MEASUREMENTUNIT

UNIT OUTLINE

The measurement unit will provide students with the skills and understanding of the Shape and Space (Measurement) Strand for the Grade 5 Level as outlined in the Manitoba Curriculum Framework of Outcomes.

Strand: Shape and Space (Measurement)

General Outcome: Use direct or indirect measurement to solve problems

Specific Outcomes

5.SS.1 Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.

5.SS.2 Demonstrate an understanding of measuring length (mm) by Selecting and justifying referents for the unit mm Modeling and describing the relationship between mm and cm

units, and between mm and m units

5.SS.3 Demonstrate an understanding of volume by Selecting and justifying referents for cm3 or m3 units Estimating volume by using referents for cm3 or m3 Measuring and recording volume (cm3 or m3) Constructing rectangular prisms for a given volume

5.SS.4 Demonstrate an understanding of capacity by Describing the relationship between mL and L Selecting and justifying referents for mL and L units Estimating capacity by using referents for mL or L Measuring and recording capacity (mL or L)

Additional Outcome:

Although not included in the Grade 5 curriculum, students should also be able to demonstrate an understanding of mass by:

Describing the relationship between g and mg Estimating mass by using referents for g and mg Measuring and recording mass (g, mg, kg)

The measurement unit will consist of 3 lesson plans, each focusing on the outcomes described above.

LESSON 1

Introduction to Metric system and Understanding Metric Conversions

Lesson Length: 2 - 35 minute classes

Rationale: Students will develop a basic understanding of the basic units of measurement in the Metric system.

Prescribed Learning Outcome(s): Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.

Instructional Objective(s): Teach students about the relationship among the basic unit prefixes and have students convert to larger and smaller units. Teach students how to measure using a ruler.

Preparation: Draw a blank conversion ladder on the board Photocopy conversion ladder handout (# of copies for students) Get story: Inch by Inch (Lio Lioni) Rulers for the class

Lesson Activities

Introduction:

Read the story Inch by Inch by Lio Lioni to the class ( 5 minutes)Opening Discussion- ask students the following questions:

1. What did the worm do throughout the story?2. How does he measure?3. What are some things you have measured?4. What are some ways we can measure?

Handout rulers to the students and have them each measure the length of their feet in centimeters. (Give students 5 minutes.) Then, record each student’s measurement on the board. As a class, arrange the measurements from smallest to largest.

Discuss with the class that there are four basic metric units: length, mass, capacity and volume. Explain that each unit has common prefixes : kilo, hector, deka, deci, centi, and milli. Discuss the importance of understanding these prefixes. (5 minutes)

Body:

Handout the Conversion ladder worksheet and then fill in the conversion ladder on the board. Have students complete their conversion ladder handout. To use the ladder method, explain to students that they need to 1) determine their starting point 2) count the jumps to the ending point and 3) move the decimal the same number of jumps in the same direction.

Draw the following Pneumonic Device on the board to help students remember:

K overH ove

rD ove

rD ove

rC ove

rM

i   u   r   o   a   on   m   a   g   t   ug   a   g           ss   n   o           e    s   n                    s            

Hands-on Activity: If there is a staircase available at the school, have the class make paper size cards with the prefixes : kilo, hector, deka, basic unit (meter, liter or gram), deci, centi, milli. Have students label the stairs. Next, have students solve the following questions using the ladder method on the stairs: (20 minutes)

1000 mg = _______ g1 L = _______ mL160 cm = _______ mm14 km = _______ m109 g = _______ kg 250 m = _______ km

This activity will allow students to use their mind and body to develop an understanding of the conversions and their importance.

2nd ClassIntroduce the concepts of perimeter and area.

Ask students if they know what area and perimeter are. Explain to students that perimeter is the total length around something and that area is the space of something. On the board, write the basic formula for perimeter. Explain that in order to find the perimeter of something, you measure the edges and add them up. To find the area, you measure the length and width of the square and multiply the length and width. Explain to students that for the purpose of the lesson, we will only be using squares or rectangles.

Write the formulas on the board and have students copy it down:Perimeter = l + w + l + wArea = l x w

Activity: have each student use the meter stick and measure the perimeter and area of the classroom. Have them record their answers in Meters. ( 10 minutes). Discuss the findings as a class.Extension of Activity: Have students take out a sheet of loose-leaf. Students will design and draw different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions. For each question, have students draw and label a rectangle that demonstrates either the perimeter or area given. Write the following numbers on the board:

1. P = 20cm 2. A= 6cm 3. A= 18cm 4. P= 40mm 5. A= 90mm

Allow 15 minutes

Closure:Have students come up with their own pneumonic device for the prefixes. Review with class the basic metric units.

Assessment and Evaluation:Have students hand in:

1. conversion ladder answers2. Pneumonic device3. Classroom perimeter and area findings4. Rectangle drawings

Materials and Resources: Rulers Pencils Paper Markers Construction paper Book: Inch by Inch –Lio Lioni

ExtensionsThe concept of the ladder method could also be used when explaining place value. An extension of the 2nd class lesson could be given in the Geometry Strand of the curriculum. The concept of area and perimeter could be expanded in the geometry unit.

Adaptations

If a staircase is not available in the school, students could construct a staircase (for observation only) using some building blocks.

LESSON 2

Length, Mass, and Capacity

Lesson Length: 2 - 35 minute classes

Rationale: Students will develop an understanding of length, mass, and capacity and the basic units of each one.

Prescribed Learning Outcome(s): Demonstrate an understanding of measuring length, mass, and capacity by estimating, measuring, and recording.

Instructional Objective(s): Students should understand the basic units of length, mass, and capacity. They should be able to identify and use different measurement tools to measure length, mass, and capacity. Have students gain experience converting between the different metric units.

Preparation: Write the following vocabulary on the board: Mass, length, width, capacity Set up 3 stations in the class- length, mass, and capacity stations Length station- have rulers, boxes, cartons, pieces of string (other articles to

measure length) Mass station- have a scale, bags with: beans, rice, sand, rocks, box Capacity station- measuring cups, 1L containers, 2L containers, smaller pop

containers, water, pails Make overhead of sample game board (Appendix)

Lesson Activities

Introduction:

Class 1

1. Prior knowledge screening- have students gather in a circle and discuss with them things they may already know about the metric system and measurement. Some questions to ask:

1. What are some things you have measured before?2. What are some ways we can measure mass?3. What are some ways we can measure length or width?4. What are some ways we can measure capacity?5. What are some ways we can measure distance?

Body:

2. Measurement Station Activity- divide students into 3 groups. Assign each group to one of 3 stations. Each student will need a paper and a pencil to record findings. Develop a 2-column worksheet: One column labeled “guess” and one column labeled “actual measure.” Students will have 30 minutes for this activity; they will spend 10 minutes at each station. At each station, students will find a number of items pertaining to that station (length, mass, or capacity). Each station will have a measuring device (ex. a scale, ruler, or measuring cup/jug). At each station, students will explore the mass, capacity, and lengths/widths of different items such as cereal boxes, 2L pop bottles or a bag with beans.

a. In the assigned groups, students will first estimate (ex. Estimate the mass of the bag of beans). Have students guess the size of a numbered item and record the guess on the worksheet.

b. Next, students will measure the itemsc. After they have measured, they will record their findings on the paper.

Have students compare their estimation to the actual measure to determine how close or far off their guesses were.

d. Have extra challenge questions at each station and encourage students to manipulate the items and convert between the different units of measure at that station. Ex. How many liters of water does the pail hold? How many milliliters would that be? Or the bag of beans weights 100 grams, how many are needed for 1 kg? Or, the box is 120 centimeters in length, how many boxes would it take to go the distance of 1 km? 1 meter? Have students explore and discover and record their additional findings on their answer sheet.

e. Once all the groups have been to each station, have students return to their desk and hand-in their recorded findings.

Class 2

1. Metric Conversion Board Game (Adapted from: Joanne Caniglia, Metric Conversions, http://mathforum.org/paths/measurement/metriconv.html

Students are going to create a board game. Students will get into groups of 4 or 5. Each group will get 1 sheet of poster paper. In groups, students will draw out a game board with a start and finish (See Math Forum: Measurement: Metric Conversions Sample Game board in Appendix). Students will make up questions for each space on the game board. The questions must require students to convert between one unit of metric length to another unit of metric length. Once students have completed their game board, they can play the game.

Game procedures: the first player will roll the dice and move the number of spaces indicated on it if he/she can correctly answer the question written on the square where he/she would land. The other students can check to see if hr or she has answered the question correctly. The first player to the finish wins.

If time permits, have different groups, exchange game boards and play again.

Closure: None

Assessment and Evaluation:Students will hand-in their answer sheet from the Measurement station activity and students will check each other’s work in the board game activity.

Materials and Resources:

Ruler, meter stick, Scale Cereal boxes and other boxes, cartons, string Bags with beans, rice, sand, rocks, box measuring cups, 1L containers, 2L containers, smaller pop containers, water, pails 5-6 large poster paper markers dice

Extensions

As an extension to the stations activity, have students estimate the distance of a trip to school and back home in metric units. Draw a map to scale that illustrates how far you walk or ride to school. (AIMS Education Foundation, 1987, Mini Metric Olympics Handout)

Students could make a game board to correspond with any topic.

Adaptations

Students could add in other math operations into the questions on the board game.

LESSON 3

Mini Metric Olympics

Lesson Length: 2 - 35 minute classes

Rationale: Students will practice estimation and measurement using different units of measure

Prescribed Learning Outcome(s): Demonstrate an understanding of measuring length, mass, and capacity by estimating, measuring, and recording.

Instructional Objective(s): Students will become familiar with metric units by estimating and measuring in a “metric Olympics” event.

Preparation: Photocopy Metric Olympics handouts (Appendix) Cut out place task cards (Appendix) Set-up 6 stations with a task at each station- place a task card at each station

Lesson Activities

Introduction:

1. Explain to students that they will become familiar with metric units by estimating and measuring in a “Mini Metric Olympics”.

2. Handout Mini Metric Olympics Handout to all students Page 21-253. Read through page 21-23 with students. Explain the history of the Olympics, the

symbol and the modern Olympic Games.4. Next, have students cut out and glue together their paper ruler. While doing this,

Establish rules with class: a. No/yes practice turnb. Measure to the nearest whole unitc. Teacher will announce rotation to the next stationd. Time limit – (2) 35 minute classes

Body:

4. Students will work in small groups of 5. There will be 6 stations with one group assigned to each station.

a. Paper plate discusb. Paper straw javelin

c. Cotton ball shot putd. Right handed marble grabe. Left-handed sponge squeezef. Big foot contest

Each group will read the instructions at their station. Then, each student will estimate and record his/her estimate and then perform the activity. Once the activity has been performed, they will measure and record their actual length, mass, volume or area (see Mini Metric Olympics handout, Appendix).

5. After all the stations have been completed by all teams, students will calculate their actual score (the difference between the estimate and the actual). The winner is the one with the lowest score.

6. Handout “Metric Scavenger Hunt”. Have students try to find objects in the classroom that correspond to the lengths on the worksheet. Once they have done that, have them calculate the actual measurement of the object and the difference. Once complete, have students hand-in for evaluation.

Closure:Awards will then be presented to the winners. Discuss with class how the activity has helped them develop a better understanding of metric units and conversion between the units.

Assessment and Evaluation:Students will be evaluated on:

1. Demonstrating an understanding of estimating and measuring metric units in calculating scores in each event

2. participation in the events3. completion of the metric scavenger hunt

Materials and Resources: 2-3 paper plates 3-5 straws 2 bags of marbles 3 meter sticks and meter tapes cotton puff balls large sponge large mixing bowl or bucket liter measuring set balance scale centimeter graph paper student worksheets page 21-25 and 31 (Scavenger hunt) in Appendix

ExtensionsYou may extend this activity by using the Mini Metric Olympics 11 worksheet. Mini-Metric Olympics11 requires the computation of percent of error and is appropriate for higher grade levels.

AdaptationsThis lesson could be used in social studies or history.