Non-standard and standard length measurement

1. Culture

1.1. Perspective on how the world is measured

1.2. Peer review and teamwork

1.3. Understanding of a universal language to measure

2. Communication

2.1. Language of learning

2.1.1. Vocabulary: Centimeters, meters, length, numbers, big, small, long, short. Common objects such: table, chair, notebook, door, window, board. Parts of the body: leg, arm, hand, fingers.

2.1.2. Comparatives: longer than, bigger than, smaller than, shorter than

2.1.3. Use of present tenses to describe the length of an object, and communicate it to their classmates.

2.2. Language for learning

2.2.1. Describing an object according to their length

2.2.2. How long is .... ? It is ... long. This object is ... (centímeters, meters, non-standard measure) long.

2.3. Language through learning

2.3.1. To classify objects according to their measures.

2.3.2. To communicate the measurement results to duplicate an object

2.3.3. To build stronger communication and teamwork skills

3. Content

3.1. Non-Standard length measurement

3.2. The centimeter

3.3. How to measure length in meters and centímeters

3.4. The meter

4. Cognition

4.1. Identify the most suitable non-standard unit measure according to an object length

4.2. Compare objects according to their length

4.3. Use non-standard units to measure to determine an object length

4.4. Explain the different results with a non-standard unit of measure

4.5. Create a craft project with non-standard measures

4.6. Identify the meter and the centimeter in a ruler or measuring tape

4.7. Categorizing objects according to the measurement units they should be measure with.

4.8. Predict the final result of measuring an object length with standard and non-standard units

4.9. Build a classroom drawing identifying the measures of the space and some objects.