additionalmeasurementactivities-cluster9

Additional Measurement Activities *This document includes a compilation of measurement activities Some of the activities include customary units (taught in third grade) as well as additional metric units that are not a requirement of fourth grade You can use the lessons as is or adapt to only include the required metric units On the Mark: Metric Benchmarks Purpose: Students will find benchmarks for linear units in the metric system Materials:      linear measurement tools such as rulers, meter sticks, tape measures dimes, centimeter cubes, ten rods, string copies of Measurement Benchmark Recording Sheet poster paper markers Activity: Review the metric units of length (millimeter, centimeter, decimeter, meter, kilometer) Review the importance of using measurement benchmarks Have students explore their bodies to find personal benchmarks in the metric system Assign each student a partner (Partners of the same gender may be best for this activity.) Instruct each pair to use a tape measure to measure different parts of their body to find useful benchmarks Students may measure their foot, stride, hand span, width of their finger, arm span— finger to finger and finger to nose, height—to waist, to shoulder, and to head, distance around their wrist, around their waist Have students share some of the measurements Ask: Were any of your measurements close to a millimeter?, a centimeter?, a decimeter?, a meter? Have students explore the room to find other useful benchmarks Have them use the thickness of a dime for a millimeter, a centimeter cube for a centimeter, a ten rod for a decimeter, and a piece of string measuring one meter to find objects exactly a millimeter, a centimeter, a decimeter, and a meter Ask students to record their benchmarks on the benchmark recording sheet After giving students 10 to 15 minutes to measure items around the room, lead a class discussion in which students share their findings Record the benchmarks on a large sheet of poster paper This poster should be displayed in the room for students to refer to as they continue measurement activities Once students have formed their personal benchmarks, have them locate and list items around the room First, instruct students to estimate the items based on one unit of measure Have them use their benchmarks to decide if the object is longer or shorter Have them to measure each item to discover how close it is to their benchmark and unit of measure Teacher Advisory: Unit familiarity should be the principle focus of almost all instruction with standard units… Van De Walle Measurement Benchmarks Recording Sheet 2: Metric Measurements Millimeter Centimeter Decimeter Meter Kilometer Benchmarks Measuring Madness Purpose: Students will practice measuring in millimeters and centimeters Students will learn to measure accurately and precisely with a metric ruler Materials:     copies of Measuring Madness handout (one for each pair of students) dice (one for each pair of students) colored pencils or markers (one per student) metric rulers (one per student) Activity: Divide students into pairs Give each pair one copy of the Measuring Madness handout, two different colored pencils, and one die As a class, decide what measurements each number on the die will represent Complete the key at the bottom of the page (For example, = centimeter, = centimeters, etc) Begin by having each pair roll the die to determine which player begins the game The higher roll goes first To play the game, students will take turns rolling the die The number on the die will determine how many spaces/units the student will travel a Player rolls the die Using the chart, Player will begin at the starting line and measure the distance for his roll heading toward the first shape The player then colors the distance using one colored pencil b Player then takes a turn using a different color c The first player to reach the last shape is the winner As students play the game, monitor students to see if they are using a ruler and measuring the distances accurately Extensions/Modifications:  Change the chart or encourage students to modify the chart to make the game more difficult  Make copies of the game on cardstock Laminate and have students to use different colored Vis-à-vis pens  A variation (Race to Win!) is included as an additional practice game or a replacement for the same game board used in Measuring Madness Play in partners Game is similar except each student has their own side of the track, and they can play three games on one sheet Measuring Madness Start Number on Die Number of mm/cm Race to Win! Start Start Start Finish Finish Finish Race Race Race = mm = 15 mm = 25 mm = 35 mm = 45 mm 6=0 1=0 = cm = cm = 15 mm = 25 mm = cm = 25 mm = cm 3=0 = 10 mm = cm = 50 mm Target Practice: Metric Linear Measurements Purpose: Students will be able to accurately estimate metric units for linear measurement using their personal benchmarks Materials:    Handout – Pre-made and blank one provided for teacher preference Rulers/measuring tools Objects to measure Activity: Pass out handouts and objects to measure to the class Students can work in pairs or groups for this activity The students use their benchmarks to estimate the measurements of the objects listed in their chart Estimations can be in mm, cm, or meters, or a combination of any of the afore-mentioned units The goal is to be as close to the actual measurement as possible Pass out the measurement tools needed for this activity Students measure their objects and calculate their error totals for the sheet Have the error totals calculated to the nearest cm (even if students measured in meters or cm) Teacher will want to remind students that this activity is very similar to a previous one; they will be estimating and measuring in metric units though *Stress to the students that this activity is NOT a contest The object is to learn how to become more adept at estimating using our benchmarks They will need to know our class will have ample opportunities to improve by completing similar target activities throughout the year and their estimates should improve over time We not expect them to be perfect at first Discuss which objects were more difficult to “hit the target” and which were easier Why? Discuss strategies and benchmarks that were more accurate than others At some point each day for the next several weeks, the teacher needs to point to, hold up, or show an object to let the students estimate its length and then have someone measure it to allow students time to practice using their benchmarks This should take no more than minutes Teacher Advisory: Estimation in measurement helps students focus on the attribute being measured and develops familiarity with the units Strategies for estimation may need to be taught to your students Recommended strategies are included Estimation Strategies: Use of benchmarks: Students may need to be shown how to use their benchmark to estimate You may also want to consider using multiple units instead of single units for benchmarks Example: benchmarks for inches, 10 centimeters, etc Chunking: Use a chunking procedure when appropriate It may be easier to estimate shorter chunks for the length of the wall than to estimate the entire wall length Subdivisions: Subdivide the length of the wall to be measured into equal parts Example: divide it in half, then into fourths, and into eighths, and so on to get more manageable lengths to estimate Students need to be taught how to this Subdividing is similar to chunking but the chunks are now imposed on the object rather than being part of the object naturally Iterate Units: Iterate (repeat) a unit mentally or physically It is helpful to use body measures for linear measurement situations For example, if you know your hand is about six inches long, determine the number of hand lengths an object is and then multiple by six to get an estimate Use Ranges for Estimates: Allow students to use ranges for estimates that they believe include the actual measurement Remember that students need to taught these estimation strategies and given ample time to practice using them Target Practice: Metric Linear Measurements Names of Students in Group: Name of Object: Estimated Length: (millimeters, centimeters, meters) Actual Length: (millimeters, centimeters, meters) Difference: (Subtract actual from estimated) Diameter of a Dime Post-It Note Length Pen Length Thickness of Science Textbook Scissor Length Belt Width Belt Length Student Desk Height Door Width Distance from Teacher Desk to Pencil Sharpener Table Width Student Height Distance from Door to Window Difference Total: Target Practice: Linear Measurements Names of Students in Group: Name of Object: Estimated Length: Actual Length: Difference: (Subtract actual from estimated) Difference Total: Piecing It All Together: Measurement Collages Purpose: Students will review the linear units in both the customary and metric systems Materials:    large sheets of construction paper markers magazines    Which units did you come closet to on your predictions? Why you think you were better able to predict those units? Hold up a couple items from the room that were not measured and get students to write down where they best fit on the chart and why Is it easier for you predict linear or mass measurements more accurately? Why? Students may find linear measurements easier to estimate because their benchmarks were a part of their body or things they were more familiar with seeing everyday You may need to revisit the mass benchmarks section to update their benchmarks Modification: Some students may need more than 20 minutes to complete the exploration portion of this activity Consider allowing more time or dividing the class in half and assigning half of the items to one group and the half to the other group Mass Scavenger Hunt Size of Item kg 500 g 10 oz 1g lbs 50 g Description of Item Difference Actual Between Size Measure of and Actual Item Measure oz lb kg 100 g oz 10 lbs Make Your Own Measuring Cup Purpose: The students will make metric measuring cups (measuring ml) to use with subsequent measuring lessons Materials:      Clear Solo cups (2 per student) Graduated cylinder (ml) One ounce cups Water in a no-spill pouring container Permanent markers Activity: Pass out the materials for students to make their own measuring cups Each student needs to mark a cup that measures ounces Instruct them to fill the ounce cup with water and pour it in their solo cup Have them mark and label the line ounce Continue until they have ounces marked on their cup Now have each student mark a cup that measures milliliters Instruct them to fill the graduated cylinder with 50 ml of water and pour it into a different solo cup Have them mark and label the line 50 milliliters Continue until they have 250 milliliters marked on their cup After cups have been made, the students need to practice measuring Give each group a pitcher of water or take them to where there are multiple sinks The teacher may need to explain to the group how to pour carefully and to get eye level with the cup for accuracy This would be an excellent time to teach about the meniscus – the curved upper surface of the water that forms in a glass measuring cup or graduated cylinder Be sure to use some glass measuring cups as a demonstration so students are familiar with this in the future Teacher Advisory: When measuring liquid volume it is important to read the graduated cylinder correctly Your eye should be level with the top of the liquid and you should read the bottom of the meniscus On the Mark: Capacity Benchmarks Purpose: Students will find benchmarks for capacity units in the metric system Materials:        capacity measurement tools measuring cups of various shapes and sizes student-made measuring cups miscellaneous items for benchmarks (ex milk cartons, juice containers, water bottles, soda cans, shampoo bottles) Water, rice, sand, or other material to measure capacity copies of Measurement Benchmark Recording Sheet poster paper markers Activity: Before the lesson, place miscellaneous items around the room for students to explore Set up areas or centers with measuring cups Review the units used to measure capacity in the metric system (milliliter, liter) Ask students to share the importance of using measurement benchmarks Have students to explore the room to find useful benchmarks for measuring capacity Encourage students to use the measuring cups to find the capacity of different items located throughout the room Students may also be able to identify the container’s capacity by using the label on the outside of the container Ask students to record their benchmarks on the benchmark recording sheet After giving students 10 to 15 minutes to measure the items around the room, lead a class discussion in which students share their findings Record the benchmarks on a large sheet of poster paper This poster should be displayed in the room for students to refer to as they continue measurement activities Once students have formed their personal benchmarks, have them locate and list items around the room First, instruct students to estimate the items based on one unit of measure Have them use their benchmarks to decide if the object would hold more or less liquid If possible, have them to measure the capacity of each item to discover how close it is to their benchmark and unit of measure For homework, have students explore items at home to find useful benchmarks They may want to explore their kitchen cabinets, bathrooms, or even the pantry Encourage students to bring in one sample item to class the next day that could be used as a benchmark Measurement Benchmarks Recording Sheet: Capacity Measurements Milliliter Liter Benchmarks Target Practice: Metric Capacity Measurements Purpose: Students will be able to accurately estimate units for capacity measurements using their personal benchmarks Materials:      Handout – Blank for materials teacher may have (vases, glasses, jars, buckets, etc) Measuring cups/graduated cylinders Student made measuring cups Water, rice, sand, or other material to measure capacity Containers/objects of various sizes to measure Activity: Pass out handouts and objects to measure to the class Students can work in pairs or groups for this activity The students use their benchmarks to estimate the amount of water each of the objects listed in their chart will hold Estimations can be any metric unit for volume The goal is to be as close to the actual measurement as possible Students need to decide which unit is appropriate and will be the most accurate for each object Teacher may need to have examples of each container for each group to hold while estimating Pass out the measurement cups needed for this activity Students find the capacity of their objects and calculate their error totals for the sheet Have the error totals calculated to the nearest ml Teacher will want to remind students that this activity is very similar to previous ones; they will be estimating and measuring capacity now Discuss which objects were more difficult to “hit the target” and which were easier Why? Discuss strategies and benchmarks that were more accurate than others At some point each day for the next several weeks, the teacher needs to point to, hold up, or show an object to let the students estimate it’s capacity and then have someone measure it to allow students time to practice using their benchmarks This should take no more than minutes Teacher Advisory: Students will only develop fluency with measurement when allowed to use it frequently so it becomes natural to them Hands-on experience is critical for developing fluency! Target Practice: Metric Capacity Measurements Names of Students in Group: Name of Object: Estimated Capacity: Actual Capacity: Difference: (Subtract actual from estimated) Difference Total: ♫ Purpose: Musical Beakers ♫ Students will measure different amounts of water in beakers and listen for pitch Students will explore with other amounts and make conjectures about how the amount of water affects pitch Students will see connections/integration of science and mathematics Materials:     Five identical beakers or glass jars Graduated cylinders or student measuring cups (ml) Container of water Musical Beaker Handout Activity: Students fill five beakers with water in the following amounts: 50 ml, 100 ml, 150 ml, 200 ml, 250 ml Students complete the handout trying to determine the pitch difference based on the amount of water in the jars They make conjectures on how & why the amount of water affects sound Have students list ways measurement is used in science, other subjects, and in their daily lives Students may work as a team or complete this part of the activity at home Allow time for discussion the following day, even writing answers on chart paper if possible The students need to see how measurement is an integral part of their lives Follow-up: Students can generate lists when it is important to be accurate when measuring volume (pharmacists measuring prescriptions) and when it is okay to estimate amounts (shampoo to wash your hair) ♫ Musical Beakers ♫ Fill five beakers with water in the following amounts: 50 ml, 100 ml, 150 ml, 200 ml, 250 ml Tap the beakers lightly with a spoon to hear the different pitches in sound Write a statement that explains how the pitch changes depending on the amount of water in the beaker Predict whether the following amounts will make a low or high pitch: * 30 ml _ * 1000 ml (1 liter) _ (Test your predictions to see if they are correct) List ways measurement is used in science, other subjects, and in the world around you Favorite ACC Team Purpose: Students measure accurately to the nearest millimeter Students make appropriate estimations and comparisons for milliliters Materials:      Mason jars or same-sized glass containers (14) The following signs or labels for the jars: Wake, NC State, Duke, Carolina, Florida State, Clemson, Maryland, Georgia Tech, Virginia, Virginia Tech, Boston College, Miami, None and Other Graduated Cylinder (increments of 10 ml) Water pitcher Funnel (optional) Activity: Students go to the table with the materials for this activity and measure 10 ml of water to pour into the jar for their favorite ACC team They are only allowed to pour 10 ml into one jar! After all students have voted, the teacher asks students questions about the votes Possible questions are:  Which team had the least number of people in our class to vote for it? How many people you think voted for it?  Which team had the greatest number of people in our class to vote for it? How many people you think voted for it?  Ask students to make comparison statements about the two teams that had the most votes How many more votes did this team have? Ask for students to raise their hands if they voted for the winning jar Count Ask how many milliliters of water should be in the jar Measure it Do the same with the all jars See which team had the most accurate voters to measure out the water  If the jar were full, how many milliliters you think it would hold? Half full? Try it  Is 10 ml a large amount of water? Can you think of a situation where 10 ml would be a lot of water? (Students may place the water in perspective to ants or fleas or have other creative suggestions.)  How many people would have had to vote for Duke to fill liter?  How would our materials change if we were to measure out 10 ounces for our votes? 10 cups? How ml compare with ounces? Students need to write a reflection of what they learned about milliliters and describe how a ml is a useful unit of measure Teacher Advisory: Students need to predict the amount of liquid different-sized containers will hold periodically throughout the year This will only take a few minutes and will give students a chance to practice estimations and comparing units in both the metric and customary systems Remember that questioning to promote understanding and having students share their strategies for making accurate estimations will help them to improve this skill Spending some time each week on measurement will help our students develop measurement fluency Rotating Review Purpose: Students will review the measurement units within both the customary and metric systems Materials:        index cards of various sizes tape linear measurement tools such as rulers, yard/meter sticks, tape measures balance scales and gram stackers measuring cups of various shapes and sizes miscellaneous items to measure notebook paper to record answers Activity: Gather a variety of objects, containers, and items for students to measure These items may be found in your classroom, kitchen, backyard, bathroom, and even your pantry Create a set of 15 to 30 cards with questions for students to answer or directions for them to follow Place each question on an index card and number the cards in order from to 30 Place the index cards, along with the needed materials, in different areas around the room Examples: Measure the length of this pen in centimeters Estimate how many milliliters are in the soda can How tall is the desk in feet? How tall are you in meters? Measure the mass of the stapler How many liters of water you think this bucket will hold? What is the mass of this textbook? How tall is the wall in meters? Measure the length of the quarter in millimeters 10 Measure the width of the CD in inches 11 How many cups of water will this milk carton hold? 12 Measure the width of this paperclip in centimeters and millimeters 13 How long is the board in meters? 14 Estimate the width of the room in feet Within pairs, have students rotate from card to card and complete the activity or question Have them record their answers on a sheet of notebook paper You can this activity in one day or over a series of several days Once students have had a chance to rotate through all of the cards, discuss students’ answers and measurements Mystery Unit Game Choose a type of unit—centimeter and meter and find an object that is appropriate to measure in that unit Without telling anyone, measure it Now in groups of 4, tell others in your group the number of units, but NOT the TYPE of unit or the object (Example” I measured something that was units long.) Try to answer these questions: Who measured the longest object? Who measured the shortest object? Now each member should reveal the unit and answer the questions above Together, answer the following questions: Did the largest number represent the largest sized object? Would this always be true? If you used the same unit is the comparison easy? How can you compare your objects to determine whose is largest? Would it take more centimeters or meters to measure this room? How you know? Would you measure a pencil in centimeters or meters? Why? How might decimals help you to measure a pencil with meter stick? How Long Is an Index Card? Using an index card provided, start at a bottom corner, cutting a narrow strip up When you get close to the top, turn and continue cutting across When you get close to the edge, turn again Continue until you cannot cut any more Record actual results in centimeters and meters Centimeter Results: Meters Results: Wait Just a Minute Work with a partner to guess how long a minute is The timer says “GO!” and the estimator, without looking at the clock, signals when s/he thinks a minute has passed Record the difference between 60 seconds and the estimator’s guess Tell whether you overestimated or underestimated Try times Did your estimates get better?