Students are instructed to complete the "Partitioning Shapes" sheet using a ruler (Activity 4). Day 3 (Option 2) tells students to use a whiteboard, ruler, and dry-erase markers to practice solutions for dividing the lawn, indicating they will handle a ruler when planning partitions.

Students are shown a ruler, meter stick, and cloth tape measure and are asked to identify inches, feet, and yards. Students measure cut pieces of straw by lining them up at 0 on a ruler, read inch and half-inch marks, and record measurements (e.g., "4 inches" and "4 in."). Students complete an "I Can Measure Inches" sheet where they guess and then measure household objects twice and write both measurements.

The lesson's Skills list explicitly states students will "Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes." In Activity 1 students are given a ruler, asked to find or build objects of specified lengths (1 ft, 2 ft, 3 ft, 4 ft), and shown how to line up and re-place the ruler to measure lengths longer than one foot. In Activity 2 students practice selecting between inches and feet for various real-world objects and explain why one unit is more appropriate than the other.

Students measure the sides of an index card using the centimeter side of a ruler and then check their guesses by measuring in inches, lining the card up at the 0 mark. Students use a meter stick to find and measure objects about a meter long, align an end of each object with the end of the meter stick, and compare a meter to a yard and to inches/centimeters. Students sort picture cards into groups for things better measured in centimeters versus meters and play an online measuring-in-centimeters game to practice reading metric measurements.

The skills list explicitly states students will "Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes." Activity 2 has students use a meter stick and a ruler to measure their height and body parts in both inches and centimeters and record labeled measurements. Activity 3 asks students to show an inch, a foot, a centimeter, and a meter on the ruler and meter stick, then use those tools to find and record objects of those lengths. Activity 4 gives students a ruler to find objects matching specific inch and centimeter lengths.

Students use a ruler to draw straight lines of specified lengths in inches during the Lines Art activity, measuring each line to match the die roll. Students sort measurement terms into Customary and Metric categories (inch, foot, yard vs centimeter, meter), demonstrating unit recognition. Students are given a ruler and asked to create shapes on a geoboard with side lengths specified in centimeters (e.g., squares with 9 cm and 15 cm sides, a rectangle with 6 cm and 12 cm sides), which requires measuring lengths in metric units.

Activity 1 has students handle a ruler, meter stick, metal tape measure, and cloth tape measure, lay out tape measures, and identify inches, feet, centimeters, and meters on the tools. The activity asks students to decide which tool would be best for measuring specific objects (can, wall, small table, long rug, ribbon, child's height). Activity 2 asks students to match scenarios with appropriate measuring tools by cutting, sorting, and writing or drawing who would use each tool.

Students estimate and then measure a pencil using both centimeters and inches and are prompted to select a ruler as the best tool for that pencil. Students measure several kitchen items in both inches and centimeters and record the measurements with unit abbreviations. Students use a ruler to measure and cut ribbon to specific inch lengths, then measure pairs of ribbons and write subtraction sentences that include the measurement units.

The lesson's Skills list explicitly states students will "Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes." In Activity 2 students are asked to select a measurement tool, measure seven gummy worms in centimeters, include "cm" with their measurements, and compute differences. In Activity 4 students measure lines in inches using a ruler and then plot those measurements on a line plot; Activity 1 also prompts discussion comparing a cloth tape measure to a ruler or meter stick.

The Skills list explicitly states that students should "Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes." Activity 3 gives students a ruler and a meter stick and directs them to find and measure objects of 1 foot and 1 meter and then measure longer objects (2, 3, 4 feet/meters), asking them to identify shortest and longest measured items. Activity 1 has students practice measuring in inches and centimeters with an online game, and Activity 2 has students solve length word problems using materials of their choosing and reminds them to label answers with the correct measurement unit.

The Skills section explicitly instructs students to "measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes." In Option 1 and Option 2 students are asked to choose which measurement tools they need, are given access to different measurement tools, and are prompted with questions like "Is that the best tool for this job?" and "Are you measuring twice to check your measurements?" Student pages require students to record measurements using inches, centimeters, feet, and meters and to label units on their data sheets.

Students are instructed to "use a ruler to measure the length of each line on the page in centimeters" and to write each length and mark an X on the line plot (Activity 4 and Student Activity Page). The Skills section states students will "generate measurement data by measuring lengths of several objects to the nearest whole unit." The lesson also tells students to use a ruler when creating a line plot of furniture data (Activity 2).

Students are shown a ruler and a meter stick and asked to identify units (inch, foot, centimeter, meter) and which are customary or metric. In Activity 1 students use the measurement tools to find real objects that match listed lengths (e.g., 2 inches, 10 centimeters, 1 meter) and record or draw those objects. Activity 2 asks students to choose appropriate units for measuring longer vs. shorter objects (inches vs. feet; centimeters vs. meters) and has them play a game and complete a worksheet that requires selecting sensible lengths in cm or m for pictured items.