2.3 Measuring Length
Unit Goals
 Students measure and estimate lengths in standard units and solve measurement story problems within 100.
Section A Goals
 Measure length in centimeters and meters.
 Represent and solve onestep story problems within 100.
Section B Goals
 Measure length in feet and inches.
 Represent and solve one and twostep story problems within 100.
Section C Goals
 Represent numerical data on a line plot.
Section A: Metric Measurement
Problem 1
Preunit
Practicing Standards: 1.MD.A.2
How many connecting cubes long is the rectangle?
Solution
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Problem 2
Preunit
Practicing Standards: 1.OA.A.1
Jada has 16 red counters. She has 7 fewer yellow counters than red counters. How many yellow counters does Jada have? Show your reasoning with words, pictures, or numbers.
Solution
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Problem 3
Preunit
Practicing Standards: 1.MD.A.1
 Which rectangle is the longest?
 Which rectangle is the shortest?
Solution
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Problem 4
Preunit
Practicing Standards: 1.NBT.C.4
Find the value of each expression.
 \(52 + 30\)
 \(38 + 9\)
 \(35 + 16\)
 \(85  7\)
Solution
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Problem 5
How many centimeters long is each rectangle?
Solution
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Problem 6
Here is a rectangle.
 How many centimeters wide is the rectangle?
 How many centimeters tall is the rectangle?
Solution
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Problem 7
How many centimeters long is each side of the triangle? Label each side.
Solution
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Problem 8
Here is a rectangle.

Estimate how many centimeters long the rectangle is.
____________ cm

Measure the rectangle and record the measurement.
____________cm
 How does your estimate compare to the actual length?
Solution
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Problem 9
 Is the python longer or shorter than the animals you measured?
 Is the python longer or shorter than the alligator and adult cobra together?
Solution
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Problem 10
Solution
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Problem 11
Exploration
Here are 2 rectangles.
 Which rectangle do you think is longest?
 Measure with a centimeter ruler to check your guess.
Solution
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Problem 12
Exploration
 Look for objects in the classroom that are about 1 centimeter long. Measure them and see how close they are to 1 centimeter.
 Look for objects in the classroom that are about 1 meter long. Measure them and see how close they are to 1 meter.
Solution
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Section B: Customary Measurement
Problem 1
 What do you know about inches?
 What is the length of the rectangle in inches?
Solution
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Problem 2
 An adult hippopotamus is 13 units long. Are the units inches or feet? Explain your reasoning.
 A piece of chalk is 2 units long. Are the units inches or feet? Explain your reasoning.
Solution
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Problem 3
 What is the length of this rectangle in centimeters?
 Write an equation to show your thinking.
Solution
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Problem 4
Solution
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Problem 5
 Diego has a piece of ribbon that is 95 centimeters long. He cuts off a piece that is 28 centimeters long. How much ribbon does Diego have left?
 Then Diego cuts off another piece that is 39 centimeters long. How much ribbon does Diego have left now?
Solution
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Problem 6
Exploration
Complete the table with objects in the classroom or at home that you think will match the given measurements.
Object I measured  Estimated Measurement  Actual Measurement 

7 centimeters  
7 inches  
7 feet  
7 meters 
Solution
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Problem 7
Exploration
If all of your classmates stand side to side with your arms stretched out, about how long of a line do you think you can make? Explain your reasoning including the unit of measure you choose.
Solution
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Section C: Line Plots
Problem 1
The line plot shows the lengths of some pencils in centimeters.
 How long is the longest pencil? How long is the shortest?
 What is the most common pencil length?
Solution
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Problem 2
The table shows the lengths of different students' shoes in inches. Complete the line plot with the shoe length data.
Student  Shoe length in inches 

Andre  7 
Clare  7 
Diego  8 
Elena  8 
Lin  6 
Mai  7 
Tyler  9 
Solution
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Problem 3
The line plot shows the lengths some students jumped in inches.
 What is the longest jump? What about the shortest?
 How much longer is the longest jump than the shortest jump?
 How many measurements are shown in the graph?
Solution
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Problem 4
Exploration
Create and label a line plot for foot lengths so that all of these statements are true:
 There are 7 total foot lengths.
 The most common foot length measured was 6 inches.
 The difference between the longest foot and the shortest foot was 4 inches.
Solution
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Problem 5
Exploration
Here are wingspans of some butterflies in Diego's collection.
Diego still has 2 more lengths to record. Which of these could change when Diego records these lengths? Explain your reasoning.
 The most common measurement
 The total number of measurements
 The longest measurement
 The shortest measurement
Solution
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