Measurement Crash Course - Canizares

Name _______________________________ Hour ______

Learning Objectives

Length Mass Volume Converting

I can state the metric scale for length in order.

I can state the metric scale for mass in order.

I can state the metric scale for volume in order.

I know the steps to convert.

I can measure and draw using cm.

I can name the parts of the triple beam & know how to use them

I can measure liquids using a graduated cylinder & irregular objects (ex: a ring).

I can use the steps to convert accurately.

I can measure and draw using mm.

I can measure using the triple beam

I can figure out the increments of a graduated cylinder.

I know converting to the left (km) makes my number smaller. Divides.

I can define and describe how length is different from volume and mass.

I can define and describe how mass is different from length and volume

I can define and describe how volume is different from length and mass.

I know converting to the right (mm) makes my number larger. Multiplies.

Humpty Dumpty Makes* Delicious Humpty Dumpty

*Makes, Likes or Gulps

---Length Measurement in SI/Metric System---

Length: Distance from one point to another

Write the metric scale for length: km _____________________________________

Labeling the Ruler – mm, cm, dm

How is a meter stick different from a ruler?

How many mm are in 1 cm? ______ How many cm are in 1 dm? _______ How many dm are in 1 m? _______

In “real life” – give three examples of when you would need to measure at home.

Practice Measuring the Lines Below in CM & MM

1.

2.

3.

4.

5.

6.

Draw a line segment like the one shown below. NOTICE THE CM UNITS!!!!

1.

2.

3.

4.

5.

6.

______ cm _______mm

______ cm _______mm

______ cm _______mm

______ cm _______mm

______ cm _______mm

______ cm _______mm

To review measuring length pick different categories and look for the shortest and longest of….(please keep this

appropriate ex: pinky fingers, eyes, forearm, foot, etc.). I gave you one category example to get you started

Category

What are you measuring?

Who Had the Shortest?

Name & Length in cm)

Who Had the Longest Length?

(measure in cm)

Example: Pinky Finger Spongebob: 4 cm Mr Krabs: 6.8 cm

LENGTH – Mark The Text Practice

How far can you throw a softball? Can you judge by eye how far the ball travels? A better way to find out would be to measure the

distance, or length, that the ball travels. Length is the distance from one point to another. In the case of your softball throw, it would

be from the point where you release the ball to the point where it first hits the ground.

Units of Length The basic unit of length in the SI system is the meter (m). One meter is about the distance from the floor to a

doorknob. A softball throw would be measured in meters as well as your height. Most students your age are between 1.5 to 2 meters

tall. To measure objects smaller than a meter, scientist use units called the centimeter (cm) or the millimeter (mm). One meter is equal

to 100 centimeters or 1,000 millimeters. The length of a typical sheet of notebook paper is 28 cm, which is equal to 280 mm.

What unit would you use to measure a long distance, such as the distance between two cities? Scientists use a unit known as the

kilometer (km). The prefix kilo- means one thousand. There are 1,000 meters in a kilometer. The distance from San Francisco, CA to

Boston, MA is about 4,300 km which would be 4,300,000 m.

Measuring Length A very common tool used to measure length is the metric ruler. A metric ruler is divided into centimeters. The

centimeter markings are the longer lines numbered 1,2,3 and so on. Each centimeter is divided into 10 millimeters, which are marked

by the shorter lines (I call them ticky marks).

To use a metric ruler, line one end of the object up exactly with the zero mark. Then read the number at the other end of the object.

When measuring in centimeters, the longer lines with numbers are the whole number. Count the smaller marks/ticky marks to

represent the digit in the tenths place.

Please note that no matter what the ruler states on the left side, the longer labeled lines are ALWAYS centimeters and the smaller

unlabeled lines are ALWAYS millimeters. We will mostly be measuring in centimeters, but you need to be able to measure in milliters

as well.

Reflection Check (Can You):

Measure with a ruler: mm, cm Draw a line with a ruler using these units: mm, cm, dm Write the metric scale for length in order from large to small

Reflection: What part of measuring length confuses you – or you might miss on a quiz?

1

---Mass Measurement---

Mass: the amount of matter in an object; metric unit: grams

For the boxes below, fill in the box with dots to show the different masses listed below. Each dot = 1 gram.

1 g 5 g 10 g 20 g

Mass Measurement Tool: Triple Beam Balance

Steps to Use a Triple Beam:

1. Move all the ________________ to zero.

2. Make sure the pan is balanced (adjust ______________ if necessary).

3. Place your object on the ____________.

4. Move sliders until it is ________________________ and the back two beams are in the notches.

5. Add the numbers of each ________________.

Practice Measuring with the Triple Beam:

______________________ _____ ______________________ _____

______________________ _____ ______________________ _____

Label the Parts: pan, sliders,

balance line, “knob”, beams

Directions: Estimate the mass of the object first! Then measure objects in order. So you will estimate, measure and

continue until all objects are measured.

Name of the Object Estimated Mass (grams) Actual Mass (grams) Check if Estimate

was Close To Actual

Glue

Marker

Scissors

Paper Clip

Tape Measure

Textbook

Little Cup (NOT RED)

Graduated Cylinder (plastic tube thingee)

Graduated Cylinder & 50 mL of water

Mass of 50 mL of water (subtract silly)

Object of Choice ___________________

Length Review:

1.____________ mm 2.___________mm 3.__________mm

4.____________cm 5.___________cm 6.__________cm

---Volume Measurement---

Volume: the amount of space an object takes up; units: liters

Draw three more cubes showing increasing volume [for each box].

Volume Basic Equipment: Label the graduated cylinder, beaker.

How To Measure with a Graduated Cylinder:

1. Figure out the __________________________________ (what each line is worth 1’s, 2’s, 3’s, etc.).

2. Find the __________________ by looking at it at eye level .

3. Measure in _____.

Practice Measuring with a Graduated Cylinder: Follow the 3 steps above. Write down the increment/scale and the

volume measurement.

Measuring the Volume of an “Irregular” Shaped Object/Displacement Method:

1. Fill a graduated cylinder about half full with water.

2. Read and record the volume (see steps above).

3. Carefully slide the object into a tilted graduated cylinder.

4. Measure the new volume.

5. Subtract the new volume from the old volume (from step 2). This is the volume of the irregular shaped object.

Note: in the boxes above, draw a quick sketch for each step.

Displacement Method Activity Extra Credit***

* The starting volume amount doesn’t matter ***HONORS – this is NOT extra credit; required!

**1 mL = 1cm3 Using this idea, fill out the last column of the chart above.

“Irregular” Object Estimated Volume

Starting Volume * (water only)

Ending Volume (water + “irregular” object)

Volume of Object (mL)

Volume of Object (cm

3)**see below

marble

block

bear

rock

bolt

Increasing volume

Increment _____ Increment _____ Increment _____ Increment ____

Volume________ ____ Volume________ ____ Volume________ ____ Volume________ ____

Step 1 Step 2 Step 3 Step 4 Step 5

Converting within the Metric System---------------------------------------------------------------------------------------

km

kilometer

hm

hectometer

dam

decameter

m

meter

dm

decimeter

cm

centimeter

mm

millimeter

Steps to Convert: EXAMPLE 3 km = _____ m

1. Find the decimal point. If it isn’t provided for you then it should be to the right of all the numbers. EX: 3. 2. Figure out which direction you are converting. EX: km to m is to the right 3. How many jumps are you converting? EX: km to m is 3 jumps 4. Move the decimal point! EX: 3 km = 3000m

**1 mL = 1cm3 Using this idea, fill out the last column of the chart above.

Baby Observations/Data – make sure to label your QUANTITATIVE (#) OBSERVATIONS

Day 1 Day 2 Day 3 Day 4 QUALTITATIVE OBSERVATIONS

facts not opinions drawings are

wonderful color or color

changes

texture – use “like”

QUANTITATIVE OBSERVATIONS

LENGTH (Height Actually)

MASS

VOLUME

Graph of Height Growth of Dinosaur

Baby Dinosaur’s Medical Record

Name of Child _______________________________________ DOB: _______________________

____________________________________

____

____

____

____

____

____

____

__

Reflection Questions

1. What day was there the most significant change in growth of your baby? ______ How can you tell by the graph? ________________________________

2. Assuming that your baby continues growing at the same rate, what size would you predict your di nosaur to be in seven days (look at your graph & infer the future trend). ______________________

3. What do you think most affects how quickly your dinosaur grows? ____________________________ __________________________________________

4. The purpose of this assignment was to practice using your measurement skills. Circle the measurement unit that is hardest. Rectangle the easiest. LENGTH MASS VOLUME

5. In science experiments we change things to see what is going to happen. What we did was NOT an experiment as we didn’t really change anything. What would you change to make an experiment? __________________________________________