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 A–D in this activity.

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?”

• “¿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 would 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.)

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 D–G 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.

• “¿Cuáles herramientas usaron para medir la tira G, 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, 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.)