The process of measurement is how we quantify and make sense of our world. Measurement serves as the means by which students explore and understand the physical world around them. Measurement is an integral part of everyday life.  This unit will take 2-3 weeks to complete and incorporates the following measurement concepts: linear, weight, volume, area, and perimeter.

• 3T-E2. Use a variety of technology tools for data collection and analysis
• PO 2. Create and use a spreadsheet to analyze data (e.g., use formulas, create charts and graphs)
• 3T-E4. Use technology tools to support system analysis and modeling
• PO 1. Manipulate several variables in a computer simulation to reach a desired outcome (e.g., simulation software, Web-based simulation, textbook support software)

• Concept 4: Measurement – Units of Measure - Geometric Objects

Understand and apply appropriate units of measure, measurement techniques, and formulas to determine measurements.
• PO 1.   State an appropriate measure of accuracy for a contextual situation (e.g., What unit of measurement would you use to measure the top of your desk?).
• PO 2.  Draw 2-dimensional figures to specifications using the appropriate tools.
• PO 3.  Determine relationships including volume (e.g., pints and quarts, milliliters and liters).
• PO 4.  Convert measurement units to equivalent units within a given system (U.S. customary and metric) (e.g., 12 inches = 1 foot; 10 decimeters = 1 meter).
• PO 5.  Solve problems involving the perimeter of convex polygons.
• PO 6.  Determine the area of figures composed of two or more rectangles on a grid.
• PO 7.  Solve problems involving the area of simple polygons.
• PO 8.  Describe the change in perimeter or area when one attribute (length, width) of a rectangle is altered.

Concepts and Generalizations

Through this extensive study of measurement students will gain a better understanding of linear measurement, weight (mass), perimeter, area, and capacity.

The activities in this unit are designed to encourage all learning styles. Hands-on activities, use of manipulatives, and cooperative grouping easily lend themselves to modifications in the general education classroom. Through peer-tutoring and teacher-led small group instruction, all students will feel successful as their understanding of measurement expands.

The lessons also enable the teacher to teach standardized test objectives in real-life applications. Concepts, such as reasonableness and understanding measurements in metric and standard units, are found throughout the unit.
 

Academic

               Students will:

• Evaluate such attributes as length, area, perimeter, weight, and volume, and select the appropriate type of unit in the customary and metric systems.
• Compare relationships among units and convert from one unit to another within the same system.
• Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems.
• Select and apply appropriate standard units and tools to measure length, area, volume, weight, and perimeter.
• Recognize the difference between weight and mass.
• Understand and use formulas to find the area of rectangles.
• Demonstrate understanding that a fraction can be represented as part of a linear region.
• Measure fractional lengths using a standard ruler.
• Identify the meaning of capacity/volume
• Estimate and measure items and their capacity using nonstandard units
• Define, describe, and analyze relationships between cups, pints, quarts, gallons, and liters
• Know that 1 quart = 2 pints; 1 gallon = 4 quarts
• Identify the liter as the metric form of liquid measure
• Compare metric and customary liquid amounts

                Students will:

 Use the interactive learning experiences on the computer to reinforce and extend the measurement concepts.

 Properly enter the data into a spreadsheet and create a chart, analyze the effectiveness of various chart options, and be able to read the chart and draw conclusions

 

                Students must be able to follow links to selected web sites.  They must be able to use a mouse and keyboard properly.

Materials

• meter sticks,
• spreadsheet software
• Spaghetti and Meatballs for All!  by Marilyn Burns (Scholastic, Sept. 1997)
• Measuring Penny by Loreen Leedy (Scholastic, Sept. 1997)
• How Big Is a Foot by Rolf Myller (Young Yearling Books, 1962)
• Computer with Internet access
• Various pictures of astronauts, space, and earth
• Heavy aluminum foil
• Small basin
• Variety of familiar, plastic containers that range in size
• Mini-marshmallows
• Water
• Cup, pint, quart, gallon, and liter containers
• Scissors
• Balance scale (optional)
• Square tiles
• Centimeter grid paper
• Pencils
• Paper
• Inch and centimeter ruler for each student
• Computer with Internet access and projector
• Other literature resources (optional)
• Anno, Mitsumasa, Anno's Math Games
• Ault, Roz, Kids are Natural Cooks
• Branley, Franklyn M., How Little and How Much
• Johnston, Tony, Farmer Mack Measures His Pig
• Krauss, Ruth, Big and Little
• Krementz, Jill, The Fun of Cooking
• Leaf, Munro, Metric Can Be Fun
• Lionni, Leo, Inch by Inch
• Lopshire, Robert, The Biggest, Smallest, Fastest, Tallest Things You Ever Heard Of
• MacGregor, Carol, The Fairy Tale Cookbook
• Olney, Ross and Patricia, How Long? To Go, To Grow, To Know
• Titherington, Jeanne, Big World, Small World
• Tresselt, Alvin R., How Far is Far?

 Strategies
 Buddy projects, small group activities, whole group, and individual instruction, tiered activities, differentiated assessments
 This lesson differentiates What?
 Content, process, and product
 This lesson differentiates How?
 Based on MAP scores and student readiness as determined through the pre-assessment, students are placed in small groups for specific content   lessons.

Assessment

        Assessment for this unit consists of various methods including:

• observations or information gleaned by teachers or parents in the classroom
• performance samples that serve as evidence of student achievement in each lesson
• pre- and post-tests to measure student skills
• students’ self evaluations/reflections

 
Observations in the form of anecdotal records are dated, informal narratives that are specific to what the students do (and/or what they need to do).  Because they are documented over a period of time, anecdotal records offer layers diagnostic and descriptive information.
 

Assessment Forms
Please click on the link above (assessment forms) to access forms.