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Three pairs of objects are measured against rows of squares, each of which represents a meter of length. Scholars "measure" the objects based on these units, circling the one that is larger. One thing to note here is that this doesn't perpetuate a realistic idea of meters. For example, there is a jello mold that is almost nine meters long. Consider discussing this with your class, measuring out in the classroom how big just half of this jello would be; could this be a world-record-holding jello mold?
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