Measuring
Up
Lesson
3
Grade
Level:
9-10
Subjects(s):
Metric measurement
Learner
Outcomes:
Students will be able to measure length using the appropriate metric units
Duration
of Lesson:
30-45 minutes
Materials:
2 cm x 1m strips of paper, scissors, tape, pencils
Technology
Tools/Courseware:
Internet access, Computers, Spreadsheet application
Teacher
Notes:
-
After
this activity, student should be able to estimate the approximate length
of one meter. They should also gain an appreciation for the need
for accuracy in measurement. You may want to have students brainstorm
occupations that require measuring skills and the degree of accuracy necessary
for this occupation. For example, a carpenter usually measures to
within a 1/16 of an inch, a mechanic within 1/32 or 1 mm, etc.
Metric
Units
Procedures:
-
Provide
students with meter long strips of paper approximately 2 cm wide.
These can be pre assembled or have the students construct them. Be
sure that the strips are exactly 1m.
-
Have
students use this strip to measure various things in the room that are
approximately 1m. Have them compile a list of 8 to 10 objects.
Hint: If student do not discover this, point out that doorknobs are
approximately 1m from the floor.
-
Measure
the length and width of the classroom. Students will have to estimate
any final part less than one meter.
-
Have
the students fold the strip exactly in half. Label the fold as 5 dm.
Explain that in metric every unit is divided into equal units of 10.
The prefix for 1/10 is deci, therefore this fold is 5 dm or .5m (5/10).
Remember that fractions are not used in metric. Have student convert
5 dm to centimeters and label with this unit also. 5 dm = 50 cm
-
Fold
each half into equal halves. Label the first fold as 2.5 dm and the
third fold as 7.5 dm. The strip should now be label with 2.5 dm 5
dm 7.5 dm and 10.0 dm. Label also with the centimeter equivalents
beneath.
-
Q:
Did anyone find objects that were exactly 1m? Very unlikely
-
Q:
Was the meter adequate enough to measure most objects with accuracy?
No, most of the objects will be to small or to long to measure with any
reasonable accuracy.
-
Q:
Without divisions smaller than the meter, what object could not be measured
with any degree of accuracy? You may want to point out what you consider
accurate: + or - .5m for example. Students should suggest numerous
objects
-
Provide
groups of students with meter sticks. Have them locate the decimeter
markings and count them. They should locate 10. Have students
locate the centimeter marking in just one of the decimeters. They
should locate 10. Have students locate the millimeter marking in
just one of the centimeters. They should locate 10
-
Have
each group measure several objects, such as their book, table top etc.
to the nearest centimeter, millimeter. Insure that the same student
does not do all the measuring, have students check each others measurements.
Modifications:
-
For
students who have difficulty with the concepts of measurement, have them
measure to the nearest unit they feel comfortable with using. They
can measure in smaller units once they get a grasp of the process.
-
Allow
students to retake measurement tests until they can successfully master
the process. This allows more practice time for students on their
own time, and allows the teacher to move on to other activities.
Enrichment/Activity:
-
Help
students develop a method of approximations for the various units for measuring
length. For example: For someone of average height, the distance
from floor to hip is approximately 1 meter, the width of the palm of the
hand is approximately 1 decimeter, the width of the little finger nail
is approximately 1 centimeter. The thickness of the fingernail is
approximately 1 millimeter. Have students personalize this activity
by using themselves as a model.
-
Divide
students into groups of five. Have them determine their individual
height in centimeters. Have each group share their data with the
other groups. Students can then enter the data into a spreadsheet program
and calculate the average heights for the class. This data can then
be used to generate a graph that reflects the average heights of boys and
girls. As a follow up, students could collect random samples of the
heights of other students throughout the school and compare this data with
their class.
-
Using
a digital camera, have students take pictures of object that reflect the
different metric units used in measuring length. Things that are
1 meter or are measured in meters, 1 decimeter, 1 centimeter, and 1 millimeter
etc. Use these pictures to create a Power Point presentation.
-
Have
students research web sites about space and microscopic life forms to gain
an appreciation of the extreme limits of measurement, both large and small.
-
Have
students use the term, Meter, in Haiku poetry.
Create a collection of their work and make a class publication using a
word processing program, desk top publishing program, or presentation software
Evaluation/
Assessment:
-
Have
student demonstrate that they can use a metric ruler to measure selected
objects or teacher made materials within desired tolerances. Students
should be able to record these measurements with the appropriate units.
Students should be able to convert the measurements from one metric unit
to another. Rubric
- Category II
West
Virginia Instructional Goals and Objectives:
Science:
9.8 9.9 9.11 9.12 9.13 9.20 9.96 9.103 9.104 9.106
10.9 10.11 10.84 10.91 10.94 10.95 10.97
Language Arts:
9.34 9.35 9.51 9.53 9.54
Math:
AM 1.11
National
Standards:
Math:
Understands and applies basic and advanced properties of the concepts of
measurement
Language:
Uses listening and speaking strategies for different purposes.
Gather and uses information for research purposes.
Science:
Understands the nature of scientific inquiry.
References:
W.V.D.E. Metric Means Measure, Implementation Guide; compiled by Richard
E. Wilkes and James R. Myers, Fourth
printing 1977
Dale Faughn (Kentucky Poet Laureate)
Co-Director, Pilot Writing Project
Caldwell County High School
Rt. 1, Box 137B
Princeton, Kentucky 42445
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