Use paper clips or other non-standard units to measure the perimeter of a desk top, book cover or the classroom. Use rulers or measuring tapes to measure the same objects. Ask students to record each side measurement as they measure. Students compare the measurements to the perimeter to conclude that perimeter is the sum of all the sides. Have students measure the areas of the items using 1-inch, 1-foot or 1-yard square tiles. Cover the areas with the tiles and count the tiles used to cover the item. Students record the number of tiles used, the width and the length to conclude that area is length multiplied by the width. Repeat with different items or use 1-inch grid paper to draw and measure their own rectangles.
Use rectangular or cubic boxes and 1-inch cubes to explore volume. Give students a box and have them predict the number of 1-inch cubes it will take to fill the box. Students fill the box and compare the estimate to the actual number of cubes. Extend the activity for older students by having them record the length, width and height of the box and then count the number of cubes used to fill the box. Students manipulate the numbers to conclude that the dimensions multiplied equal the volume of the box.
Have students use rulers, yard sticks, meter sticks and tape measures to compare measurements and make conclusions. Ask students guiding questions, such as “How many rulers are equal to one yardstick? How many inches are in 1 yard? How many feet are in 1 yard?” Have students lay a yardstick on the floor and lie rulers end-to-end next to it to determine how many rulers are equal to one yardstick and how many inches or feet are in 1 yard. Repeat with other measurements and the metric system. Use scales, ounce weights and gram weights to compare weight measurements. Allow students to make conclusions regarding conversions and equal amounts.
Provide students with shape models and household items, such as cans and boxes. Allow students to describe the shapes based on their characteristics, including sides (edges), angles and faces. Have students look at three-dimensional models and find the two-dimensional shapes from which they are constructed. Allow students to construct their own shapes using paper nets -- two-dimensional models that can be cut out and taped to form three-dimensional figures. Give students a set of pattern blocks to evaluate. Ask students to choose a shape, such as a parallelogram, and try to make a congruent shape using shapes that are different from their original choice. Students choosing a parallelogram should find that a square and two triangles can be used to form a congruent parallelogram. Have students record their findings and discuss.