Understanding what a meter is

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Students learn what a meter is and can indicate which objects are approximately a meter long.

CCSS.Math.Content.2.MD.A.1

Students will be able to indicate what a meter is and about how long a meter is.

Numbers, sound clips and written numbers are on the interactive whiteboard. Students must indicate which numbers are the same. Circle the elements that belong together with the same color.

Explain what a meter is. Take a step and explain that this is approximately a meter. Meter is abbreviated as m. Show the blackboard ruler and explain that this is also a meter. Have the students find objects in the classroom that are approximately a meter long. Then you show several images on the interactive whiteboard. Ask which objects are approximately one meter, and circle them. Remind the students that a large step is approximately one meter. Then you show an image and the students determine if the object is larger, smaller, or approximately one meter.

To check if the students understand what a meter is, you can ask the following questions:

- What abbreviation is used for a meter?

- What is approximately one meter long?

Students first practice by indicating objects that are approximately one meter. Then, they see an object and must determine approximately how large it is. Next they must drag the images to the correct boxes.

You discuss with the students again how it is important to understand what a meter is, in order to determine the length of an object. You check if the students understand what a meter is by having them indicate whether the object on the interactive whiteboard is longer or shorter than one meter. If they think that the object is larger than one meter, they stand up. Students that think that the object is smaller than one meter stay seated.

When students have difficulty understanding what a meter is, you can remind them that a large step is approximately one meter. You can also show students objects that are approximately one meter long.

A blackboard ruler.

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