Feet Meters Centimeters Inches Feet Yards - …content.njctl.org/courses/math/2nd-grade/length/unit-5-length-cw...Use a centimeter ruler to find the length of each object. 1. The picture

NJ Center for Teaching and Learning ~ 1 ~ www.njctl.org

Name: _________________________________

Length – Introduction to Length

Classwork

1. Circle the US Measurement units. Put an x on the Metric Measurement

units.

Feet Meters Centimeters

Inches Feet Yards

2. Beth is new to class. Explain to her why it is not a good idea to measure

objects with our own hands.

___________________________________________________________

___________________________________________________________

3. Work with a friend and draw 4 objects from our classroom that you would like

to find out the length of.

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Name: _________________________________

Length – Introduction to Length

Homework

1. Circle the objects that we use to measure length.

2. If you measured the length of your bedroom with your foot and then your

mom measured the length of your room with her foot. Would you get the same measurement? Why?

_____________________________________________________________ _____________________________________________________________ Circle the measurement system each unit belongs to.

3. Meters US Measurement Metric Measurement

4. Feet US Measurement Metric Measurement

5. Yards US Measurement Metric Measurement

6. Inches US Measurement Metric Measurement

7. Centimeters US Measurement Metric Measurement



Name: _________________________________

Length – Measuring with a Ruler

Classwork

1. Below is a ruler. Color each inch unit on the ruler a different color. The first

one is done for you.

2. When measuring with a ruler, we line the object up with the number ______.

Use your ruler to help you.

3. A standard ruler starts with the number ________.

4. A standard ruler has ______ inches.

5. A standard ruler has ______ centimeters.

6. What number is missing from the ruler below? _______

7. What number is missing from the ruler below? _______



Name: _________________________________

Length – Measuring with a Ruler

Homework

1. Most standard rulers can measure in ________ and ________.

a. meters b. inches c. centimeters d. yards

2. When using a ruler, the number 1 should be on the _______.

a. Left b. Right

Look at each picture. Circle yes if they measured correctly. Circle no if not.

Yes No

Yes No

Yes No

Explain why you circled yes or no for the pencil.



Name: _________________________________

Length – Inches

Classwork

Use the ruler to measure in inches.

1.

__________ inches

2. __________ inches

3. __________ inches

4. __________ inches

5. Measure the sides of the triangle in inches. Write each measure next to the

side.

6. What is the length of side A and side B together? ______

Side A _________

Side B _________

Side C _________



Name: _________________________________

Length – Inches

Homework

Use the ruler to measure in inches.

1. __________ inches

2. __________ inches

3. __________ inches

4. __________ inches

5. Measure the sides of the rectangle in inches. Write each measure next to the

side.

6. What is the length of side A and side C together? ______

7. What is the length of side B and side D together? ______

Side A _________

Side C _________

Side B _________

Side D _________



Name: _________________________________

Length – Measuring Feet

Classwork

Trace your foot. Choose three things around your classroom to measure with

your foot and a ruler. Fill in the table.

1. Were there more standard feet or student feet in the items you measured?

____________________________________________________________

2. Do you think your foot measurements and your teacher’s foot measurements

would be the same? Explain.

____________________________________________________________

____________________________________________________________

3. Why do we use rulers to measure instead of our feet?

____________________________________________________________

____________________________________________________________

Item Measured Foot Ruler

1.

2.

3.



Name: _________________________________

Length – Measuring Feet

Homework

Trace your foot. Choose four things around your home to measure with your

foot and a ruler. Fill in the table.

1. Were there more standard feet or student feet in the items you measured?

____________________________________________________________

2. Which item that you measured was the longest in standard feet?

____________________________________________________________

3. Which item that you measured was the shortest in your feet?

____________________________________________________________

4. If you measured the same items with our mom’s foot would you get the same

measurements? Why

____________________________________________________________

____________________________________________________________

Item Measured Foot Ruler

1.

2.

3.

4.



Name: _________________________________

Length – Measuring in Yards

Classwork

1. Mr. Lee’s class measured the length of places around their school.

Below is a list of their measurements. Use these measurements to fill in the

table.

100 yds. 20 yds. 11 yds.

2. How many feet are in a yard? ___________

3. Look around the classroom for four objects that are about a yard. Write them

below and then measure them in feet with a partner.

Object Measurement in Feet

___________________________ _________________

___________________________ _________________

________________________________ ____________________

________________________________ ____________________

Item Measured Yards

Classroom

Soccer Field

Library



Name: _________________________________

Length – Measuring in Yards

Homework

1. Jason measured the length of places around his home and neighborhood.

Below is a list of his measurements. Use these measurements to fill in the

table.

120 yds. 26 yds. 6 yds.

2. Look around where you live for four objects that you would measure in

yards. Write them below.

___________________________________

___________________________________

_________________________________________

_________________________________________

3. There are ______ feet in 1 yard.

There are ______ feet in 2 yards.

Item Measured Yards

Football Field

Bedroom

Playground



Name: _________________________________

Length – Measurement in Centimeter Units

Classwork

Use a centimeter ruler to find the length of each object.

1. The picture of the pencil is about ________ centimeters long.

2. The picture of the stick is about ________ centimeters long.

3. The picture of the bone is about ______ centimeters long.

4. Jake was looking at a life-size picture of a snake. He measured the head to

be 3 centimeters long. The rest of the snake’s body was 15 centimeters. What

was the total length of the snake? __________

5. Measure these lines in cm.

______ cm

______ cm

______ cm



Name: _________________________________

Length – Measurement in Centimeter Units

Homework

1. Kim used her ruler to measure the paperclip in centimeters.

Kim thinks the picture of the large paper clip is 4 centimeters long.

Is her answer correct? Explain why or why not.

2. The picture of the brush is about _______ centimeters long.

3. About how wide is the picture of the baseball?

_______ centimeters

Measure these lines in cm.

______ cm

______ cm



Name: _________________________________

Length – Measuring with a Meter Stick

Classwork

Measure 4 objects in the classroom with a meter stick. Complete the chart

below.

Object Name Length in Meters

a.

b.

c.

d.

Measure the same 4 objects above with a centimeter ruler. Complete the chart

below.

Object Name Length in Centimeters

a.

b.

c.

d.

Does it take more meters or more centimeters to measure each object? Explain

your answer.

____________________________________________________________

____________________________________________________________



Name: _________________________________

Length – Measuring with a Meter Stick

Homework

List 5 things outside of school that you could measure with a meter stick.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

5. _____________________________________________________

Why would you want to measure those things with a meter stick rather than a

centimeter ruler?

____________________________________________________________

____________________________________________________________

Circle centimeter or meter to show what measurement you would use to

measure each object.

Length of a car centimeter meter

Length of a notebook centimeter meter

Height of a tree centimeter meter

Would it take more centimeters or more meters to measure the length of a

room? Explain your answer.

____________________________________________________________

____________________________________________________________



Name: _________________________________

Length – Tape Measure

Classwork

1. Work with a partner to measure to measure your wrist, ankle, head and neck

in inches and centimeters.

Body Part Inches Centimeters

Neck

Wrist

Ankle

Head

2. Who has a larger neck? Me My Partner

3. Who has a smaller wrist? Me My Partner

4. Who has a larger ankle? Me My Partner

5. Who has a smaller head? Me My Partner

6. Work with your partner to measure the following items with a tape measure.

Object Inches Centimeters

Teachers Desk

White Board

7. I am _____ inches tall.



Name: _________________________________

Length – Tape Measure

Homework

1. Draw 4 objects in your house that you need a tape measure to measure.

2. You want to buy a new hat but need to know how big your head is. Could

you use a standard ruler? Why or Why not?

_________________________________________________________

_________________________________________________________

_________________________________________________________

Circle yes or no if you need a tape measure to measure the object.

3. A soccer ball yes no

4. A pencil yes no

5. An apple yes no

6. A picture frame yes no



Name: _________________________________

Length – Which Unit? Which Tool?

Classwork

1. Circle to show which tool you would use to measure each object.

a. Length of a hallway inch ruler yard stick tape measure

b. Length of a skateboard inch ruler yard stick tape measure

c. Around your wrist inch ruler yard stick tape measure

d. Height of a house inch ruler yard stick tape measure

e. Around a basketball inch ruler yard stick tape measure

f. Length of a television inch ruler yard stick tape measure

2. Fill in the blanks with in. (inches), ft. (feet), or yd. (yards).

a. A kids shoe is about 6 ______ long.

b. A running track is often 440 _____ long.

c. A newborn baby could be 21 ________ long.

d. The door is about 7 ______ tall.

3. Kathy’s coach wanted her to help draw lines for the soccer field. What tool

would she most likely use, a centimeter ruler, a meter stick, or a tape measure?

Explain.



Name: _________________________________

Length – Which Unit? Which Tool?

Homework

1. Circle to show which tool you would use to measure certain objects.

a. length of a pencil cm ruler meter stick tape measure

b. length of a bed cm ruler meter stick tape measure

c. length of a car cm ruler meter stick tape measure

d. height of a door cm ruler meter stick tape measure

e. around your head cm ruler meter stick tape measure

f. length of a book cm ruler meter stick tape measure

2. Fill in the blanks with cm (centimeters) or m (meters).

a. A cup is about 10 ______ high.

b. A swimming pool is 25 _____ long.

c. Some people live in houses that are about 5 _____ high.

d. Someone’s foot can be 15 _____ long

3. If you measured the height of a door, would it have more centimeters or more

meters? Explain.



Name: _________________________________

Length – Length Comparison

Classwork

Measure each set of lines. Then compare their lengths by completing the

subtraction sentence.

1. Line A ______ in

Line B

How much longer is Line A? ______

______ - ______ =______

2. Line C ______ cm

Line D _____ cm

How much longer is Line C? ______

______ - ______ =______

3. Line E ______ in

Line F

_____ in

How much shorter is Line E? ______

______ - ______ =______

4. Fred’s foot length is 16 centimeters. Is older brother’s foot length is 24 cm.

How much longer is his brother’s foot? Show your work.



Name: _________________________________

Length – Length Comparison

Homework

Measure each set of lines. Then compare their lengths by completing the

subtraction sentence.

1. Line A _____ cm

Line B

_____ cm

How much shorter is Line A? ______

______ - ______ =______

2. Line C _____ in

Line D _____ in

How much longer is Line D? ______

______ - ______ =______

3. Line E

_____ cm

Line F _____ cm

How much longer is Line E? ______

______ - ______ =______

4. Pam’s new baby sister is 56 cm tall. Her brother who is one year old is 80 cm

tall. How much taller is her brother? Show your work



Name: _________________________________

Length – Measuring in Different Units

Classwork

Use a centimeter ruler and an inch ruler to measure the lines below to the

nearest unit.

1. Line A

Line A is about ______ cm long. Line A is about ______ inches long

2. Line B

Line B is about ______ cm long. Line B is about ______ inches long

3. When I measured lines A and B in centimeters and then in inches, there

were always more _________.

A. centimeters B. inches.

4. I think this is because ________________________________________

____________________________________________________________

5. Draw a line that is 4 inches long. Label it Line C.

Then, draw a line that is 4 centimeters long. Label it Line B.

Explain why four inches is longer than 4 centimeters.



Name: _________________________________

Length – Measuring in Different Units

Homework

1. Corey measured Line F and Line G as shown below.

Line F

Line G

Corey said that Line G is longer because it measured about 26 and Line F only

measured about 10. Since 26 is more than 10, then Line G must be longer. Is

she correct? Explain.

2. Kirk and his big brother are measuring their kitchen. Kirk measured in feet

and said the kitchen is 20 feet long. His big brother will measure the kitchen in

yards. Will he get a higher number or lower number when he measures the

kitchen in yards? Explain.



Name: _________________________________

Length – Estimation in/ft.

Classwork

Find each object. Estimate the length. Have your teacher look at your estimates. Then measure each object.

Object Estimate Measure

About ______ inches About ______ inches







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Name: _________________________________ Length – Estimation in/ft.

Homework

What would be the length of the real object pictured? Circle the best estimate.

1. a. 2 in b. 12 in c. 2 ft.

2. a. 6 in b. 2 ft. c. 6 ft.

3. a. 10 in b. 3 ft. c. 10 ft.

4. a. 3 in b. 7 in c. 3 ft.

5. a. 7 in b. 1 ft. c. 7 ft.

6. What would you use to estimate the height of each object? Circle.

Your finger Your finger

Arm span Arm span



Name: _________________________________

Length – Estimation cm/m

Classwork

What would the length of each object be? Circle the best estimate.

1. a. 1 cm b. 1 m

2. a. 3 cm b. 3 m

3. a. 2 cm b. 2 m

4. a. 8 cm b. 8 m

What would you use to measure the height of each object? Circle.

centimeters centimeters

meters meters



Name: _________________________________

Length – Estimate Length

Homework

First estimate the length of each line using benchmarks you know about. Then,

find the actual measurement using a centimeter ruler.

1.

a. Estimate: _______ cm

b. Actual: _______ cm

2.

a. Estimate: _______ cm

b. Actual: _______ cm

Circle the correct unit of measurement for each estimation.

3. The length of a pencil is about 15 _____ cm m

4. The height of a ceiling is about 3 _____ cm m

5. The length of a bed is about 2 ______ cm m

6. The distance around your wrist is about 15 _____ cm m

7. The length of a soccer field is about 100 ______ cm m

8. Draw a line to show the distance between your thumb and pinky when they

are spread as wide as you can. About how many centimeters long is your hand

span? ______



Name: _________________________________

Length – Number Line as a Ruler

Classwork

Find the value on each point of the number line marked by a letter.

1.

Point A is _______ point B is _______

2. If each unit is 5, what does point C equal?

Point C = _______

3. If each unit is 10, what does point D and point E equal?

Point D = _____ Point E = _______

What is the difference between point D and point E? ________

4. If point F is exactly in the middle of the endpoints, what is point F?

Point F is _______

A 10 80 B

25 C

80 D E

F

45

85



Name: _________________________________

Length – Number Line as a Ruler

Homework

Find the value on each point of the number line marked by a letter.

1.

Point A is _______ Point B is _______

2. If each unit is 10, what does point C equal?

Point C = _______

3. If each unit is 1, what does point D and point E equal?

Point D = _____ Point E = _______

What is the difference between point D and Point E? ________

4. If point F is exactly in the middle of the endpoints, what is point F?

Point F is _______

A 20 55 B

30 C

20 D E

F

20

60



Name: _________________________________

Length – Number Stories on a Number Line

Classwork

Show your work on the number line. Then write a number sentence to match.

1. Jill walked 25 feet. Jim walked 15 feet more than her. How many feet did

Jim walk?

Number sentence ___________________

2. Kyle ate 50 peanuts. Then he ate 10 more. How many did he eat in all?


3. Wanda was building a tower. So far it was 30 cm tall. She wanted it to be 45

cm taller. How tall would it be then?


4. Jason ran 45 meters. He had to run 25 more meters to get to the finish line.

How far will he have run?




Name: _________________________________

Length – Number Stories on a Number Line

Homework

Show your work on the number line. Then write a number sentence to match.

1. John threw a football 40 yards. Hank threw the ball 15 more yards than

John. How far did Hank throw the ball?


2. Karen’s room is 15 feet wide. Her sister’s room is 20 feet wider. How wide

is her sister’s room?


3. Fran and her sister Joni were seeing how far they could flick their marbles.

Fran flicked her marble 65 inches. Joni flicked her marble 30 more inches than

her sister. How far did Joni flick the marble?


4. Tomas and his dad drove 25 miles to visit his family. He drove 15 more miles

the next day to visit more family. How many miles had they gone all together?




Name: _________________________________

Length – Line Plot

Classwork

Class 2D counted the number of buttons on their classmates shirts. Look at the

line plot. Answer the questions.

Number of Buttons on Shirts

1. What is the greatest number of buttons on shirts? ________

2. What is the fewest number of buttons on shirts? ________

3. What is the most common number of buttons on shirts? ________

4. What is the least common number of buttons on shirts? ________

5. How many students have 2 buttons on their shirt? ________

6. Four students have ______ buttons on their shirt.

7. How many students have 4 or more buttons on their shirt? ________

8. How many students have no buttons on their shirt? ________



Name: _________________________________

Length – Line Plot

Homework

The students in Mrs. Smith’s class counted the crayons in their desks. Look at

the line plot and answer the questions.

Student’s Crayons

1. What is the most number of crayons? ________

2. What is the least number of crayons? ________

3. How many students had 10 crayons? ________

4. What is the difference between the most number of

crayons and the least number of crayons? ________

5. How many crayons did the most number of students have? ________

6. How many students had 7 crayons? ________

7. How many students had 13 or more crayons? ________

8. A student recounted his crayons and had 16 not 15 crayons.

How many students have 16 crayons now? ________



Name: _________________________________

Length – Line Plot pt. 2

Classwork

Mrs. Smith graded her students spelling tests. Look at the line plot of the

grades.

Answer the questions.

Student Spelling Grades

1. How many students got a 100 on their test? ________

2. What is the most common grade on the test? ________

3. How many students got a 90 on their test? ________

4. How many more students got a 95 than an 88? ________

5. Jose was absent on the day of the test. He got a 94 on his test.

How many students scored a 94 now? ________

7. Did more students score an 88 or a 90? ________

8. What is the title of this line plot?

________________________________________________



Name: _________________________________

Length – Line Plot pt. 2

Homework

The students in Room 14 measured their height in inches.

Look at the line plot. Answer the questions.

Height of Students in Room 14

1. What is the shortest height in the class? ________

2. Which height had the most number of students? ________

3. How many students were 51 inches tall? ________

4. What is the difference between students

who were 53 inches tall and 48 inches tall? ________

The students in Room 12 counted the number of books they read in one month.

Look at the line plot. Answer the questions.

Number of Books Read

5. How many students read 5 books? ________

6. What number of books occurs most often? ________

7. How many students read between 4 and 10 books altogether? ________


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Feet Meters Centimeters Inches Feet Yards - …content.njctl.org/courses/math/2nd-grade/length/unit-5-length-cw...Use a centimeter ruler to find the length of each object. 1. The picture