Can you measure up? A Measurement Scavenger Hunt

Directions: With your partner and a ruler (inches), look around the room for objects that measure up to the measurements given.

Find objects that measure up to:

1. 7 inches:

2. 12 inches:

3. 2 inches:

4. 5 inches:

5. 8 inches:

6. 10 inches:

Can you measure up? A Measurement Scavenger Hunt

This assessment is for grades 2nd or 3rd. I wanted to design an assessment that was summative because I want to see if students can performed these tasks on their own. According to the Grade Level Expectations, by the 4th grade students should know how to estimate measurements. I believe that this assessment will help them when it is time for them to estimate how many inches an objects is. As it is stated in the articles students have a hard time with definition of length. They confused with which number they should start measuring, is it 0 or is it 1. I wanted to give students the opportunity to relate the measurements with an object so they can apply to things outside of the classroom. During the lesson, I believe that the definition of length should be clear so that every student has the corrected conception. The dictionary’s definition is slightly different than the mathematical definition. In the dictionary you will find that the definition of length is the linear magnitude of anything as measured from end to end. But in math, this definition could be confusing. If a student is asked to compare two equal horizontal lines, one is squiggly and the other straight, they might assume that the lines are not equal because of their shape. If they use the dictionary’s definition then they will try to measure each line from end to end which will not provide accurate measurement in this case. According to, Measurement of Length: How can we teach it better, article: “Children may be encouraged to produce various lengths when they read that a whale or dinosaur was so many feet longer or that the Mayflower was so many feet long. This activity involves only one object but is useful because children want to know how large the object is.” I designed my assessment around this thought that children want to know the actual size of objects, so they can associate the measurement number with something they are more familiar with. And way you can assess would be for the students to make something that they will have measure out. By doing an assessment in this way, you exactly where the student miscalculated because the design will be distorted. If students are able to see there mistakes then it is more likely for them to not make that same mistake again. It also helps the teacher figure out their weakness with measuring. Another misconception with the definition of length is that it commonly intertwined…