# Lesson 5

Midamos en metros

## Warm-up: Conteo grupal: Más allá de 100 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting by 1 beyond 120 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students will need to use centimeters and meters to record lengths. For example, some students may record 1 meter and 30 centimeters as 130 centimeters.

Students may wonder about the place value of three-digit numbers. Although students are not expected to understand the hundreds place yet, be prepared to say that the 1 means 1 hundred without going too far. Unitizing 100 will be addressed in a later unit.

### Launch

• “Cuenta de 1 en 1, empezando en 20” // “Count by 1, starting at 20.”
• Record as students count.
• Stop counting and recording at 30.
• Cuenta de 1 en 1, empezando en 120” // “Count by 1, starting at 120.”
• Record as students count directly below the first count.
• Stop counting and recording at 130.

### Activity

• “¿Qué patrones ven?” // “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

### Activity Synthesis

• “¿Quién puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”
• “¿Alguien quiere compartir otra observación sobre por qué ese patrón ocurre aquí?” // “Does anyone want to add an observation on why that pattern is happening here?”
• “¿Están de acuerdo o en desacuerdo? ¿Por qué?” // “Do you agree or disagree? Why?”

## Activity 1: Midamos reptiles (20 minutes)

### Narrative

The purpose of this activity is for students to experience the need for a longer length unit and measuring tool. Students practice measuring the lengths of reptiles that are represented by lengths of tape. During the activity, students measure a length of tape that is 1 meter and 80 centimeters long. They can choose to measure with centimeter cubes, 10-centimeter tools, their self-made rulers, or centimeter rulers (MP5). The synthesis focuses on discussing why measuring longer lengths is difficult with the tools they have. Students consider how longer tools or longer length units would help their measurement challenges. Students measure tape strips AD in this activity.

### Required Materials

Materials to Gather

### Required Preparation

• Tape strips of these lengths on the floor. Label each strip with the letter and the name of the reptile. (It may be helpful to make multiple sets of the strips to keep the groups small.)
• Tape A, gila monster: 58 cm
• Tape B, baby alligator: 72 cm
• Tape C, baby cobra: 44 cm
• Tape D, komodo dragon: 180 cm
• Tape E, adult alligator: 3 meters and 36 cm
• Tape F, adult cobra: 1 meter and 90 cm
• Tape G, ribbon snake: 2 meters and 82 cm

### Launch

• Groups of 3–4
• Display the reptile images.
• “En lecciones anteriores, medimos diferentes tipos de reptiles pequeños. ¿Qué saben sobre algunos de estos reptiles grandes?” // “In previous lessons, we measured different kinds of smaller reptiles. What do you know about some of these larger reptiles?”
• “Imaginemos que somos cuidadores de animales del zoológico y necesitamos medir las longitudes de estos reptiles” // “Let’s imagine we are zookeepers who need to measure the lengths of these reptiles.”
• “Sería demasiado peligroso traer algunos de estos reptiles al salón de clase para medirlos. He puesto tiras de cinta en el piso para representar sus longitudes” // “Some of these reptiles would be too dangerous to bring in the classroom to measure. I’ve placed strips of tape on the floor to represent their lengths.”
• “Miren las tiras de cinta en el piso. Con su grupo, escojan cualquier cosa de las que hemos usado para medir hasta ahora y midan cada una de las tiras de la A a la D. Pueden usar cubos de un centímetro, herramientas de 10 centímetros, las reglas que hicieron o las reglas de centímetros” // “Look at the strips of tape on the floor. Choose anything we’ve used so far to measure each of the strips A through D with your group. You can use centimeter cubes, 10-centimeter tools, the rulers you made, or the centimeter rulers.”

### Activity

• “Escriban la longitud de estos cuatro reptiles, en centímetros” // “Record the length of these four reptiles in centimeters.”
• 10 minutes: small-group work time
• Monitor for different ways students use their tools to measure the komodo dragon:
• iterating 10-centimeter tools
• iterating rulers
• iterating a combination of tools

### Student Facing

La longitud de cada cinta en el piso representa la longitud de un reptil.

A: monstruo de Gila

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B: caimán bebé

C: cobra bebé

D: dragón de Komodo

1. Mide para encontrar la longitud de cada reptil. No olvides la unidad.
1. ¿Cuál es la longitud de un monstruo de Gila?
2. ¿Cuál es la longitud de un caimán bebé?
3. ¿Cuál es la longitud de una cobra bebé?
4. ¿Cuál es la longitud de un dragón de Komodo?

### Student Response

If students use centimeter cubes or 10-centimeter tools to measure all of the tape strips including the length of the komodo dragon, consider asking:

• “¿Puedes mostrarme cómo mediste __?” // “Can you show me how you measured the __?”
• “¿Cómo podrías usar tu regla para encontrar la misma medida?” // “How could you use your rulers to find the same measurement?”

### Activity Synthesis

• “¿Cuál herramienta de medición decidieron usar? ¿Por qué?” // “Which measuring tool did you choose to use? Why?” (We used the 10-centimeter tools and cubes because they were easier to count tens and ones. We used the rulers because we didn’t have to use as many blocks. It was faster.)
• Invite previously identified students to share how they measured the komodo dragon and calculated its length.
• “¿Qué fue retador al medir longitudes más largas en centímetros?” // “What was challenging about measuring longer lengths in centimeters?” (We had to line up our tools and count the centimeters. Centimeters are small so there were a lot of them to count.)
• “¿Les gustaría usar estas herramientas para medir reptiles reales y grandes?” // “Would you want to use these tools to measure real large reptiles?” (No. It’d take too long. I might get bit.)
• “¿Qué haría que medir longitudes más largas fuera más fácil?” // “What would make measuring longer lengths easier?” (We could use a tool that has more centimeters on it. We could use a longer length unit to measure.)

## Activity 2: Midamos con una vara de un metro (15 minutes)

### Narrative

The purpose of this activity is for students to learn about the meter as a longer metric unit of length. Students measure longer lengths with a new tool, the meter stick. Students measure strips of tape of different lengths and choose between a centimeter ruler and a meter stick in order to measure each. In the synthesis, students share their measurements of each line and discuss how they chose which tool to use to measure (MP5). Students measure Strips DG in this activity. Students measure the komodo dragon (Strip D) twice to experience measuring the same length with a ruler and a meter stick. They discuss and compare their measurements in the lesson synthesis.

MLR2 Collect and Display. Direct attention to words collected and displayed from the previous lesson. Add “vara de un metro” // “meter stick” to the collection. Invite students to borrow language from the display as needed, and update it throughout the lesson.  Advances: Conversing, Reading
Engagement: Provide Access by Recruiting Interest. Synthesis: Optimize meaning and value. Invite students to share people they know or specific jobs they recognize that may use the measuring tools they have been exposed to. “¿Cuándo y por qué podría alguien usar estas herramientas para medir?” // “When and why might someone use these measuring tools?”  Supports accessibility for: Conceptual Processing

### Required Materials

Materials to Gather

### Launch

• Groups of 3–4
• Give each group a meter stick.
• “Vimos que medir longitudes más largas con centímetros puede ser difícil. Por fortuna, existe una unidad estándar que podemos usar y que es mucho más larga que un centímetro. Se llama un metro” // “We saw that measuring longer lengths with centimeters can be challenging. Luckily, there is a standard unit that is much larger than a centimeter that we can use. It’s called a meter.”
• Show students a meter stick.
• “Esta es una vara de un metro. La longitud de un extremo al otro es 1 metro. De la misma forma como usamos los cubos de un centímetro para medir en centímetros, podemos usar la longitud de una vara de un metro para medir longitud en metros” // “This is called a meter stick. The length of one end to the other is 1 meter long. Just like we used centimeter cubes at first to measure centimeters. We can use the length of a meter stick to measure length in meters.”
• “¿Qué observan acerca de la vara de un metro?” // “What do you notice about the meter stick?” (There are lots of little lines; the numbers go up to 100; every tenth number is bold)
• 30 seconds: quiet think time
• Share responses.
• “La vara de un metro hace que sea más fácil medir longitudes más largas. Podemos usar la vara de un metro para medir en metros o centímetros” // “The meter stick makes it easier to measure longer lengths. We can use the meter stick to measure in meters or centimeters.”
• “Encuentren 50 cm en la vara de un metro” // “Find 50 cm on the meter stick.”
• If time permits, find a few other markings.

### Activity

• “Ahora, volvamos a nuestra trabajo como cuidadores de animales del zoológico y midamos algunos reptiles aún más grandes” // “Now, let’s go back to our job as zookeepers and measure some even larger reptiles.”
• “Van a medir el dragón de Komodo otra vez y 3 reptiles nuevos” // “You are going to measure the komodo dragon again and 3 new reptiles."
• “Pueden usar cualquiera de las herramientas de medición que han usado hoy. Prepárense para explicar por qué escogieron cada herramienta” // “You may use any of the measuring tools you have used today. Be prepared to explain why you chose each tool.”
• 12 minutes: group work time
• Monitor for the different ways students measure the ribbon snake and adult alligator including how they record their measurements in meters.

### Student Facing

D: dragón de Komodo

G: serpiente de cinta

1. Mide la longitud del dragón de Komodo, en metros.
2. ¿En qué se parecen o en qué son diferentes las medidas del dragón de Komodo de las actividades 1 y 2?
3. Mide cada reptil en centímetros o en metros. No olvides las unidades.

1. ¿Cuál es la longitud de un caimán adulto?
2. ¿Cuál es la longitud de una cobra adulta?
3. ¿Cuál es la longitud de una serpiente de cinta?

### Student Response

If students do not measure using the meter stick, or only report their measurements in centimeters, consider asking:

• “¿Aproximadamente cuántos metros de largo mide __?” // “About how many meters long is the __?”
• “¿En qué se diferencia medir __ en metros (o en metros y centímetros) de medir solo en centímetros?” // “What is different about measuring the __ in meters (or meters and centimeters) rather than only centimeters?”

### Activity Synthesis

• “¿Cuáles herramientas usaron para medir la tira G, la de la serpiente de cinta? ¿Por qué escogieron esta herramienta?” // “Which tools did you use to measure Strip G, the ribbon snake? Why did you choose this tool?” (We used the meter stick and took away 10 because it was so close.)
• “¿Qué hicieron cuando se dieron cuenta de que la tira E, la del caimán adulto, tenía una longitud mayor que 3 metros pero menor que 4 metros?” // “What did you do when you found that Strip E, the adult alligator, was longer than 3 meters but shorter than 4 meters?” (We saw it was closer to 3 meters so we said it was about 3 meters. We used the meter stick 3 times and then the cm ruler for the rest.)

## Lesson Synthesis

### Lesson Synthesis

“Hoy aprendimos sobre otra unidad estándar de longitud: el metro. Usamos varas de un metro para que la medición de longitudes más largas fuera mucho más fácil” // “Today, we learned about another standard unit of length—the meter. We used meter sticks to make measuring longer lengths a lot easier.”

“Ustedes midieron la longitud del dragón de Komodo dos veces. ¿En que se parecieron o en qué fueron diferentes sus medidas?” // “You measured the length of the komodo dragon two times. What was the same or different about your measurements?” (When we measured in meters it was only about 2 meters. When we measured in centimeters it was 180 centimeters. We only had to use the meter stick 2 times to measure the whole length. We had to use the ruler lots of times.)

Display the meter stick.

“¿Qué les gustó de usar la vara de un metro? ¿En qué situaciones piensan que ayuda usar una vara de metro, en vez de usar una regla u otras herramientas?” // “What did you like about using the meter stick? When do you think it is helpful to use a meter stick to measure instead of a ruler or other tools?” (I liked using it for the longer lengths because you didn’t need as many tools or you didn’t need to move the tool a bunch of times. It’d be good to use to measure longer things. If you were measuring meters you would want to use it.)