# Do we measure up?

Knowing how to measure and compare objects is an important skill to have. Room 9 has been exploring how you can measure people to work out who is the tallest and the shortest if we weren’t all in the same place.

We know that people are all different sizes, so we set out to solve this problem. Whaea Karen needs to know the height of all of the children in the class, but she isn’t here. How can we get this information to her?

Some decided to go and draw themselves with chalk outside and then take photos and compare the differences in height by putting the photos in order. Interestly, this idea came with a few problems.  We found out that:

• It depended on how we drew each other.

• All of our tracing was slightly different.

• The angles that we took the photos on were different.

Alick: If we draw each other then we can put them in height order.

Ryleigh: Drawing around peoples clothing and shoes makes them look bumpy and big.

Riley: Drawing around Katelyn while she was on an angled surface was very hard, she had to be on flat ground.

Emma suggested we measure each other next to some cubes and then we would know who used the most cubes.  A group of kids set out to work out how tall we were by lying on the floor and using cubes to measure each other. This was more reliable than the photo method as long as we all started at the same point and kept the cubes straight.

We have agreed that using a tape measure or ruler was the best way to measure us all and provide results that were very similar.

Realising that all of our class who are the same age were different heights we then took to measuring our identical life size skeletons.

We then wanted to know if all the skeletons were the same size, the groups all used non standard measuring equipment to measure their groups skeleton.

We then took our measuring units and measured other groups' skeletons, this exercise produced a wide range of different measurements, depending on how others used the resources. Our groups used cubes, blocks (both stacked and lying end to end), and gluesticks.

Isobel: Our skeleton is 80 cubes tall if he was standing up

Dallas: I don’t think the teams measured our skeleton properly because he is only 97 blocks long not over 100.

Nathan: we all used the same measuring units in different ways causing different measurements.

Keywords: Human body, inquiry, mathematics, problem solving

Curriculum links:  Mathematics: Achievement objective to measure using non standard units.