4.11A The student applies measurement concepts.

The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units S I (metric) and customary. Note: Measurement should be a hands-on experience. The more hands-on activities the better the students will understand. Allow students to measure the length of items, find the perimeter of items, use color tiles to find the area of items. Allow students to experience pouring a cup of water/rice into a pint container to determine the number it takes to fill it up. Have them determine the number of pints in a quart, etc. using water/rice. Allow students to find the weight/mass of items using balances and spring scales. Suggested Activities/Lessons: Van de Walle Resource Identifying and Measuring Perimeter lesson The Big Inch lesson Measurement Activities - Portland Public Schools Color Tile Paper (for area)

easurement is a complex area of the curriculum. U n f o r t u n a t e l y, the measurement curriculum in most states asks t h a t students learn something abou t nearly every type of measurement a l m o s t every year, even in the primary grades. Traditional textbooks, in an a t t e m p t t o respond t o state mandates, pack all o f this i n f o r m a t i o n into the books in what o f t e n becomes a s u p e r f i cial "covering of t h e m a t e r i a l . " As a result, students in the i n t e r m e d i a t e grades o f t e n have a meager understanding of measurement with lots of gaps in t h e i r development. A goal f o r t h e primary teacher is t o help students understan d w h a t i t means t o measure length, volume, weight, and area, and t o help students understan d the most i m p o r t a n t measuring i n s t r u m e n t f o r young children, t h e ruler. Familiarity with a few s t a n d a r d units is another g o a l , a l t h o u gh most curricula are t o o a m b i t i o u s in this regard. For some a t t r i b u t e s , i f not a l l , the i n t e r m e d i a t e - g r a d e t e a c h er must review or reteach many of these basic ideas. 3 2 1 Measurement involves a comparison of an attribute of an item or situation with a unit that has the same attribute. Lengths are compared to units of length, areas to units of areo, time to units of time, and so on. Before anything can be measured meaningfully, it is necessary to unders^dnd the attribute to be measured. Meaningful measurement and estimation of measurements depend on a personal familiarity witf the unit of measure being used. Estimation of measures and the development of personal benchmarks for frequently used units of meosure help students increase their familiarity with units, prevent errors in measurements, and aid in the meaningful use of measurement. 4 Measurement instruments are devices that replace the need for actual measurement units. It is important to understand how measurement instruments work so that they can be used correctly and meaningfully. f,

o The Meaning md t Pfocess of Measuring

m

volume formulas provide a method of measuring these attributes by using only measures of length.

6 Areo, perimeter, and volume are related to each other, although not precisely or by formula. For example, as the shapes of regions or three-dimensional objects change but maintain the same areas or volumes, there is a predictable effect on the perimeters and surface areas.

Suppose t h a t y o u asked y o u r students

t o measure an e m p t y bucket. The first t h i n g t h e y w o u l d need t o k n o w is what about t h e

bucket is t o be measured. T h ey m i g h t measure t h e h e i g h t or d e p t h , diameter (distance across), or circumference (distance around). A l l o f these are l e n g t h measures. The surface area of t h e side c o u l d be determined. A b u c k et also has capacity a n d w e i g h t . Each of these aspects that can be measured is an attribute of t h e bucket. Once t h e y determine the attribute t o be measured, t h e y need t o choose a u n i t o f measure. The u n i t m u s t have the attribute t h a t is b e i n g measured. L e n g t h is measured w i t h u n i t s t h a t have l e n g t h , v o l u m e w i t h u n i t s t h a t have v o l u m e , a n d so o n . Technically, a measurement is^a n u m b e r t h a t indicates a comparison between the attribute of the object (or situation,"of;event) b e i n g measured a n d the same attribute of a given u n i t of measure. We c o m m o n l y rise small u n i t s o f measure t o determin e i n some w a y a n u m e r i c relationship (the me.a_iiiement) between w h a t is measured a n d the u n i t . For example, t o measure a length , the comparison can be done b y l i n i n g u p copies of t h e u n i t directly against t h e l e n g t h b e i n g measured. To measure w e i g h t , w h i c h is a p u l l of gravity or a force, the w e i g h t of the object m i g h t first be appUed t o a spring. T h e n the comparison is made b y f i n d i n g o u t h o w m a n y u n i t s o f w e i g h t produce t h e same effect o n t h e spring. I n either case, the n u m b e r o f u n i t s is t h e measure o f t h e object. For most of the attributes that are measured i n schools, w e can say t h a t to measure means t h a t the attribute b e i n g measured is " f i l l e d " or "covered" or "matched" w i t h a u n i t o f measure w i t h t h e same attribute (as illustrated i n Figure 9.1). This concept o f f i l l i n g or covering is a goo d w a y t o talk w i t h students about measurement. I t is appropriate w i t h t h i s understanding, t h e n , t o say t h a t the measure of a n attribute is a c o u n t o f h o w m a n y u n i t s are needed t o f i l l , cover, or m a t c h the attribute o f the object b e i n g measured. I n summary, t o measure something, one m u s t p e r f o r m three steps: 1. Decide o n t h e attribute t o be measured. 2. Select a u n i t t h a t has t h a t attribute. 3. Compare t h e u n i t s, b y f i l l i n g , covering, m a t c h i n g , or some other m e t h o d , w i t h the attribute o f t h e object b e i n g measured.

Attribute: Weigh t Units: objects that stretch the spring in the scale How many units will pull the spring as far as the bucket will?

FIGURE 9-3.

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Measuring different attributes of a buct<et.

Attribute: V o l u m e / C a p a c i t y Units: cubes, balls, cups of water How many units will fill the bucket? Attribute: L e n g t h Units: rods, toothpicks, straws, string How many units are as tall as the bucket? How much string Is needed to go around the bucket? Attribute: A r e a Units: index cards, squares of paper, tiles How many cards will cover the surface of the bucket?

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T H E MEANING AND P R O C E S S OF M E A S U R I N G

Measuring i n s t r u m e n t s such as rulers, scales, protractors, a n d clocks are devices t h a t make t h e f i l l i n g , covering, or m a t c h i n g process easier. A ruler lines u p t h e u n i t s of l e n g t h a n d n u m b e r s t h e m . A protractor lines u p t h e u n i t angles a n d n u m b e r s t h e m . A clock lines u p u n i t s of t i m e a n d marks t h e m o f f .

v I Deweloping Measurement Concepts md Skiils

W h e n t e a c h i n g measurement, i t is i m p o r t a n t t o d i s t i n g u i s h between students g o i n g abci|it a measurement process a n d students conceptually u n d e r s t a n d i n g w h a t t h e y are d o i n g as t h e y measure. The use o f protractors t o measure angles is a g o o d example; students are o f t e n f o u n d to be f o l l o w i n g directions about h o w t o l i n e u p the l i t t l e marks o n t h e edge o f t h e protractor w i t h l i t t l e u n d e r s t a n d i n g o f w h a t t h e marks represent or even w h a t a degree is. M a n y protractors have t w o sets of n u m b e r s a r o u n d the edgeone r e a d i n g clockwise, the other counterclockwise. W o u l d students get these confused i f t h e y u n d e r s t o o d where t h e n u m b e r s came f r o m a n d w h a t t h e y were really measuring? U n f o r t u n a t e l y , protractors are s i m p l y one area o f c o n f u s i o n . N a t i o n a l test data suggest t h a t students have a p o o r understanding o f rulers and other measurement processes.

/A G e n e r a /

Plan of Instruction

A basic u n d e r s t a n d i n g o f measurement suggests h o w t o h e l p c h i l d r e n develop a conceptual k n o w l e d g e o f measuring, as summarized i n Table 9 . 1 . Let's b r i e f l y discuss each o f these three i n s t r u c t i o n a l component s described i n the table.

Making

Comparisons

The first a n d m o s t critical goal is f o r students t o understand the a t t r i b u t e they are g o i n g t o measure. For students i n grades 3-5, w e m i g h t assume t h a t t h e y k n o w w h a t l e n g t h is a n d p r o b a b l y w e i g h t a n d v o l u m e . However, area continues t o be a d i f f i c u l t concept (perhaps due t o f o r m u l a s based o n lengths), a n d angles are c e r t a i n l y n o t part of t h e i r k n o w l e d g e base. ,' W h e n students compare objects o n t h e basis o f some measurable a t t r i b u t e , t h a t attribute becomes t h e focus o f the acti\g:fy: For example, is the size of o n e angle m o re t h a n , less t h a n , or abou t t h e same as t h e size o f another? N o measurement is required, b u t some m a n n e r o f c o m p a r i n g one angle t o t h e other m u s t be devised. The attribute of "angular spread" (the spread of the rays o f t h e angle) is inescapable.

. Using Models

of

Units

\ The second goal is f o r students t o u n d e r s t a n d w h a t a u n i t o f measure is a n d h o w i t is-used to p r o d u c e a measurement. Here y o u s h o u l d make n o assumptions abou t w h a t students m a y have learned i n t h e p r i m a r y grades. For m o s t attributes t h a t are measured i n elementary schools, i t is possible to have physical models o f t h e u n i t s o f measure. T i m e a n d temperature are exceptions. ( M a n y other attributes n o t c o m m o n l y measured i n school also do n o t have physical u n i t s o f measure. L i g h t i n t e n s i t y , speed, loudness, viscosity, a n d radioactivit y are just a f e w examples.) U n i t models c a n usually be f o u n d f o r b o t h i n f o r m a l u n i t s a n d standard

Chapter 9

DEVELOPING MEASUREMENT CONCEPTS

TABLS 9 . 1

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Plan f o r M e a s u r e m e n t I n s t r u c t i o n

Step One
Coal: Students w i l l understand t h e a t t r i b u te t o b e m e a s u r e d . Type ofAaivity: Make comparisons based o n t h e a t t r i b u t e . For e x a m p l e , longer/shorter, heavier/lighter. Use direct comparisons w h e n e v e r possible. Notes: W h e n it is clear t h a t t h e attribute Is u n d e r s t o o d , there is n o f u r t h e r need f o r c o m p a r i s o n activities.

Step Two
Coal:

4;

Students w i l l understand h o w filling^ c o v e r i n g , m a t c h i n g , or m a k i n g o t h e r Use physical models o f measuring units t o fill, cover, m a t c h , or m a k e t h e

comparisons of an attribute withimeasLrring units p r o d u c es a n u m b e r called a measure. Type of Activity: ,' Notes: desired c o m p a r i s o n of t h e a t t r i b u t e w i t h t h e u n i t . In m o s t instances it is appropriate t o b e g i n w i t h i n f o r m a l units. Progress t o t h e direct use o f standard units w h e n a p p r o p r i a t e a n d certainly before using f o r m u l a s or measuring t o o l s .

Step Three
Coal: Students will use c o m m o n measuring tools w i t h u n d e r s t a n d i n g a n d flexibility. Make measuring instruments a n d use t h e m in c o m p a r i s o n w i t h t h e actual Type of Activity:

u n i t m o d e l s t o see h o w t h e m e a s u r e m e n t t o o l is p e r f o r m i n g t h e same f u n c t i o n as t h e individual units. Be certain t o mak e direct comparison s b e t w e e n t h e s t u d e n t - m a d e tools and t h e standard tools. Notes: S t u d e n t - m a d e tools are usually best m a d e w i t h i n f o r m a l units. W i t h o u t a careful c o m p a r i s o n w i t h t h e standard tools, m u c h of t h e value in m a k i n g t h e tools can be lost.

u n i t s . For angles a t h i n wedge of tagboard is a g o o d i n f o r m a l u n i t b u t a degree is so small t h a t a p h y s i c al m o d e l is n o t possible. The m o s t easily understood use o f u n i t models is actually t o use as m a n y copies of t h e u n i t as are needed t o fill or m a t c h the attribute measured. To measure t h e area o f the desktop w i t h an i n d e x card u n i t , y o u can l i t e r a l l y cover the entire desk w i t h i n d e x cards. The same desktop area can be measured w i t h a single i n d e x card b y m o v i n g i t f r o m p o s i t i o n t o p o s i t i o n a n d keeping track o f w h i c h areas t h e card has covered, a l t h o u g h t h i s i t e r a t i o n process m a y n o t adequately p o r t r a y t h e measurement concept f o r some students.

Making

and Using Measuring

Instruments

A n u n d e r s t a n d i n g of t h e devices we use t o measure is t h e t h i r d goal. I n t h e s i x t h N a t i o n a l Assessment o f Educational Progress (Kenney & Kouba, 1997), o n l y 24 percent of fourth-grade students a n d 62 percent o f eighth-grade students c o u l d give the correct measure o f a n ob]ect n o t aligned w i t h t h e e n d o f a ruler, as-ih Figure 9.2. These results p o i n t t o the difference between u s i n g a measurin g device a n d u n d e r s t a n d i n g h o w i t works. Students also experienced d i f f i c u l t y w h e n the increments o n a measuring device were o t h e r t h a n one u n i t . I f students actually make simple measuring i n s t r u m e n t s u s i n g u n i t models w i t h w h i c h t h e y are f a m i h a r , i t is F I G U R E 9 . 2 '^''"'
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10

11

12

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D E V E L O P I N G M E A S U R E M E N T CONCEPTS A N D S K I L L S

more l i k e ly tha t t h e y w i l l u n d e r s t a n d h o w an i n s t r u m e n t measures. As we w i l l see later i n the chapter, a protracto r based o n i n f o r m a l u n i t s w i l l make i t clear h o w protractors are designed a n d h o w t o use t h e m . I t is essential t h a t the i n f o r m a l i n s t r u m e n t be c o m pared w i t h the standard i n s t r u m e n t . W i t h o u t t h is comparison, students m a y n o t understand t h a t these t w o i n s t r u m e n t s are really t w o means t o t h e same end. A discussion of student-made measuring i n s t r u m e n t s f o r each attribute is p r o v i d e d i n t h e text that follows.

llirfy-mal Units and Standard Masons for Using Each

Units:

A l t h o u g h c o m m o n i n p r i m a r y grades to use nonstandar d or i n f o r m a l units, measurement activities i n t h e uppe r grades o f t e n d o ' n o t begi n w i t h i n f o r m a l units. This is u n f o r t u n a t e because t h e use o f i n f o r m a l u n i ts f o r b e g i n n i n g measurement activities is beneficial at all grade levels. I t is u s e f u l t o understand t h e reasons f o r u s i n g i n f o r m a l units so t h a t we can d o so wisely.

e I n f o r m a l u n i t s m a k e i t easier t o focus directly o n the attribute bein g measured. For example, i n a discussion o f h o w t o measure t h e area o f a n irregular shape, u n i t s such as l i m a beans, square tiles, or circular counters m a y be suggested. Each u n i t covers area a n d each w i l l give a d i f f e r e n t result. The discussion focuses o n w h a t i t means t o measure area. e The use o f i n f o r m a l u n i t s can a v o i d c o n f l i c t i n g objectives i n t h e same beginn i n g lesson. Is y o u r lesson about w h a t i t means t o measure area or about u n d e r s t a n d i n g square centimeters? e I n f o r m a l u n i t s p r o v i d e a g o o d rationale f o r standard u n i t s . A discussion o f t h e need f o r a standard u n i t can have more m e a n i n g after groups i n y o u r class have measured t h e same objects w i t h t h e i r o w n u n i t s a n d arrived at d i f f e r e n t answers. Using i n f o r m a l u n i t s can be f u n .

The use of standard u n i t s is also i t d p o r t a n t i n y o u r measurement p r o g r a m at a n y grade level. Knowledge o f standard u n i t s is a v a l i d objective o f a measurement p r o g r a m a n d m u s t be addressed. Students m u s t n o t o n l y develop a f a m i l i a r i t y w i t h standard u n i t s b u t m u s t also learn appropriate relationships between t h e m . Once a measuring concept is f a i r l y w e l l developed, i t is f r e q u e n t l y just as easy ' ''to use standard u n i t s . I f there is n o g o o d i n s t r u c t i o n a l reason f o r u s i n g i n f o r m a l units, w h y n o t use standard u n i t s a n d p r o v i d e the exposure? There is n o simple rule f o r w h e n t o use standard or i n f o r m a l u n i t s . Students' i n i t i a l measurement o f a n y a t t r i b u t e s h o u l d p r o b a b l y b e g i n w i t h i n f o r m a l u n i t s a n d progress over t i m e t o t h e use o f standard u n i ts a n d standard measuring tools. If there is a n error i n the use o f i n f o r m a l units, i t m a y be i n n o t progressing t o standard unit s soon e n o u g h . I n grades 3-5, w h e n the measured attribute a n d t h e w a y

Chapter 9

DSVeLOPING MEASUREMENT CONCEPTS

t h a t i t is measured w i t h u n i t s are dear t o students, i t is p r o b a b l y t i m e t o m o v e to standard u n i t s . Just be sure t h a t a s h i f t t o standard u n i t s is n o t premature.

The Role of Estimation in Learning

Measurement

I t is v e r y i m p o r t a n t t o have students estimate a measurerrient before t h e y make i t . This is true w i t h b o t h i n f o r m a l a n d standard u n i t s . There are at least f o u r g o o d reasons for i n c l u d i n g e s t i m a t i on i n measur'einent activities: E s t i m a t i o n helps students

fof^s o n t h e a t t r i b u t e b e i n g measured

a n d the mea-

suring process. ThinkihoW^'you w o u l d estimate t h e area o f t h e f r o n t o f this b o o k w i t h standard p l a y i n g cards as the u n i t . To d o so, y o u have t o t h i n k about w h a t area is a n d h o w the u n i t s m i g h t be f i t t e d i n t o t h e b o o k cover. E s t i m a t i o n provides i n t r i n s i c m o t i v a t i o n t o measurement activities. I t is f u n t o see h o w close y o u can come i n y o u r estimate or i f y o u r t e a m can make a better estimate t h a n the other teams i n the r o o m . " W h e n standard u n i t s are used, estimation helps develop f a m i l i a r i t y w i t h t h e u n i t . I f y o u estimate t h e h e i g h t o f the door i n meters before measuring, y o u have t o devise some w a y t o t h i n k about t h e size o f a meter. T h e use o f a b e n c h m a r k t o make an estimate p r o m o t e s m u l t i p l i c a t i v e reasoni n g . The w i d t h of t h e b u i l d i n g is about o n e - f o u r t h o f the l e n g t h o f a f o o t b a l l field^perhaps 25 yards.

The Approximate

Nature of

Measurement

I n a l l measuring activities, emphasize t h e use o f a p p r o x i m a t e language. The desk is about 4 feet l o n g . The chair is a little less than 16 inches h i g h . M a n y measurements do n o t come o u t even. Older c h i l d r e n w i l l b e g i n to search f o r smaller u n i t s or w i l l use fract i o n a l u n i t s t o t r y t o measure exactly. Here is an o p p o r t u n i t y t o develop t h e idea t h a t all measurements i n c l u d e some error. Each smaller u n i t or s u b d i v i s i o n does produce a greater degree of precision. For example, a l e n g t h measure can never be m o r e t h a n onehalf u n i t i n error. A n d yet, since there is m a t h e m a t i c a l l y n o "smallest u n i t , " there is always'some error i n v o l v e d .

o Mmsuring Length
B By t h i r d grade t h e attribute of l e n g t h is generally u n d e r s t o o d . T h a t is, m o s t students can correctly i d e n t i f y t h e longer or shorter o f t w o objects t h a t are easily c o m pared. Therefore, l e n g t h c o m p a r i s o n activities are n o t necessary.

Using Units of Length

A l t h o u g h t h e a t t r i b u t e of l e n g t h m a y be u n d e r s t o o d b y m o s t students b y t h i r d grade, a f u l l u n d e r s t a n d i n g o f h o w units are used t o measure l e n g t h m a y be i n c o m p l e t e or even m i s u n d e r s t o o d .

A s s e s s m e n t

N o t e

W h e n considering l e n g t h i n s t m c t i o n i n t h e t h i r d or f o u r t h grade a q u i c k assessment m a y be i n order t o be sure t h a t students have gained t h e ideas t h a t are o f t e n t a k e n f o r granted at this level. Here are t w o ideas t h a t wiU n o t take t o o t n u c h t i m e . Provide students w i t h a s u p p l y o f small paper clips or another suitable i n f o r ^ P l p u t o f l e n g t h . Prepare, a paper w i t h t w o dots as s h o w n t o the l e f t . Have stuclents d e t e r m i n e h o w f a r apart t h e dots are i n terms o f paper clips I f ^ t x | m t s k n o w t o l i n e up^the paper:clips i n a straight l i n e between the dots . .^^itMmt any s i g n i f i c a ^ units, t h e n i t m a y be assumed t h a t : t h e y u n d e r s t a n d t h e process o f u s i ng u n i t s t o measure. O n the b o a r d m a k e a sketch similar t o t h e one s h o w n at the b o t t o m l e f t Explain t h a t a second grader used strips o f cardboard t o measure the l e n g t h of the r o o m a n d d i d i t as s h o w n . The students' task is t o e x p l a i n to t h e second grader w h y her measurement m a y be inaccurate. ; I n t h e i r explanations y o u are l o o k i n g f o r t h e same issues as stated earlierI f y o u r assessment o f students indicates t h a t there is some c o n f u s i o n about h o w l e n g t h is measured, t h e n t h e results o f t h e assessment w i l l u n d o u b t e d l y p r o duce d i f f e r e n t ideas a n d answers a m o n g t h e students. Rather t h a n correcting m a p p i o p r i a t e ideas or techniques, utilize t h e class discussion o f these results so t h a t Stadents w i l l themselves come t o the c o n c l u s i o n t h a t u n i t s m u s t be aUgned e n d to e n d i n a straight path.. This Will a v o id m a k i n g measurement seem like another m l e t o f o l l o w .

straight aUgnment o f u n i t s w i t h o u t overlap or gaps.

I n a d d i t i o n t o t h e basic question o f h o w u n i t s o f l e n g t h are used to measure lengths, the issue o f h o w measures change w h e n t h e size o f the u n i t changes is also i m p o r t a n t . The f o U o w i n g a c t i v i t y addresses t h i s concept.

I
I : : ; I I . :

Changing Units
H a v e students m e a s u r e a l e n g t h w i t h o n e u n i t , o r s i m p l y t e l l t h e m w h a t t h e m e a s u r e m e n t is. T h e n p r o v i d e t h e m w i t h a d i f f e r e n t u n i t a n d see i f t h e y c a n p r e d i c t t h e m e a s u r e o f t h e same l e n g t h w i t h t h e n e w u n i t . Students s h o u l d write d o w n their predictions a n d explanations o f h o w they were made Then h a v e t h e m m a k e t h e a c t u a l m e a s u r e m e n t . I n t h e class discussions t h a t f o l l o w , t h e p r e d i c t i o n s a n d e x p l a n a t i o n s w i l l be t h e m o s t e d u c a t i o n a l p a r t o f the a c l j y i t y . The f i r s t f e w times y o u do t h i s activity, the larger u n i t s h o u l d be a srniple m u l t i p l e o f t h e s m a l l e r u n i t . C u i s e n a i r e rods are e x c e l l e n t f o r t h i s activity. The first t h i n g t h a t y o u w a n t t o l o o k f o r i n the " C h a n g i n g U n i t s " a c t i v i t y is t h a t : i ' : i

students realize t h a t smaUer u n i t s produce larger measures a n d vice versa. Even w h e n t h i s IS understood, t h e actaal p r e d i c t i o n o f the second measure provides a g o o d opport u n i t y f o r Stadents to reason w i t h m u l t i p l e s a n d factors. For example, i f a measurement made w i t h yeUow Cuisenaire rods was 12 rods, w h a t w i l l t h e measurement be i f t h e
i eS O o o oooo o o e

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S B

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6 5,

.er 9

D E V E L O P I N G M E A S U R E M E N T CONCEPT S

orange r o d is used as t h e u n i t ? (The orange r o d is t w i c e as l o n g as the yellow, so t h e measurement w i l l be half, or 6 rods.) W h a t i f the w h i t e r o d is used? (It takes 5 whites t o make 1 y e l l o w rod, so t h e n e w measure w i l l be 5 times as big.) D o n o t e x p l a i n these solutions t o the students. Rather, a l l o w students t o struggle w i t h a n d discuss t h e i r reasoning. Conjectures can be tested b y actually measuring. " C h a n g i n g U n i t s " is also a g o o d a c t i v i t y t o do just before any discussion o f u n i t conversion w i t h standard u n i t s . For example, i f the d o o r w a y is 80 inches h i g h , h o w m a n y feet is that? This t y p i c a l conyer&i@|i task is exactly t h e same as t h e one i n "Changing Units." f--[p

Making and Using Rulers

We o f t e n assume t h a t students i n the intermediat e grades understan d h o w rulers are used t o measure. Evidence suggests otherwise, even f o r students i n the f i f t h grade. Rather t h a n t r y i n g t o e x p l a i n h o w t o use a standard ruler, y o u r t i m e m a y w e l l be better spent w i t h at least one lesson i n w h i c h students actually make a n d use t h e i r o w n rulers a n d compare t h e m t o standard rulers. W h e n a measuremen t i n s t r u m e n t is understood, i t is m o r e l i k e l y t o be used correctly. Rulers can be made o n l o n g strips o f tagboard about 5 c m w i d e . As a u n i t y o u can use a n o n s t a n d a r d u n i t such as a paper clip or a standard u n i t , perhaps 1 i n c h or 5 centimeters. (One centimeter is t o o small f o r t h i s purpose.) If y o u precut n a r r o w strips o f c o n s t r u c t i o n paper, students can cut these i n t o shorter pieces using t h e i r u n i t m o d e l as a guide. Discuss h o w t h e paper strips c o u l d be used f o r measuring just as w e l l as t h e actual u n i t s . N e x t , students can paste t h e paper u n i t s along the edge of t h e tagboard. Use t w o c o n t r a s t i ng colors, and alternate t h e m as s h o w n i n Figure 9.3. Pasting d o w n copies o f t h e u n i t s o n a ruler m a x i m i z e s t h e c o n n e c t i o n between t h e spaces o n a ruler a n d the actual u n i t s . Older students can make rulers b y u s i n g a real u n i t t o make marks along t h e tagboard strip a n d t h e n c o l o r i n g i n the spaces. Students s h o u l d n o t be encouraged t o use t h e e n d of a ruler as a starting p o i n t ; m a n y real rulers are n o t made t h a t way. I f t h e first u n i t o n a ruler does n o t c o i n cide w i t h t h e end of t h e ruler, t h e student is f o r c e d t o a t t e n d t o a l i g n i n g the u n i ts o n t h e m l e r w i t h the object measured. Before students p u t numbers o n t h e i r rulers, have t h e m measure w i t h t h e m . Have t h e m measure a l e n g t h once w i t h t h e i r ruler a n d once using t h e actual u n i t s . A l t h o u g h t h e results shoul d be t h e same, inaccuracies or i n c o r r e ct use of t h e ruler m a y produce differences t h a t are i m p o r t a n t t o discuss. Also use the ruler t o measure lengths t h a t are l o n g e r t h a n the ruler. 1 c.
Making a simple ruler.

:
I l

More Than One Way

Challenge students to f i n d different w a ys to measure the same l e n g t h w i t h one ruler. (Start f r o m either end; start at a p o i n t n o t at the end; measure different parts of the object a n d add the results.)

M E A S U R I N G LENGTH

N e x t have students p u t numbers o n their rulers. Discuss w h y numbers m i g h t be h e l p h i l o n a ruler (e.g., so t h a t y o u do n o t need t o c o u n t ah o f the u n i t s ) . A l l o w students t o n u m b e r t h e i r rulers i n a w a y t h a t makes sense t o t h e m rather t h a n t e h t h e m h o w t h e y m u s t do i t .

A s s e s s m e n t

N o t e

; / B y S [ ^ 7 i n g students m a k e a n d n u m b e r t h e h o w n rulers, y o u receive a n e n o r m o u s a m o u n t o f assessment data about h o w w e l l y o u r students u n d e r s i a n d t h e measurement process. By contrast, i f y o u carefully direct hoW t o use th e u n m a r k e d ruler a n d t h e n h o w t o n u m b e r i t , students' a t t e n t i o n is h o w focused o n f o l l o w i n g directions. Research indicates t h a t w h e n .students see standard rulers w i t h the numbers o n t h e hash marks, t h e y o f t e n believe t h a t t h e n u m b e rs are c o u n t i n g the marks rather t h a n i n d i c a t i n g t h e u n i t s or spaces between t h e marks. N o t o n l y is t h i s an v ; incorrect u n d e r s t a n d i n g o f rulers, i t can lead t o w r o n g answers w h e n usin g rulers. : As a n assessment, p r o v i d e students w i t h a ruler as s h o w n i n Figure 9.4, w i t h hash n i ^ k s b u t n o n u m b e r s . Have students use t h e ruler t o measure an i t e m t h a t is shorter t h a n t h e ruler. A correct rmderstandin g of rulers is i n d i c a t e d i f students c o i r h t t h e spaces b e t w e e n t h e hash marks. A n o t h e r g o o d assessment of ruler u n d e r s t a n d i n g is t o have students mea' sure w i t h a " b r o k e n " ruler, one w i t h the first t w o u n i t s b r o k e n o f f . Some students :Voll say t h a t i t is impossible t o measure w i t h such a ruler because there is n o starti n g p o i n t . Those w h o u n d e r s t a n d rulers w i U be able t o m a t c h a n d c o u n t t h e u n i t s m e a n i n g f u l l y i n t h e i r measures. (See Barrett, Jones, T h o r n t o n , & Dickson , 2003, f o t a coniplete discussion o f students' development o f l e n g t h measurement i n c l u d i n g t h e use o f rulers.) \ Observing h o w c h i l d r e n use a ruler t o measure a n object t h a t is longer t h a n :the r u l e r m a y n o t be able t o do, t h i s task because t h e y do n o t u n d e r s t a nd h o w a ^ ' i r u l e f is a representation o f a royv o f units . C % i e ruler is also i n f o r m a t i v e . C h i l d r e n w h o are s i m p l y reading t h e last m a r k o n

M u c h o f the value o f s t u d e n t - m M e rulers can be lost i f y o u do n o t transfer t h i s k n o w l e d ge t o standard rulers. Give chilSren a standard ruler a n d discuss h o w i t is hke a n d h o w i t differs fiom t h e ones t h e y have made. W h a t are t h e units? C o u l d y o u make a m l e r w i t h paper u n i t s t h e same as this? C o u l d y o u m a k e some cardboard u n i t s a n d measure the same w a y as w i t h t h e ruler? W h a t do t h e numbers mean? W h a t are t h e other marks for? W h e r e d o t h e u n i t s begin?

FIGURE 9 > 4

^^ '^ o o t5fc>e e & 0 & S ! s $eo

S' o c > & o e & ' Q a & & o o o o o

Use an unmarl<ed ruler and ask students to measure an object. Do the students count spaces or hasii marks? In the example shown, the correct length is 8 units. Students counting hash marks would respond 9 units.

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D E V E L O P I N G M E A S U R E M E N T CONCEPTS

Measuring Area
I Area is a measure of t l i e space inside a r e g i o n or h o w m u c h i t takes t o cover a region. As w i t h other attributes, students m u s t first u n d e r s t a n d t h e attribute of area before measuring. Data f r o m t h e seventh N a t i o n a l Assessment o f Educational Progress suggest t h a t f o u r t h - a n d eighth-grade students have a n i n c o m p l e t e u n d e r s t a n d i n g o f area ( M a r t i n & Strutchens, 2000).

Comparison Activities

-J n

O n e of t h e purposes of c o m p a r i s o n activities w i t h areas is t o h e l p students d i s t i nguish b e t w e e n size (or area) a n d shape, l e n g t h , a n d other dimensions. A l o n g , s k i n n y rectangle m a y have less area t h a n a triangle w i t h shorter sides. This is an especially diff i c u l t concept f o r y o u n g c h i l d r e n t o understand. Piagetian experiments indicate t h a t m a n y 8- or 9-year-olds do n o t understand t h a t rearranging areas i n t o d i f f e r e n t shapes does n o t affect the a m o u n t o f area. D i r e c t c o m p a r i s o n of t w o areas is nearly always impossible except w h e n t h e shapes i n v o l v e d have some c o m m o n d i m e n s i o n or property. For example, t w o rectangles w i t h the same w i d t h can be compared directly, as can any t w o circles. C o m p a r i s o n of these special shapes, however, fails t o deal w i t h t h e attribute o f area. Instead, activities i n w h i c h one area is rearranged are suggested. I n t h e f o l l o w i n g activity, students c o n f r o n t the issue of size as a n attribute d i f f e r e n t from l e n g t h or w i d t h .

Rectangle ComparisonNo Units

I I J P r o v i d e students w i t h p a i rs o f rectangles as f o l l o w s . Pair A : Pair B : Pair C : 2 x 9 and 3 x 6 1 x 10 and 3 x 5 3 x 8 and 4 x 5

J
: J J : : : I l

: I I i I I \

(These t h r e e rectangles c a n b e f o u n d i n t h e B l a c k l i n e Masters.) T h e rectangles s h o u l d b e b l a n k e x c e p t f o r t h e labels. T h e s t u d e n t s ' t a s k is t o decide f o r each p a i r w h i c h r e c t a n g l e has t h e greater area o r i f t h e t w o are t h e same size. T h e y are a l l o w e d t o c u t o r f o l d t h e rectangles i n a n y w a y t h e y w i s h , b u t t h e y m u s t i n c l u d e a n e x p l a n a t i o n f o r t h e i r d e c i s i o n i n eac h p a i r . Pair C w i l l cause t h e m o s t d i f f i c u l t y , a n d y o u m a y w i s h t o reserve I t as a challenge.

JOH^ ^ygf

Consider how you would compare each pair of rectangles in the preceding activity without relying on a formula or drawing squares.

I n t h e f h s t t w o pairs, t h e s k i n n y rectangle c a n be f o l d e d a n d cut t o either m a t c h ( p a h A ) or be easily compared (pair B) t o t h e second rectangle. For pair C, one rectangle can be placed o n t h e other a n d t h e n t h e extended pieces compared. Tangrams can be used f o r t h e same purpose. The standard set o f seven t a n g r a m pieces is cut f r o m a square, as s h o w n i n Figure 9.5. The t w o small triangles can be used

to make t h e paraUelogram, t h e square, and the m e d i u m triangle. Four s m a l l triangles w i l l make t h e large t r i a n g l e . This permits a similar discussion about t h e pieces h a v i n g t h e same size (area) b u t d i f f e r e n t shapes. (Tangram pieces can be f o u n d i n the Blackline Masters.) The f o l l o w i n g activities suggest methods f o r c o m p a r i n g areas w i t h o u t measuring. BLM 2 7

Tangram Areas
D r a w the outline of several shapes m a d e w i t h tangram pieces, as i n Figure 9.6. L e t students use tangrams to decide w h i c h shapes are the same size, w h i c h are larger, a n d w h i c h are smaller. Let students e x p l a i n h o w they came to their conclusions. There are several different approaches to this task, and it is best i f students determine thei r o w n solutions rather t h a n b l i n d l y follow y o u r directions.
7 tangram shapes The two small triangles make each of the medium shapes.

Using Units of Area

Two small triangles with any of the medium pieces will make the large triangle.

A l t h o u g h squares are v e r y nice u n i t s o f area (and the m o s t c o m m o n l y used), any tile t h a t c o n v e n i e n t l y fills u p a plane r e g i o n can be used. Even f i l l i n g a r e g i o n w i t h u n i f o r m circles or l i m a beans provides a u s e f u l idea o f w h a t i t

FIGURE 9 . 5

to measure areas. Here are a f e w suggestions f o r eoso, 1 e 0 o o f s J5 3goe&( J - s o means &? area u n i t s t h a t are easy t o gather or make i n t h e large Tangrams provide a nice opportunity to investigate size and quantities y o u w i l l need. siiape concepts. R o u n d plastic chips, pennies, or l i m a beans can be used. I t is n o t necessary at a b e g i n n i n g stage t h a t the area u n i t s fit w i t h n o gaps. Color Tiles (1-inch squares) are an excellent square unitj^.Squares can be cut fiom cardboard. Large squares (abslS; 20 c m o n a side) w o r k w e l l f o r large areas. Pattern blocks p r o v i d e six d i f f e r e n t u n i t s . The hexagon, trapezoid, blue r h o m b u s , a n d triangle can be related to each other i n a m a n n e r similar t o the tangrams. A square g r i d or triangular g r i d is a g o o d w a y t o cover a r e g i on w i t h squares. Trace t h e r e g i on o n t h e g r i d . See t h e Blackline Masters f o r grids. BLM 7 - 9 , 11,13

One solution

Students can use u n i t s t o measure surfaces i n the r o o m such as desktops, b u l l e t i n boards, or books. Large regions can be o u t l i n e d w i t h m a s k i n g tape o n t h e floor.

FIGURE 9 . 6

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Compare stiapes made of tangram pieces.

Small regions can be duphcated o n paper so t h a t students

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Cknpter 9

DEVELOPING MEASUREMENT CONCEPTS

can w o r k at t h e i r desks. O d d shapes and curved surfaces p r o v i d e m o r e challenge a n d ' " " ^ ' ' ^ I n area measurements, there m a y be lots o f u n i t s t h a t o n l y p a r t i a l l y h t . B y t h i r d or f o u r t h grade, students s h o u ld b e g i n t o wrestle w i t h p a r t i a l u n i t s a n d m e n t a l l y p u t together t w o or m o r e partial unit s t o c o u n t as one (see Figure 9.7).., T h e f o l l o w i n g activit y is a good starting p o i n t t o see w h a t ideas y o u r students b r i n g t o t h e h u n d e r s t a n d i ng of area measurement.

I
i : : ;

Fill and Compare

D r a w two rectangles a n d a blob shape o n a sheet of paper. M a k e it so tha t the three areas are not the same but w i t h no clearly obvious largest or smallest. T h e students' task is to first m a k e a guess about w h i c h are the Smallest a n d the largest of the three shapes. After recording their guess, they sftould use a filler of their choice to decide. Provide s m a l l units s u c h as circuPar disks, Color Tiles, or l i m a beans. T h e y should e x p l a i n i n w r i t i n g w h a t they found.

:
: . : I :

Your objective i n the b e g i n n i n g is t o develop t h e idea t h a t area is a measure of covering D o n o t i n t r o d u c e formulas. S i m p l y have t h e students flU t h e shapes a n d c o u n t the u n i t s Be sure t o i n c l u de estimation before measuring (this is s i g n i f i c a n t l y m o r e d i f ficult t h a n f o r l e n g t h ) , use approxiqiate language, a n d relate precision t o t h e size of t h e units i n t h e same m a n n e r as w i t h l e n g t h . I t is i m p o r t a n t t o stress t h a t f i l l i n g areas w i t h u n i t s t o determine a measme has almost n o i m p a c t o n students' u n d e r s t a n d i n g o f f o r m u l a s such as L x W f o r d e t e r m m i n g area. The filling process does n o t h e l p t h e m focus o n t h e dimensions or o n m u l t i p l y i n g as a means o f c o u n t i n g u n i t s . The o n l y goal of these activities is t o understan d the m e a n i n g o f measurement. W h e n y o u feel t h a t goal has b e e n met, i t is t i m e t o m o v e f o r w a r d . The f o U o w i n g a c t i v i ty encourages students t o connect m u l t i p h c a t i o n m a n array f o r m a t (rows a n d columns) t o determine t h e area o f rectangles.

Rectangle ComparisonSquare Units

s t u d e n t s are g i v e n a p a i r of rectangles t h a t are e i t h e r t h e same i n area or are v e r y close. T h e y are also g i v e n a m o d e l o r d r a w i n g o f a s i n g l e square u n i t a n d a n a p p r o p r i a t e r u l e r . (The u n i t s c a n b e e i t h e r c e n t i m e t e r s o r i n c h e s , a n d t h e r u l e r s h o u l d c l e a r l y m e a s u r e t h e a p p r o p r i a t e u n i t . Student s m u s t be f a i n i l i a ; r j p r i t h r u l e r s . ) T h e students are n o t p e r m i t t e d t o c u t o u t t h e rectangles or e v e i l d r a w o n t h e m . T h e t a s k is t o use t h e i r r u l e r s t o d e t e r m i n e , i n a n y w a y t h a t | h e y c a n , w h i c h r e c t a n g l e is l a r g e r o r w h e t h e r t h e y are t h e same. T h e y . s h ^ l d use w o r d s , d r a w i n g s , a n d n u m b e r s t o e x p l a i n t h e i r c o n c l u s i o n s . Some suggested p a i r s are as f o l l o w s :
4 X 10 and 5 x 8 5 X 10 a n d 7 x 7 4 x 6 and 5 x 5

; ' ; * * : ; J J

BLM 3 7

T h e f i r s t t w o p a i r s c a n b e f o u n d i n t h e B l a c k l i n e Masters. The preceding a c t i v i t y is g o o d f o r pairs or groups o f three t o w o r k o n together. The goal is n o t necessarily t o develop an area f o r m u l a b u t t o a p p l y students' developi n g concepts o f m u l t i p l i c a t i o n t o the area o f rectangles. N o t a l l students w i l l use a m u l -

tiplicative approach. M a n y w i l l draw copies of t h e rectangles a n d a t t e m p t t o draw i n all t h e squares. However, i t is l i k e l y t h a t some w i l l use t h e i r rulers t o determine the n u m ber o f squares t h a t w i l l f i t a l o n g each side and, f r o m that, use m u l t i p l i c a t i o n t o determ i n e the t o t a l area. (See Figure 9.8.) B ^ h a v i n g students share t h e i r strategies, m o r e students can be exposed t o t h e use of m u l t i p l i c a t i o n . Aside f r o m c o m p u t e r tools, there are really n o c o m m o n l y used i n s t r u m e n t s f o r measuring area.

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Area and Perimeter.

' Area a n d perimeter (the distance a r o u n d a region) are c o n t i n u a l l y a source o f conf u s i o n f o r students. Perhaps i t is because b o t h i n v o l v e measuring l e n g t h or because students are t a u g h t f o r m u l a s f o r b o t h concepts a n d t e n d t o get f o r m u l a s confused. Whatever the reason, expect t h a t s t u d e n t # # y e n i n t h e f i f t h a n d s i x t h grades w i l l c o nfuse these t w o ideas. A n i n t e r e s t i n g approach t o alleviating this c o n f u s i o n is t o contrast t h e t w o ideas as i n the n e x t activities. FIGURE 9 . 8
Some students will be able to figure out how many squares f i t along each side

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and know that m u l t i p l i c ation will tell the t o t a l number.

r r T T T T T
Five rows of 10 squares Is 5 x 10 or 50 squares. This rectangle Is larger.

I i

This rectangle will hold 49 squares: 7 x 7 is 49.

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D E V E L O P I N G M E A S U R E M E N T CONCEPT S

Fixed Perimeters
G i v e students a l o o p o f s t r i n g t h a t is e x a c t l y 24 u n i t s l o n g . (Use a n o n stretchy string. Double the string and make a m a r k 1 f o o t f r o m the loop. Tie a k n o t j u s t b e y o n d t h e m a r k s so t h a t t h e r e s u l t i n g l o o p is 24 inches.) T h e t a s k is t o decide w h a t d i f f e r e n t - s i z e d rectangles c a n be m a d e w i t h a p e r i m e t e r o f 24 i n c h e s . S t u d e n t s m a y w a n t . | p use a 1 - i n c h g r i d t o p l a c e t h e i r string s o n . E a c h d i f f e r e n t r e c t a n g l e c a i i )Se r^feorded o n g r i d p a p e r w i t h t h e area n o t e d . A n a l t e r n a t i v e t o t h e s t r i n g T o o p is t o s i m p l y use c e n t i m e t e r g r i d p a p e r a n d ask s t u d e n ts t o f i n d r e c t a n g l | | v i t h a p e r i m e t e r o f 24.

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: : : J I j f. i

Fixed Areas
P r o v i d e s t u d e n t s w i t h 36 square tiles s u c h as C o l o r Tiles . T h e t a s k is t o see h o w m a n y rectangles c a n be m a d e w i t h a n area o f 3 6 t h a t is, u s i n g a l l 36 tiles t o m a k e f i U e d - i n rectangles, n o t j u s t b o r d e r s . E a c h n e w r e c t a n g l e s h o u l d be recorded b y sketchin g the o u t l i n e a n d t h e dimensions o n g r i d p a p e r . C e n t i m e t e r o r h a l f - c e n t i m e t e r g r i d s are g o o d f o r r e c o r d i n g . For e a c h rectangle, students s h o u l d determine a n d record t h e perimeter.

EXPANDED LESSON
(pages 288-289) A complete lesson plan based on "Fixed Areas" can be f o u n d at the end of this chapter.

Before reading further, think about the two previous activities. For "Fixed Areas," will all of the perimeters be the same? If not, what can you say about the shapes with longer or shorter perimeters? For "Fixed Perimeters," will the areas remain the same? Why or why not?

y o u m a y have been surprised t o f i n d o u t t h a t t w o rectangles h a v i n g t h e same area do n o t necessarily have the same perimeter. Similarly t w o shapes w i t h the same perimeter do n o t always have the same area. A n d , o f course, t h i s fact is n o t restricted t o rectangles. ' There is a relationship of sorts t h a t is f a i r l y interesting. If y o u have explored the last t w o activities, y o u m a y have n o t i c e d that, w h e n t h e area is f i x e d , Jhe shape w i t h t h e smaUest perimeter is a square. For a fixed perimeter, t h e rectangle w j i h t h e largest area is also a square. If y o u a l l o w f o r any shapes whatsoever, t h e shape w i f e t h e smahest perimeter and a flxed area is a circle. That is, the "fatt:er" a shape, tiie smaller its perimeter a n d t h e skinnier a shape, t h e larger its perimeter, assuming t h e areas are t h e same. (A corresponding result is true i n three dimensions. Replace perimeter w i t h surface area a n d area w i t h v o l u m e . W i t h a f i x e d volume , the shape w i t h the least surface area is a sphere.)

Measuring Volume and Capacity

* Volume and capacity are b o t h terms f o r measures o f the "size" o f three-dimensional regions. Volume t y p i c a l l y refers to the a m o u n t o f space t h a t a n object takes u p . V o l u m e is measured w i t h u n i t s such as cubic inches or cubic centimetersunits t h a t are based o n linear measures. The t e r m capacity is generally used t o refer t o t h e a m o u n t t h a t a c o n t a i n er w i U h o l d . Standard u n i t s of capacity i n c l u d e quarts a n d gahons, liters a n d

e e ! > ei s o o e e o e 0 a s 6 9 s >

* '

'

MEASURING VOLUME AND C A P A C I T /

m i l l i l i t e r s u n i t s used f o r l i q u i d s as w e l l as t h e containers t h a t h o l d t h e m . H a v i n g made these d i s t i n c t i o n s , t h e y are n o t ones t o w o r r y about. The t e r m volume be used t o refer t o t h e capacity o f a container. can also

Comparison

Activities

By t h i r d grade m o s t students w i l l understan d t h e concept o f "holds m o r e " w i t h re^ergnce t o containers. T h a t is, there is n o need t o develop a concept of t h a t attribute. The concep t o f v o l u m e f o r s o l i d objects m a y n o t be as readily understood. Even i f these ideas"'are u n d e r s t o o d, one or t w o c o m p a r i s on activities can be f u n .

:
: t l :

Capacity Lineup
G i v e n a series of f i ve or six labeled containers of different sizes a n d shapes, the task is to order t h e m f r o m least capacity to most. T h i s c a n be quite c h a l lenging. D o n o t provide answers. L e t students w o r k i n groups to c o m e up w i t h a solution a n d also e x p l a i n h o w they arrived at it.

Even adults have difficulty judging which of two containers will hold more. Try the following task yourself as well as with students. Take two sheets of construction paper. Make a tube shape (cylinder) of one by taping the two long edges together. Make a shorter, fatter tube from the other sheet by taping the short edges together. When placed upright, which cylinder holds the most, or do they have the same capacity?

This task is a g o o d e x p l o r a t i o n f o r older students, a n d t h e results m a y be surprising. Before d o i n g t h i s w i t h y o u r class, survey t h e m t o see h o w m a n y select w h i c h o p t i o n . M o s t groups split r o u g h l y i n t h u d s : short a n d fat, t a l l a n d s k i n n y same. W i t h out u s i n g f o r m u l a s , t r y u s i n g a f i l l e r such as S t y r o f o a m p a c k i n g peanuts or l i m a beans. Place the s k i n n y c y l i n d er inside t h e f a t one. Fill t h e inside tube a n d t h e n l i f t i t u p , a l l o w i n g t h e f i l l e r t o e m p t y i n t o t h e f a t cylinder. The apparent v o l u m e s o f solid,pbjects are sometimes misleading, and a m e t h o d of comparison is also d i f f i c u l t . To compa'fe volumes o f solids such as a b a l l and an apple, some m e t h o d o f displacement m u s t be used. Provide students w i t h t w o or three c o n t a i n ers t h a t w i l l each h o l d t h e objects t o be compared a n d a fiUer such as rice or beans. W i t h this e q u i p m e n t some students m a y be able to devise t h e i r o w n comparison m e t h o d . One approach is t o first f i l l a container completely a n d t h e n p o u r i t i n t o a n e m p t y h o l d i n g container. Next, place an object i n t h e first container a n d fill i t again t o the t o p , u s i n g f i l l e r ^ f i o m t h e h o l d i n g container. The v o l u m e o f flher r e m a i n i n g is equal t o t h e v o l u m e o f - f h e object. M a r k the level o f the leftover filler i n t h e h o l d i n g container before repeati n g t h e e x p e r i m e n t w i t h other objects. By c o m p a r i n g t h e level of the l e f t o v er filler f o r t w o or m o r e objects, the v o l u m es o f the objects can be compared.

Using Units of Volume and Capacity

Two types o f u n i t s can be used t o measure v o l u m e a n d capacity: solid u n i t s a n d containers. Solid u n i t s are t h i n g s l i ke w o o d e n cubes or o l d tennis balls t h a t can be used

Chapter 9

DEVELOPING M E A S U R E M E N T CONCEPTS

to f i l l t h e container b e i n g measured. The other t y p e o f u n i t m o d e l is a s m a l l container t h a t is f i l l e d a n d p o u r e d repeatedly i n t o the container b e i n g measured. T h e f o l l o w i n g are a f e w examples o f u n i t s t h a t y o u m i g h t w a n t t o collect. Plastic caps and l i q u i d medicine cups are ah g o o d f o r v e r y smaU u n i t s . Plastic jars a n d containers of almost a n y size can serve as a u n i t . W o o d e n cubic blocks or blocks o f any shape can be u n i t s as l o n g as y o u have a lot o f t h e same size. - '

S t y r o f o a m p a c k i n g peanuts can be; used. Even t h o u g h t h e y do n o t pack perf e c t l y t h e y still produce c o n c e p t j | S | n e a s u r es o f v o h i m e .

M e a s u r i n g activities f o r capacity are similar t o those f o r l e n g t h a n d area. Estimat i o n o f capacity is a l o t m o r e h m because i t is m u c h m o r e d i f f l c u h . F i n d i n g ways to measure containers such as a large cardboard c a r t o n i n terms of a relatively smaU container-type u n i t c a n be a n excellent challenge f o r groups o f f o u r t h or f i f t h graders. This can be done l o n g before v o l u m e formulas are developed. V o l u m e s o f rectangular boxes such as a shoebox can be d e t e r m i n e d b y f i l l i n g w i t h a n y of t h e u n i t s m e n t i o n e d earher. However, here is a n o p p o r t u n i t y to prepare students f o r v o l u m e f o r m u l a s i n a m a n n e r similar t o w h a t was discussed f o r t h e area of rectangles. I f students are g i v e n a b o x a n d s u f f i c i e n t cubes t o f i l l i t , t h e y w i l l most l i k e l y c o u n t t h e cubes rather t h a n use any m u l t i p U c a t i v e structure. The f o l l o w i n g a c t i v i t y is similar t o "Rectangle ComparisonSquare U n i t s " ( A c t i v i t y 9.6).

Box ComparisonCubic Units

Provide students w i t h a p a i r of s m a l l boxes t h a t y o u h a v e f o l d e d u p f r o m poster board. (See Figure 9.9. ) Use u n i t d i m e n s i o n s t h a t m a t c h t h e blocks that y o u have. Students are given two boxes, exactly one block, a n d a n appropriate ruler. (If y o u use 2 - c m cubes, m a k e a ruler w i t h the u n i t e q u a l to 2 centimeters.) T h e students' task is to decide w h i c h b o x has the greater v o l u m e or if t h e y h a v e the same volume. Here are some suggested b o x dimensions
6 x 3 x 4 5 x 4 x 4 3 x 9 x 3

(LxWxH):
6 x 6 x 2 5 x 5 x 5

Students s h o u l d use words, drawings, a n d n u m b e r s to e x p l a i n their conclusions.

FIGURE S 9 < 5 if 0 S S 3 < 5

@ O O e< 50

H V \ '

Make small boxes by starting with a rectangle and drawing a square on each corner as shown. Cut on the solid lines and f o l d the box up, wrapping the corner squares t o the outside and tape or glue them to the sides as shown.

I #

^ 5 .; @ 'T' o

M E A S U R I N G V O L U M E AND CAPACITY

A useful h i n t i n t h e last a c t i v i t y is t o first figure o u t h o w m a n y cubes w i l l f i t o n the b o t t o m o f t h e b o x . Some, a l t h o u g h certainly n o t all, third-grade students w i l l discover a m u l t i p l i c a t i v e rule f o r the v o l u m e . The boxes can be f i l l e d w i t h cubes to conf i r m conclusions. N o f o r m u l a s s h o u l d be used unless students can e x p l a i n t h e m . The development o f a f o r m u l a is n o t necessarily t h e goal o f this activity.

IMajilng and Using Measuring Cups

I n s t r u m e n t s f o r m e a s u r i n g capacity are generally used f o r s m a l l a m o u n t s o f l i q uids or p d u i ^ b l e materials such as rice or water. These tools are c o m m o n l y f o u n d i n kitcliens -M ^i'laboratories. As w i t h other instruments, i f c h i l d r e n make t h e i r o w n , they are Ukely t o develop a better u n d e r s t a n d i n g o f t h e u n i t s a n d t h e approach t o the measuring process. A measuring cup can be made b y using a small container as a u n i t . Select a large, transparent container f o r the cup a n d a small container f o r a u n i t . Fill the u n i t w i t h beans or rice, e m p t y i t i n t o t h e large container, and make a m a r k i n d i c a t i n g the level. Repeat u n t i l t h e cup is nearly f u l l . I f t h e u n i t is small, marks m a y o n l y be necessary after every 5 u n i t s . N u m b e r s need n o t be w r i t t e n o n t h e container f o r every m a r k i n g . Students f r e q u e n t l y have d i f f i c u l t y reading scales i n w h i c h n o t every m a r k is labeled or where each m a r k represents m o r e t h a n one u n i t . This is an o p p o r t u n i t y t o help t h e m understand h o w t o i n t e r p r e t lines o n a real measuring cup. Students s h o u l d use t h e i r measuring cups a n d compare t h e measures w i t h those made b y directly f i l l i n g t h e container f r o m t h e u n i t . The cup is l i k e l y t o produce errors due t o inaccurate markings. This is ari o p p o r t u n i t y t o p o i n t o u t t h a t measuring instru ments themselves can be a source o f error i n measurement. The m o r e accurately made t h e i n s t r u m e n t , a n d t h e f i n e r the calibration, t h e less t h e error ftom t h a t source.

J Measuring

Weight

and

Mass

Weight is a measure o f t h e p u l l or force o f gravity o n a n object. Mass is the

a m o u n t of m a t t e r i n a n object a n d a measure o f the force needed t o accelerate i t . O n t h e m o o n , where gravity is m u c h less t h a t l . n n Earth, a n object has a smaller w e i g h t b u t the i d e n t i c a l mass as o n Earth. For practical purposes, o n Earth, the measures o f mass and w e i g h t w i l l be about the same. I n this discussion, the terms weight a n d mass w i l l be used interchangeably. By t h i r d grade students usually u n d e r s t a n d w h a t i t means f o r one object t o be heavier or t o w e i g h m o r e t h a n a second object. Therefore, c o m p a r i s o n activities are n o t necessary.

U^ing Units of Weight or Mass

A n y c o l l e c t i o n o f u n i f o r m objects w i t h t h e same mass can serve as w e i g h t u n i t s . For v e r y l i g h t objects, w o o d e n or plastic cubes w o r k weU. Large m e t a l washers f o u n d i n hardware stores are effective f o r w e i g h i n g slightl y heavier objects. You w i l l need t o rely o n standard weights t o w e i g h t h i n g s as heavy as a k i l o g r a m or m o r e .

Chapter 9

DEVELOPING M E A S U R E M E N T CONCEPTS

W e i g h t c a n n o t be measured directly. Either a t w o - p a n balance or a spring scale must be used. Figure 9.10 shows a h o m e m a d e v e r s i o n o f each. I n a balance scale, place a n object i n one p a n a n d weights i n t h e other u n t i l t h e t w o pans balance. I n a spring scale, first place t h e object i n a n d m a r k t h e p o s i t i o n o f t h e p a n o n a piece o f paper t a p e d b e h i n d t h e p a n . Remove the object a n d place just e n o u g h weights i n t h e p a n t o p u l l i t d o w n t o t j i e ^ a m e level. Discuss h o w equal weights w i l l p u h the sjpring or rubber b a n d w i t h t h e same force. I
Two-pan balance

A t any grade level, even a brief ^ ^ j g . i f i l n c e w i t h i n f o r m a l u n i t weights is good preparation f o r standard u n i t s a n d scales.

Making and Using a Scale

M o s t scales t h a t we use i n our daily lives produce a n u m b e r w h e n an object is placed o n or i n i t . There are n o visible u n i t weights. H o w does the scale produce t h e r i g h t number? B y m a k i n g a scale t h a t gives a n u m e r i c result w i t h o u t recourse t o units, students can see h o w scales w o r k i n principle. Students can use i n f o r m a l w e i g h t u n i t s a n d calibrate a simple rubber-band scale like the one i n Figure 9.10. M o u n t t h e scale w i t h a piece of paper b e h i n d i t , a n d place weights i n t h e p a n . A f t e r every f i v e weights, make a m a r k o n the paper. The r e s u l t i n g marks correspond to t h e markings a r o u n d t h e d i a l o f a standard scale. The p a n serves as the pointer. I n t h e d i a l scale, the d o w n w a r d m o v e m e n t o f the p a n m e c h a n i c a l l y causes the dial t o t u r n . The value o f t h i s a c t i v i t y is seeing h o w scales are made. Even d i g i t a l readout scales are based o n t h e same p r i n c i p l e .
Rubber-band (spring) scales Marks siiow where different objects pulled the scale. F I G U R E 9 - 1 . 0 ^ s ^3 Two simple scales. ^ ^ ^^^^^

MeasudngT'me
T i m e is measured i n the same w a y t h a t other attributes are measured: A u n i t o f

t i m e is selected a n d used to " f i l l " t h e t i m e t o be measured. Time can be t h o u g h t o f as t h e d u r a t i o n o f a n event f r o m its b e g i n n i n g t o its end. A n i n f o r m a l u n i t o f t i m e m i g h t be t h e d u r a t i o n o f a p e n d u l u m swingi t h e steady d r i p of a water faucet, or t h e m o v e m e n t o f t h e sun's shadow between t w o flxed p o i n t s (as o n a sundial). To measure t i m e , t h e u n i t s o f t i m e are started at t h e same t i m e as t h e a c t i v i t y b e i n g measured ("timed") a n d c o u n t e d u n t i l the activity is f i n i s h e d . Thus t h e p e n d u l u m swings, f o r example, are " f i t t e d i n t o " t h e d u r a t i o n of t i m e t h a t i t takes t h e c h i l d t o p r i n t his or her name. B y t h h d grade, t h e concept o f d u r a t i o n is generally u n d e r s t o o d . The related skills o f readi n g a clock a n d c o m p u t i n g elapsed t i m e are another matter.

EXPAiyiPE

LESS Areas

Fixed

Based on: Activity 9.7, p. 265

GRADE LEVEL: Fourth or f i f t h grade.

MATHEMATICS GOALS

To help contrast the concepts of area.atid perimeter. To develop the relationship between,afi& and perimeter of different shapes when the area Is fixed. " To compare and contrast the units used t o measure perimeter and those used to measure area. T H I N K I N G ABOUT THE STUDENTS Students have worked with the Ideas of area and perimeter. Some if n o t the majority of students can f i n d the area and perimeter of given figures and may even be able to state the formulas for f i n d i ng the perimeter and area of a rectangle. However, they often become confused as to which formula to use.

MATERIALS AND PREPARATION ^ Each student will need 36 square tiles such as Color Tiles, at least 2 sheets of centimeter or half-centimeter grid paper (see Blackline Masters 8 and 9), and a recording sheet (Blackline Master L-4). Have extra sheets of grid paper on hand. This activity can be done In pairs. If students are paired, still provide each student with 36 square tiles, as each student needs to explore how the rectangles can be constructed. Overhead tiles and a transparency of the grid paper and recording chart will be helpful to introduce the activity as well as to share students' ideas afterward. If overhead tiles are not available, the Color Tiles will suffice, although they will be opaque and it will be more difficult f o r students to see the individual tiles.

BEFORE Begin with a simpler version ofthe " task:

Have students b u i l d a rectangle u s i n g 12 tiles at t h e i r desk. Explain t h a t the rectangle s h o u l d be f i l l e d i n , n o t just borders. A f t e r e l i c i t i n g some ideas, ask a student to come t o t h e overhead a n d make a rectangle t h a t has been described.

BLM

L-4

o M o d e l sketching t h e rectangle o n t h e g r i d transparency. Record the dimensions of the rectangle i n t h e r e c o r d i ng chart, f o r example, "2 b y 6." Ask: Vi^hat do we mean by perimeter? How do we measure perimeter? A f t e r h e l p i n g students d e f i ne perimeter a n d describe h o w i t is measured, ask students f o r t h e perimeter o f t h i s rectangle. Ask a student t o come t o t h e overhead t o measure the perimeter o f t h e rectangle. (Use eitber the rectangle made f r o m tiles or the o n e sketched o n g r i d paper.) Emphasize t l j a t the u n i t s used t o measure perimeter are one-dimensional, or linear, a n d t h a t perimeter is just the distance a r o u n d a n object. Record t h e perimeter i n the chart. Ask: What do we mean by area? How do we measure area? A f t e r h e l p i n g students d e f i n e area a n d describe h o w it is measured, ask f o r the area o f this rectangle. Here y o u w a n t t o mak e explici t t h a t the u n i t s used t o measure area are t w o - d i m e n s i o n a l and, therefore, cover a r e g i o n . After c o u n t i n g t h e tiles, record the area i n t h e chart. " Have students make a d i f f e r e n t rectangle usin g 12 tiles at t h e i r desks a n d record the perirngjer a n d area as before. Students w i l l need t o decide w h a t " d i f f e r e n t " means. Is a 2 b y 6 rectangle d i f f e r e n t t h a n a 6 b y 2 rectangle? A l t h o u g h these are congruent, students m a y w i s h t o consider these d i f f e r e n t . T h a t is okay f o r this activity. The Task See h o w m a n y d i f f e r e n t rectangles can be made w i t h 36 tiles. D e t e r m i n e a n d r e c o r d t h e perimeter a n d area f o r each rectangle.

>5 1 o CUapter 9

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DEVELOPING M E A S U R E M E N T CONCEPTS

Establish Expectations W r i t e t h e directions o n t h e board: e F i n d a rectangle u s i n g all 36 tiles. Sketch t h e rectangle o n the g r i d paper. Measure a n d record t h e perimeter and area o f t h e rectangle o n t h e recordin g chart, e F i n d a n e w rectangle u s i n g all 36 tiles a n d repeat steps 2 - 4 . DURING .

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Observe h o w students are generating riew rectangles. Are t h e y u s i n g some systematic w ay (e.g., c h a n g i n g t h e l e n g t h of the f e g f n g l e b y o n e each t i m e ) t o ensure t h e y have f o u n d ah the rectangles? A r e . t h S f b a p h a z a r d ly finding rectangles w i t h n o apparent strategy?

H o w d o t h e y measure the perimeters? D o t h e y c o u n t or measure aU f o u r sides, or do t h e y d o u b l e t h e sum o f l e n g t h and w i d t h ? Are t h e y aware t h a t t h e perimeters change? D o students realize t h a t the areas m u s t r e m a i n t h e same since a l l rectangles use

36 tiles? AFTSR . Ask students w h a t t h e y have f o u n d o u t about perimeter a n d area. Ask: Did the perimeter it " small? stay the same? Is that what you expected? When is the perimeter big and when is

Ask students h o w t h e y can be sure t h e y have a l l o f t h e possible rectangles. As a class, decide o n a systematic m e t h o d of recording rectangles o n t h e r e c o r d i n g chart. For example, start w i t h a side of 1, t h e n 2, a n d so o n . A f t e r everyone has h a d t i m e t o consider t h e i n f o r m a t i o n i n t h e chart, have students describe w h a t happens t o t h e perimeter as t h e l e n g t h a n d w i d t h change. (The perimete r gets shorter as t h e rectangle gets fatter. The square has the shortest perimeter.)

ASSESSMENT NOTES " Are students c o n f u s i n g perimeter and area? As students f o r m n e w rectangles, are t h e y aware t h a t t h e area is n o t c h a n g i n g because t h e y are u s i n g the same n u m b e r of tiles each time? These students m a y n o t k n o w w h a t area is, or the y m a y be c o n f u s i n g i t w i t h perimeter. > Are students l o o k i n g f o r patterns i n h o w t h e perimete r changes before y o u guide t h e m t o w a r d t h a t idea?
o O O & O s

Students w h o continue to confuse perimeter a n d area s h o u l d e n g a g e in tasks that ask t h e m to use various informal units of area to fill a n d c o m p a r e regions. T h e y can also use string to provide a concrete representation of p e r i m e t e r of various shapes. T h e string can be stretched into a straight line a n d can he^measured w i t h a ruler to reinforce t h a t perimeter is a linear m e a s u r e .

Activity 9.7, "Fixed Perimeters," is a g o o d activity to pair with this o n e if y o u have not already d o n e so.

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If both activities (9.7 an d 9.8) are successful, it is a p p r o priate to m o v e to formulas .

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EXPANDED LESSON

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BLM 4Little ten-frames

BLM 72-cm square grid

BLM 81-cm square grid

BLM 90.5-cm square grid

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BLM 112-cm isometric grid

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BLM 131-cm square/diagonal gnd

Tangrams

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4 3 2 1
Mosaic puzzle

BLM 27Tangrams and mosaic puzzle

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C1

B2

Cut out the rectangle. For each pair, decide which is larger or if they are the same area. You may cut or fold the rectangles to help with your decision. Explain your reasoning on separate paper.

BLM 36Rectangle comparison

B1

B2
centimeter ruler

square centimeter

In each pair, decide which rectangle is larger or if they are the same size. You may use one square centimeter and a centimeter ruler. Do not draw on the ractangles or cut them out. Explain your reasoning on a separate paper.

BLM 37Rectangle compansonunits

Lesson Plan
What do you want your students to know, do and understand as a resuhI- of this lesson? Essential Questions, Understandings and TEKS". Jpi|j|||||j||||^
Essential Questions:

What attributes of objects or situations do we measure?

Understandings:

objects.

Measurement is a common way to communicate about the attributes of

TEKS:

TEK 4.11 Measurement. The student applies measurement concepts.'f h e student is expected to estimate and measure to solve problems involving length (including p srimeter) and area. The student uses measurement tools to measure capacity/volume and weigh t/mass. The student is expected to: estimate and use measurement tools to determine length (including per imeter), area, capacity and weight/mass using standard units S I (metric) and customary;

Lesson Title: Identifying and Measuring Perimeter

Learning objective:

Students will be able to recognize perimeter problems, measure using customary units of length, and measure and calculate perimeter. Evidence:(Done at the end of the lesson) You are building a rectangular shaped garden. A decorative fence border will surround the garden. The length of the garden is 8 f e e t long and has a width of 4 feet. Your brother says you need 32 f e e t of fencing. Your sister disagrees and says you need 24 feet. Who is correct? Why? Pre-assessment: (This should be done about 1 week ahead of time) Using grid paper students shade in a given perimeter. They must show proof of the perimeter by labeling and calculating the perimeter.
Procedure: Ask: Why must we study perimeter? Allow responses.

Ask: What professions count on being able to calculate perimeter correctly? Allow

responses. Chart responses on paper. Using colored tiles students create perimeters that the teacher calls out. They use a white board as their platform. Students will be able to compare their perimeter with those in their group. Students will share their figures and perimeters with the document camera. Students use the Frayer Model to come up with a more concrete definition of a perimeter, examples, non-examples, and characteristics. (See template below.) A class size version should be created and posted as the students contribute their information. Students are then given time to practice making as many perimeters possible on graph paper f o r the number 12.
Considerations for differentiation: Materials:

Frayer Model Poster f o r class (See Template below.) Math Journals Color Tiles White Boards Document camera
Reflection:

Frayer
Definition in your own words

Model
Fa ct s / c h a ra cte r i sti cs

Lesson Plan
What do you want your students to know, do and understand as a result of this lesson? Essential Questions, Understandings and TEKS:
Essential Questions:

What would happen i f there were not a standard unit of measurement?

Understandings:

Meaningful measurement and estimation of measurements depend on a per sonal familiarity with the unit of measure being used.
TEKS:

4.11 Measurement. The student applies measurement concepts. The studen t is expected to estimate and measure to solve problems involving length (including perimet er) and area. The student uses measurement tools to measure capacity/volume and weight/irlass. The student is (A) estimate and use measurement tools to determine length (including per imeter), area. capacity and weight/mass using standard units S I (metric) and customary;

Lesson Title: The Big Inch

Learning objective: Students will be able to make a 12 inch ruler with halves and fourths. Evidence: (Done at the end of the lesson) Use broken rulers, rulers that do not start with zero, with increments of 1/2 and 1/4 to find the length of various objects in the classroom. Items may include their math journal, pencil, etc. Pre-assessment: (This should be done about 1 week ahead of time) Exit tickets. How do you use a ruler when measuring an object? How do you read the measurement?
Procedure:

Read How Biq I s A Foot? By Rolf Myller Follow up with a whole group discussion and the essential question: What i f there was not a standard way to measure? Interactively respond to the essential question with the students in journals. I n other words, as students share their answers, have others restate, interpret, and make connections to the thoughts that other students are discussing. Together write a whole

group journal entry on chart paper. The teacher facilitates the discussion with questions and students will write on the chart paper. I f not included in the discussion, talk to the students about the relationship between inches and feet. Tell them they will be examining inches that have differen t increments. The inches should be enlarged and displayed on the overhead. The teacher should emphasize that these are enlarged inches and the show the students what a true inch looks like. While students observe the inch with half increments and another with fourth increments, students should share their observations. The teacher should post their findings on chart paper. The inches can later be glued onto this chart paper. Cooperative Groups Students will each make their own rulers in a cooperative group setting. Each student will be given a piece of tag board. Each group of 4 students will be given 24-half and 48-fourth fraction strips that are cut apart so that each individual will have 6 halves and 12 fourths. (See template below.) They will create rulers that have halves on one side and fourths on the other. A f t e r students are done with their piece of the ruler, each student can add on to make a 12inch ruler. Whole Group Discussion Discussion questions: How is an inch is like a number line? How can you use a ruler such as the one you made without numbers? What would happen if everyone had d i f f e r e n t sized inches? I f numbers were added to your inch, where would they be placed? Students will add numbers to their rulers. Make sure to stress that the numbers do not count the lines but the actual increments or spaces between the lines is repeated over the object to measure. Students should practice measuring!
Considerations for differentiation:

Students can make a ruler with 1/8 increments like the ruler on their Mathematics Charts.
Materials:

g- and ^ inches blown up on the overhead chart paper tag board fraction strips (See template below.)
Reflection:

Measurement

Activities
Grade

Third and Fourth 2000-2001

Portland Public Schools Supplen:\ental Instructional Unit

Andy Clark Terry McKelvey Kim Blair

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Helpful Hints
When setting up t h e stations, you may want t o laminate the student directions and post them at t h e station. Each student or pair of students should keep t r a c k of t h e i r work on t h e specific Student Record Sheets created f o r each station. Pick and choose those activities t h a t will increase students' understanding of metric measurement. Explain t h e importance of estimation. We know t h a t t h e capacity station can be "messy" but we encourage you t o t r y i t so t h a t t h e students understand capacity. How about setting it up outside? Debrief at t h e end of t h e session asking students f o r benchmarks f o r : 1 meter 10 centimeters 500 grams (hardback book, c o f f e e cup) 1 kilogram (dictionary) 1 liter your

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Metric Stations
Teacher Directions Activity
Weight/Mass Station

Materials
5-10 objects to weigh Equivalent weights: 1 snap cube = 3 grams 1 plastic tile = 1.5 grams Student record sheet Lengths of string or yarn Metric rulers and meter sticks Student record sheet

Directions
Estimate the metric weight Weigh each object using a balance scale Snap cubes & tiles can be used to weigh the objects on the balance scale Measure body parts with lengths of string or yarn (height, width of arm span, leg length, wrist to longest finger, circumference of head) Then measure string lengths using metric rulers and meter sticks *Challenge Items Estimate the perimeter in centimeters of the polygons shown on the student polygon sheet Measure the perimeter in centimeters of the polygons shown on the student polygon sheet Estimate which container will hold close to 1 liter, which will hold less, which will hold more Use colored water to measure the number of milliliters or liters of each container

Length Station

Length/Perimeter Station

Metric rulers Student polygon sheet Student record sheet

Capacity Station

5 - 8 plastic containers labeled A,B,C, etc. colored water Liter container for measuring

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Capacity Station

EsYimafe

which container will hold close t o 1 liter, which

will hold less, and which will hold more. Use colored water to measure t h e number of milliliters or liters of each container. Record your answers on the student sheet.

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10

Capacity Station
Nannie Date Container Estimate Actual Measurement

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11

Length Station
Name Date

Body Part Height

Length Measurement

Width of arm span

Leg length

Wrist to longest finger

Circumference of head

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Weight/AAass station
Student Record Sheet
Name Date

Object

Estimation

How close?

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Polygon Sheet

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Length/Perimeter Station
Name Date

Polygon

Estimate

Actual Measurement

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Treasure Hunt
Name Date

Object

Length Measurement 1 centimeters 10 centimeters 1 meter 2 meters

Object

Weight Measurement between 1 and 500 grams 500 - 1000 grams more than 1 kilogram

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13

Treasure Hunt
O b j e c t s t h a t have a perimeter between 100 centimeters and 4 0 0 centimeters.

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14

Length/Perimeter Station
Estimate the perimeter in centimeters of t h e polygons on t h e stucient Polygon sheet. W r i t e t h e estimates on t h e student sheet. Measure the perimeter in centimeters of t h e polygons shown on t h e student Polygon sheet. W r i t e t h e measurements on the student sheet.

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Length Station
First measure parts of your body using string or yarn. Measure your height, width of your arm span, leg length, wrist to longest finger, and t h e circumference of your head. Now measure the string lengths using metric rulers and meter sticks. Record your measurements on t h e student sheet.

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Weight/Mass Station
Student Instructions
Estimate t h e weight of t h e objects and write t h e estimation on t h e student record sheet. Weigh each object using t h e balance scale. Use snap cubes or plastic tiles t o balance t h e
scales.

W r i t e down t h e exact weight of t h e objects on t h e student sheet.

How close was your estimate to t h e actual weight?

1 snap cube = 3 grams 1 plastic tile = 1.5 grams

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Treasure Hunt
Activity
Length

Materials
Metric rulers Stucient record sheet

Directions
Find objects in the roon^ that measure in length: 1 centimeters 10 centimeters 1 meter 2 meters Find objects in the room that weigh: Between 1 and 500 grams 500-1000 grams more than 1 kilogram Find objects in the room that have a perimeter between ICQ centimeters and 400 centimeters

Weight

Balance

scales

Student record sheet

Perimeter

Metric rulers Student record sheet

COLOR T I L E GRID PAPER