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Classroom Measurement Activity

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Classroom Measurement Activity

Help the class set up a mini makers’ fair. Use a ruler or tape measure for the measuring tasks. Record lengths in centimetres (cm) and metres (m). For questions about real objects, answers will vary; measure carefully and show your results.

Plan and measure

Estimate first, then measure. Line up the zero mark with the end of the object, and use the same-sized units each time.

1.Choose a pencil. Write your estimate for its length in centimetres, then measure it. Record both numbers and work out how many centimetres your estimate was away from the measurement.

2.Measure a book’s longer side in centimetres. Write the measurement and explain how you made sure the ruler started at the correct place.

3.A ribbon is 34 cm long. Talia cuts off 9 cm to decorate a card. How many centimetres of ribbon are left?

4.The craft table is 1 m long. How many centimetres long is it?

10 cm
100 cm
1,000 cm

Solve the set-up puzzles

Use the measurements given in each question. Think about which unit—centimetres or metres—makes sense.

5.A paper banner is 86 cm long. A second banner is 27 cm long. What is their total length?

6.Put these lengths in order from shortest to longest: 42 cm, 1 m, 75 cm. Use the number line to help compare them.

7.A display board is 90 cm wide. A sign that is 65 cm wide is placed across it. How much of the board’s width is not covered by the sign?

8.Measure the length of a clear space on your desk, in centimetres. Estimate first, then measure. Was your estimate within 5 cm of the measured length? Write both lengths and your answer.

9.Riley measures a pencil as 16 cm using 16 equal centimetre spaces. Casey measures the same pencil using 8 spaces that are each twice as long. Why can both measurements describe the same pencil?

10.Choose one classroom object you measured. Name it, give its length, and explain one thing you did to make your measurement fair and accurate.