Students measure the sides of an index card using centimeters and also check measurements in inches (Activity 1). Students use a meter stick to measure objects and place items into columns labeled "longer than a meter" and "shorter than a meter," lining up an end of the object with the end of the meter stick (Activity 3). Students sort picture cards into groups that should be measured with centimeters versus meters, showing use of standard metric units to decide appropriate measurement units (Activity 4).

Students measure body parts in both inches and centimeters using a ruler and meter stick (Activity 2) and record those measures with unit labels. Students find and verify objects that are about an inch, a foot, a centimeter, and a meter (Activity 3) and locate objects of specified exact lengths such as 6 cm vs. 6 in and 12 cm vs. 12 in (Activity 4). The skills list and the "Units of Measurement" matching activity ask students to identify which units are longer (e.g., "A meter is longer than a yard," "A foot is longer than an inch"), and the materials require use of standard tools (rulers, meter sticks).

Students use a ruler to draw straight lines of specific lengths in inches by rolling a die and creating lines that match the number rolled (Activity 1). Students construct shapes on a geoboard with side lengths given in centimeters (Activity 2). Students sort and label units into Customary and Metric categories, identifying standard length units such as inch, foot, yard, centimeter, and meter.

Students identify and locate standard units (inch, foot, centimeter, meter) on rulers, meter sticks, and tape measures and compare which units are shortest or longest. Students measure individual objects (can of soup, wall, small table, long rug, ribbon, child's height) using appropriate tools and match measurement tools to real-world scenarios in the "Who Should Use Which Tool?" activities. Students lay out tape measures to see how far they extend and complete worksheets that ask them to choose which tool to use for specific measuring tasks.

Students measure several kitchen objects in both inches and centimeters, identify the longest and shortest items, and calculate the difference in length by writing a subtraction sentence that includes units. In the ribbon activity, students measure pieces they cut in inches, pick two pieces, measure them, and write subtraction sentences (for example, "9 in. - 7 in. = 2 in.") to determine how much longer one piece is than another. The lesson repeatedly instructs students to line up objects with the ruler and to include measurement units with their differences.

Students measure seven gummy worms in centimeters before and after stretching and are instructed to include "cm" when they record their measurements. They calculate the difference in length for each worm by subtracting the before measurement from the after measurement and record those differences in the fourth column of the Gummy Worm Stretching sheet. Students are given rulers and other measurement tools and are prompted to choose an appropriate tool and to begin subtraction with the larger number.

Students solve word problems that ask for how much longer one object is than another using subtraction (e.g., Lia's hair 11 in vs 5 in → 11 − 5 = 6 inches; apple tree 12 m vs 9 m → 12 − 9 = 3 meters; gummy worms 29 cm vs 26 cm → 3 centimeters). Directions repeatedly tell students to label answers with the correct measurement unit and define abbreviations such as "m" for meter. Students are asked to use rulers and a meter stick on a neighborhood walk to find objects of 1 foot or 1 meter and to compare shortest and longest measured items, providing hands-on measurement practice.

Students read a map with distances labeled in miles and are asked to compare routes (e.g., "How much longer is the distance from Additionville to Place Value Palace than the distance from Additionville to Subtractiontown?"). Students decide whether to add or subtract, write number sentences, compute sums or differences, and label answers with "miles." Several worksheet items explicitly ask for the difference between two distances and include an answer key showing subtraction yielding a miles value.

The Skills section asks students to generate measurement data by measuring lengths of several objects to the nearest whole unit. Activity 4 directs students to use a ruler to measure lines in centimeters, write each length on the line, and place Xs on a line plot with a horizontal axis marked 1 to 6 (centimeters). The Student Activity Page description reiterates measuring lines in centimeters and plotting those measurements on the provided plot template.