Activity 4 asks students to draw and measure colored lines of specified lengths including whole inches (4 in., 6 in., 3 in., etc.) and half-inch lengths (2 1/2 in., 5 1/2 in., 9 1/2 in.), and it reminds students how to find a half-inch on the ruler. Students are given rulers to measure sides of triangles in centimeters and to complete measuring worksheets with lengths in inches and centimeters. The wrapping up section asks students to use a ruler to measure items around the house (e.g., find objects that are 4 inches wide or 10 inches tall).

The lesson gives students a ruler, marker, and straws and instructs them to "measure and mark given lengths on the straws before cutting them," so students practice measuring lengths with a ruler. Students are also asked to use grid paper to draw lines, which provides practice with spatial measurement and alignment. Materials list and activities explicitly include measuring tools (ruler) and multiple physical measurement actions (measuring and cutting straw lengths).

The Skills list explicitly tells students to "Measure to half and quarter inches" and to "Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch" and to "Show data by making a line plot... whole numbers, halves, or quarters." The Introduction directs students to use a 12-inch ruler with half- and quarter-inch marks, practice identifying 1/4, 1/2, and 3/4, and complete a "Measuring Inches" sheet. Activity 2 has students label fractional marks (1/4, 1/2, 3/4, 1 1/4, etc.), measure a set of straw pieces that include quarter- and half-inch lengths (e.g., 3 1/4, 4 1/2, 2 3/4), and place Xs on a line plot to record those measured lengths.

Students create and mark a "Growth Line Plot" with a horizontal scale labeled from 0 to 3 and fractions (the activity notes markings such as 1 and 1½). Students listen to a list of children's growth amounts in inches and record Xs above the appropriate fractional inch values (½, 1, 1½, 2, 2½, 3). The unit materials also include other graphs and questions that use half- and quarter-hour fractions (e.g., 1/2, 1 1/4, 3/4) when interpreting data.

Students are asked to create a line plot for the packaging question and are told to label the hash marks before writing Xs to represent the data. Students collect and total counts of how many cupcakes each customer bought and use those counts as the data points to plot. The materials explicitly discuss selecting an appropriate horizontal scale (for other graphs they suggest scales of 5 and 2), reinforcing attention to scale choice on graphs.