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Main Curriculum Tie:
Background For Teachers:
Ways to Gain/Maintain Attention (Primacy):
Post measurement vocabulary in a graphic organizer on the board (see attached).
Post these questions on the board:
Lesson Segment 1: What common objects can be used to suggest units of measurement?
After this activity, ask the students which of the clues were difficult for them to give. Ask if any used metric measurements. Ask about how many cm the soda can is? Ask about how many gm it weighs when full and how many ml it will hold. These will be more difficult for the students to answer. Point out that this is because they do not regularly use metric units to measure. Read the “Metric Versus Customary” poem.
Teach students the following song. As you sing each verse, choose one or two of the units for a stand and point activity. You will say a unit, for example “centimeter”, and have the students stand and point to something in the room that could be measured using a centimeter. Ask a couple of students to tell what they are pointing at. Ask them why the centimeter would be better than trying to use a millimeter or kilometer to measure the object they are pointing to. Repeat this Stand And Point activity for each verse choosing one or two units for students to think about.
Knowing which system of measurement and which unit of measurement would be best to use is a vital skill. Selecting appropriate units can be more easily done if we can think of a common object to compare the measurements to. We call this common object a “measurement benchmark”.
Lesson Segment 2: Why is it important to compare measures using the same type of unit? (Ex. Inches to inches rather than inches to feet)
Journal: Give each student a copy of the State Class Reference Sheet that can be used on the CRT tests. Students should keep this reference sheet in their journal for future use.
Hand a student a regular size Hershey candy bar and you hold up a 1lb. Hershey bar. Tell the student can have it if theirs weighs more than yours. Have them read the weight on their package to the class and you look at yours and say, “Oh, no! Mine says it weighs only 1. Q. Why is this not an accurate comparison?
Have two students come to the front of the class. Choose one that is about 6 ft. tall, and another much shorter. Use the ruler to measure the taller in feet and the shorter in inches and declare, “_______ (the shorter person) is the taller of the two.” When the class disagrees, defend by telling them how many inches. Q. Why is this not an accurate comparison?
Obviously, when we are comparing, we need to use the same unit of measure. So, in order to compare, we must often convert units. We could use a Foldable to help us, a proportion, or we could use the graphing calculator. We will learn how to use each of these tools.
Foldable: Fold the Converting Measures foldable so that the type of measure is a pocket inside a folder. Staple or tape the edges of the pocket. Cut out each measurement card. Help the students use the convert feature on the TI-73 and how to use a proportion to fill in the information on the cards. (In a proportion, one ratio is the number of smaller units in 1 of the larger units. The other is the information given and a variable). Have them practice a few with you.
Staple or glue folded pocket to edge here.
TI-73: Use the to convert measures. From the home screen type the number of units given. Push and select the type of measurement and the unit of measure given. Then select the unit of measure to convert to and press . The home screen organizes the information so students can determine the scale factor used to convert the units. For example asking what 3 was multiplied by to get 108 in this example, will help students find the scale factor.
Lesson Segment 3: Practice
Game: Truth or Dare
Assign additional text practice where proportions can be used for converting units as needed.
Measurement Units Song
Inch and foot and yard and mile
Ounce and pound and ton, Oh please
Ounce and cup, pint, quart and gallon
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