Clip 10/17: Measurement Lesson Part D2
First-grade students are guided by Tracy Sola to work in pairs and to measure the common objects in the room. The students record their findings about object length on the posters.
Materials & Artifacts
I thought it might be interesting because, depending on how accurate the students were, items measured by several groups might end up on more than one chart.
I also hoped to discuss with the students what would happen if an object’s length meant students measured into the middle of a cube. Do we count that cube or don't we count that cube? How do we deal with some leftover length, or not quite enough?
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