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Features

Measure a pencil, a crayon, a nail and a paintbrush with an inch ruler and again with a centimeter ruler
See that the centimeter number is always bigger
Circle the length that makes sense in the other unit and say why
Measure two things in different units and circle the one that is really longer
Pick the best tool for each job: a ruler, a yardstick or a tape measure, and a centimeter ruler or a meter stick with centimeters or meters
Every page in color and in black and white
Answer keys included

Skills Covered

Measure one thing in inches and in centimeters
Explain why there are more centimeters than inches
Compare lengths given in different units

Pick a ruler, yardstick or tape measure
Pick a centimeter ruler or a meter stick
Choose centimeters or meters

How to Use This Pack

Five pages on units and tools. On page 1 each thing is drawn twice at real size, once on an inch ruler and once on a centimeter ruler: students write about how many inches and about how many centimeters (the first is worked as an example). Page 2 gives a length in one unit and asks which length in the other unit makes sense (a 4 inch crayon is about 10 centimeters, not 2), then asks why the centimeter number is always bigger. On page 3 each pair is measured in different units, and students circle the thing that is really longer; in two pairs the bigger number belongs to the shorter thing. Page 4 shows a ruler, a yardstick and a tape measure, and students circle the best tool for eight jobs, from a crayon to the way around a watermelon. Page 5 does the same with a centimeter ruler and a meter stick, and adds circling centimeters or meters.

In the Classroom

Give each pair of students a ruler with inches on one edge and centimeters on the other. Measure the same pencil with both edges and write the two numbers on the board: why is one bigger? Lay ten centimeter cubes beside four inch tiles to see the size of each unit. Before page 4, pass around a ruler, a yardstick and a tape measure, and try measuring around a ball with each one.

At Home

Find a ruler or tape measure with inches and centimeters. Measure a spoon, a shoe and a book both ways and make a little table. Then ask: what tool would you use to measure the couch, the way around your head, or a toothbrush?

Tips for Success

A centimeter is shorter than an inch, so it takes more centimeters to cover the same thing
The number of units changes, but the thing stays the same length
A bigger number does not always mean longer: look at the unit
Use a tape measure for round things and very long things
Use centimeters for small things and meters for big things

Common Core Standards Alignment

This pack supports the following Common Core State Standards for Mathematics:

2.MD.A.1 Choose a suitable tool, such as a ruler, yardstick, meter stick or tape measure, and use it to measure length.
2.MD.A.2 Measure one object with two different units, such as inches and centimeters, and explain why a smaller unit gives a bigger number.
2.MD.A.4 Measure two objects and find the difference in their lengths in a standard unit.
2.MD.B.5 Solve story problems about lengths in the same unit, adding or subtracting within 100, with drawings like rulers and equations.
2.MD.D.9 Measure several objects, or one object several times, in whole units and display the results on a line plot.

Inches and Centimeters

2nd Grade

Measuring one thing in inches and in centimeters, and picking the right tool. Students measure on real-size rulers, compare lengths across units, and pick a ruler, yardstick, tape measure or meter stick for each job.

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What’s Included

5 worksheets in color and in black and white, with answer keys (15 pages)
Measure the same thing in inches and centimeters on real-size rulers
Compare lengths given in different units
Pick the best tool: ruler, yardstick, tape measure or meter stick

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This worksheet is free to download, print, copy, and hand out in your classroom or at home. You do not need to create an account, and there are no watermarks on the PDF.