### MATH: Doodle-Inchworm (Measurement)

Time Required: One 45-minute session
Skill Level: Beginner

In this activity, students will work in pairs to practice measuring objects in inches using a doodled inchworm ruler. Students will then work in larger groups to place doodled inchworm rulers together to measure larger objects.

Note: Any links outside of the3doodler.com are optional resources. We can’t ensure their upkeep or accuracy.

### Lesson Plan

#### Instructions

Step 1

Whole Group: Read the book Inch by Inch, and afterwards discuss the types of things that the inchworm measured. Ask what unit of measurement was used (inches). Have students review the numbers on a 12-inch ruler.

Step 2

Share the goal: During this session, students will work in pairs to doodle their own inchworm-rulers using a 3Doodler.

Step 3

Model how to doodle onto the Doodle Inchworm Stencil. Explain how the stencil will be used to doodle an inchworm-ruler by outlining first, then segmenting larger fill sections into smaller segments, followed by filling each segment using a back and forth motion with the 3Doodler.

*See Resource Section

Step 4

Show students how to peel the plastic off of the stencil once dry, then show them how to line up the doodled-inchworm with the stencil to doodle in the lines and numbers in the proper place. Let the students know that they will be split into pairs, and that each student will Doodle portions of the inchworm ruler.

Step 5

Hand out Doodle Inchworm Stencils and one 3Doodler pen to each pair of students.

*The doodling portion of this lesson is best handled in a small group center or with parent-volunteers or aids to assist the teacher.

Step 6

Show students the objects on the Inchworm Measurement Worksheet. Have them guess how long each one is, then have them work in pairs to measure the objects on the worksheet with their Doodled inchworm rulers to see if they are right.

Step 7

As students measure, move through the class to assist and assess. Ask which object is longest and shortest. Compare the length of the measured objects.

Step 8

After reviewing their results, suggest that there are objects larger than 5 inches in the classroom. How can they use their inchworm-rulers to measure them?

*Students may work with another group or groups to weld their rulers end-to-end. Inchworms' heads and tails must overlap for accuracy (model how to do this to the class).

#### Wrap Up

Students will share their measurements of larger objects with the class. What was the largest object they were able to measure? Ask if there is another way to use their inchworms to measure even larger objects? *Demonstrate how one inchworm can be placed. Mark the endpoint with tape. Then replace the inchworm. Continue until the inchworm measure the entire length.

#### Assessment

The teacher will assess students’ understanding of measurement through their results in this activity and feedback during discussions.

#### Possible Extensions

Students will learn how to convert inches to centimeters. Students will write their own stories about their doodled-inchworms.

#### Vocabulary

• acting - the art or practice of representing a character before an audience.

• collaboration - to work jointly with others or together especially in an intellectual endeavor.

• color - the quality of an object or substance with respect to light reflected by the object, usually determined visually by measurement of hue, saturation, and brightness of the reflected light; saturation or chroma; hue.

• counting - to indicate or name by units or groups so as to find the total number of units involved.

• drawing - the art or technique of representing an object or outlining a figure, plan, or sketch by means of lines.

• inch - a unit of length, 1/12 (0.0833) foot, equivalent to 2.54 centimeters.

• measurement - the act or process of measuring; a figure, extent, or amount obtained by measuring.

• number - a unit belonging to an abstract mathematical system and subject to specified laws of succession, addition, and multiplication.

• one-to-one correspondence -

• problem-solving - the process or act of finding a solution to a problem.

• writing - any written or printed paper, as a document or deed.

#### Educational Standards

Common Core
CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

In This Lesson

Students will use doodled inchworm rulers to measure and compare the length of objects.

Common Core
CCSS.MATH.CONTENT.1.MD.A.2

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

In This Lesson

Students will weld inchworm rulers together to create to measure longer objects.

CS Teachers
1A-A-3-5

Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.

In This Lesson

Students will break down the process of comparing the lengths of objects into the process of doodling, measurement and discussion.

ISTE
1C

Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

In This Lesson

Students will use the 3Doodler to create doodled rulers to explore and compare the length of objects in the classroom.

ISTE
4D

Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

In This Lesson

Students will demonstrate willingness and competency with how to measure longer objects using the 5-inchworm ruler.

ISTE
6B

Create original works or responsibly repurpose or remix digital resources into new creations.

In This Lesson

Students will use a 3Doodler to creatively reinterpret a traditional ruler into a doodled inchworm ruler.

ISTE
7A

Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

In This Lesson

Students will seek feedback from peers throughout the design and counting process.

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