In Activity 1 students measure the length of a hallway or walkway using their own feet and then have the adult measure the same length with their feet, prompting comparison of the two measurements. In Activity 2 students choose small or large paper clips, measure the longest side of several objects with their paper clips, record their measurement and the adult's measurement using the other size paper clips, and compare results. Both activities prompt students to explain why measurements differ and to consider how unit size affects the numerical measurement and to practice lining up units end-to-end (heel-to-toe or clip-to-clip).

Students are asked to measure each object twice and record both measurements on the "I Can Measure Inches" sheet (Activity 2). Students handle a ruler, meter stick, and tape measure and answer questions that identify inches, feet, and yards and compare which units are longer or shorter (Reading and Questions; Activity 1). Students practice measuring objects in inches with straws, ruler activities, and half-inch identification (Activity 1 and Activity 3).

Students are asked "How many inches are in a foot?" and told that a ruler with 12 inches is a foot, so they use a ruler to find parts of their body and objects about a foot long. In Activity 1 students use index cards labeled 1 ft, 2 ft, 3 ft, and 4 ft and are instructed to use a ruler to find or build objects that match those foot lengths, including lining up and re-placing the ruler to measure more than one foot. In Activity 2 students complete the Guessing Lengths sheet and explain why they would choose inches or feet for various objects, comparing suitability of different unit sizes.

Activity 1 asks students to measure each side of an index card using centimeters and then to check their guesses by measuring the same sides in inches, with teacher prompts to note that "there are fewer inches than centimeters because inches are larger than centimeters." Activity 3 has students use a meter stick to measure objects and to categorize objects as "longer than a meter" or "shorter than a meter," aligning an end of the object with the 0 mark. Activity 4 has students sort pictured objects into those better measured with centimeters versus meters, reinforcing choice of different unit lengths.

Students measure the same lengths in two different units in Activity 2: they record their height and several body-part lengths in both inches and centimeters and are instructed to label each measure. Activity 4 asks students to find objects that match paired measurements given in both centimeters and inches (e.g., 6 cm and 6 in, 12 cm and 12 in), requiring them to use two different unit lengths on the same or comparable objects. The Facts and Definitions sheet and Activity 1 explicitly state and reinforce unit-size relationships (e.g., "An inch is longer than a centimeter", "There are 100 centimeters in a meter"), supporting comparison of measurements taken with different units.

Activity 1 has students use a ruler to draw lines that are a specific number of inches (e.g., roll a 5 and draw a 5-inch line). Activity 2 has students build shapes on a geoboard with side lengths given in centimeters (e.g., a square with 9 centimeter sides, a square with 15 centimeter sides, a rectangle with 6- and 12-centimeter sides). The lesson also has a cut-and-sort activity that distinguishes customary units (inch, foot, yard) from metric units (centimeter, meter).

Students are asked in Activity 1 to estimate and then measure the same pencil using both centimeters and inches, with explicit directions to line up the ends and record measurements in both units. The Kitchen Measurement sheet has students measure multiple kitchen objects in both inches and centimeters, label the units, identify the longest and shortest objects, and compute differences between measurements. The introduction asks students to order units from shortest to longest (centimeters, inches, feet, meters), which requires attending to unit size when comparing measurements.

Students measure the lengths of 7 gummy worms in centimeters both before and after stretching and record those measurements and differences (Activity 2). Students also measure several drawn lines in inches with a ruler and place Xs on a line plot to show those measurements (Activity 4). The lesson's skills list explicitly mentions estimating and measuring lengths in inches, feet, centimeters, and meters and choosing appropriate tools.

Students are given both a ruler and a meter stick and are asked to find objects that are 1 foot or 1 meter long and to measure objects of 2, 3, and 4 feet and meters (Activity 3). Students play an online measuring game that has them work with both centimeters and inches (Activity 1). Students solve measurement word problems and write answers with units in feet, inches, meters, and centimeters (Activity 2 and problems 1–7).

Students are instructed to measure objects using centimeters, inches, feet, and meters and to label measurements (multiple Student Activity Pages and the "My Measurement Data" sheet). Option 2 explicitly asks students to use all four length units and suggests using each measurement unit twice while recording six to eight objects in each place. Day 2 includes prompts that ask students to check measurements ("Are you measuring twice to check your measurements?").

Activity 4 instructs students to measure the lines on the Student Activity Page using centimeters and to mark those measurements on a line plot. The Activity text explicitly contrasts this measurement with a prior one by saying "this time she'll measure the lines using centimeters rather than inches," indicating measurements in two different unit lengths. The Student Activity Page directs students to use a ruler, write each measured length, and plot an X above the corresponding whole-number centimeter value.

Students are asked to use a ruler and a meter stick to find objects that match given lengths (e.g., 2 inches, 10 centimeters, 1 foot, 1 meter) on the "Review: Units of Linear Measure" pages, which has labeled measurement prompts in both customary and metric units. Activity 2 asks students to choose which unit (centimeters vs. meters or inches vs. feet) is more appropriate for different objects and includes a game that reinforces selecting suitable units. A pictured comparison chart shows the same objects with different unit labels (e.g., horse = 2 m vs 2 cm), giving visual contrasts between unit sizes.