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Estimating Length Activities

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Estimating Length Activities

Estimate first, then measure. Use centimetres (cm) or metres (m) when a question asks for a standard unit. You will need a ruler or tape measure for the measuring challenge.

Choose a sensible estimate

Circle or write the best estimate. Think about how long the object would be in real life.

1.A new pencil is usually closest to which length?
  • 2 cm
  • 18 cm
  • 2 m
2.Would a school bag be better measured in centimetres or metres? Choose one and say why.
3.Which is the most sensible estimate for the length of a classroom?
  • About 8 m
  • About 8 cm
  • About 800 m

Estimate, then check

Use a ruler to measure objects to the nearest centimetre. Make your estimate before you measure.

4.Choose a pencil or coloured pencil. Estimate its length in centimetres, then measure it. Record both numbers and find how many centimetres apart they are.
5.Mere estimates a book is 20 cm long. Her ruler measurement is 23 cm. Was her estimate too long or too short, and by how many centimetres?
6.A ruler is 30 cm long. A strip of paper is about 27 cm long. Will the strip fit along the ruler? Explain using the estimates.
7.A table is 4 hand spans long for Ari and 5 hand spans long for Hana. Does this prove one of them counted incorrectly? Explain.

Length challenges

Use what you know about estimating and units to solve each situation.

8.Order these lengths from shortest to longest: 1 m, 25 cm, 80 cm. Write the order.
0255075100
9.Two foot-lengths cover more distance than two hand spans. What does this tell you about the size of one foot-length compared with one hand span?
10.Why is it useful to estimate a length before measuring it with a ruler or tape measure? Give one reason.

3 printable pages

  • Estimating Length Activities, page 1 of 3: Choose a sensible estimate

    Page 1

  • Estimating Length Activities, page 2 of 3: Estimate, then check

    Page 2

  • Estimating Length Activities, page 3 of 3: Length challenges

    Page 3

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