample of student work after they took them home and filled them out. Some of the drawings were really creative. I noticed one talked about a mm being a sliver. There were things they thought of that I wouldn't think about. I think that the standard was really mastered well in this exercise and that they have a clear understanding of relevant sizes comparing.


  Developing a Conceptual Understanding: A Flipbook for Reference
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So What's a Meter Look Like?

Unit 2: Metric Measurement
Lesson 3 of 18

Objective: SWBAT find objects that are relative in size to a meter, centimeter and millimeter.

Big Idea: Students show their understanding of linear metric size as they search for objects that are a meter, centimeter and millimeter in size. They draw, collect samples and/or describe these object in a flip book and explain why they used that unit of measureme

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