How Do You Measure a Snake? Answer: Very Carefully.

Hi All,

Here's a measurement activity that is adaptable for all ages. It also involves some problem solving and "flexible" thinking. It's effective with individuals, partner work, or small groups.

Begin by sharing some picture books, photos, or video clips of snakes. Ask the class what they know about snakes and record this information on the board. Kids are fascinated with snakes and usually have plenty to share.

Next, get some rolls of white bulletin board paper, drawing paper, or chart paper and provide a piece that is at least 3 feet long and 2 feet wide to each group along with crayons, pencils, markers, and scissors. Ask each group to create a snake and cut it out. Also, have them name it and write the name on the back. This will probably take a class period and is a good cooperative group experience.

At the next meeting, ask each group to estimate how long their snake is. Kids will inevitably have created curvy snakes (I've never seen a group make a straight line snake yet.) This makes estimation a little tricky. Have groups record their estimate. Then ask them to measure their snake. Remind students that an estimate is a "thinking guess," not a random, wild guess, nor is it "wrong" if it is not exact.

You can differentiate the measurement experience by deciding what kinds of standard or non-standard measurement tools you want your class to use; rulers, yardsticks, cubes, fingers? As well as what kinds of units; inches, centimeters, other non-standard units?

Most of these measurement tools are straight. How do you measure something curvy with a straight tool? This is a good thinking problem. Tell students they can use anything in the room. One very good solution is to use string or yarn, so have some available, but don't produce it immediately unless asked. If you lay the yarn on top of the curved snake so it mimics the same curves, when you straighten out the yarn and measure it, you will get a very accurate measurement of the actual snake.

After students work through this part of the problem, have them record their results and compare it to their estimates.

For the next session have groups trade snakes and measure each other's, trying to measure as many snakes as possible. Estimate first, record the estimate, measure, record the measurement and then move on. You will find that kids' estimates will get better and better as they work through the various snakes in the room. They will also get a lot of practice with measurement tools.

Finally you can display the snakes and a chart with their measurements as a bulletin board. "Oh, my goodness snakes!"

All the best,

Bob

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