Unit Plan - Mary Smith

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Sixth Grade Math - Measurement Unit Plan

How Does Your Life Measure Up?Life Lessons in Measurement

Unit Designer: Mary SmithUNCC MAED 5040

Fall 2009


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Table of Contents

General Information ...........................................................3

Topic and ContentClassroom

Unit Goals ...........................................................................4

Content StandardsUnit SummaryRationale

Desired Results ..................................................................6

Enduring UnderstandingsEssential QuestionsKey Knowledge and Skills

Acceptable Evidence .........................................................7

Evidence of Student UnderstandingDiagnostic

Formative AssessmentsSummative Assessments

Content Outline ..................................................................9

Instructional Resources ....................................................12

Classroom Provided ResourcesTeacher Provided ResourcesStudent Provided Resources

Technology Resources

Lesson Plans ......................................................................13

Day 1 Detail .........................................................................13Day 2 ......................................................................................9

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Day 3 ......................................................................................9Day 4 Detail ........................................................................18Day 5 ......................................................................................11Day 6 ......................................................................................11Day 7 ......................................................................................11

Appendix .............................................................................24

Day 1 Lesson ResourcesDay 4 Lesson ResourcesDay 7 Unit Plan testBibliography

Summative Reflection ........................................................35

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General Information

Topic and Content

This unit covers measuring length, weight, mass and capacity of two-dimensionaland three-dimensional figures we see in our everyday lives. This unit will beworked in both the US Customary (English) and Metric systems of measurement.The unit will also look at time. The unit will cover measuring, units of measureand dimensional analysis for converting units of measure. Students will alreadyhave basic knowledge of math operations, basic geometric shapes and units of measure. This unit can be placed at any appropriate time of the school year based on pacing. A unit will follow on area, perimeter, surface area and volume.

The unit will cover 7 days. Each class time period is 60 minutes.

Classroom Population:

Class Size: 21 StudentsBoy / Girls Ratio: 9 boys and 12 girlsRacial Profile: 3 African-American Students, 1 Hispanic (ESL) Student, and 5Certified Exceptional Children (EC) with specific learning disabilities in math. Theexceptional students sit in the front of the class so they are not disturbed byothers.

School: Is a rural middle school with grades 6-8. It has won the recognition of Schools to Watch by the National Middle School Association. Over 40% of

students are on free or reduced lunch. For the school year 2007-2008, 81% of students scored at grade level or higher.

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Unit Goals

Content Standards

North Carolina Standard Course of Study (NCSCOS)Competency Goal 2: The learner will select and use appropriate tools tomeasure two- and three-dimensional figures.

Objective 2.01 Estimate and measure length, area, angles, weight and massof two- and three-dimensional figures, using appropriate tools.

Objective 1.04 Develop fluency in addition, subtraction, multiplication, anddivision of non-negative rational numbers.

a. Analyze computational strategies.b. Describe the effect of operations on size.c. Estimate the results of computations.d. Judge the reasonableness of solutions.

Objective 1.07 Develop flexibility in solving problems by selecting strategiesand using mental computation, estimation, calculators or computers, and paper and pencil.

National Council of Teachers of Mathematics

Measurement Focal Points

Understand both metric and customary systems of measurement.

Understand relationships among units and convert from one unit to another within the same system.

Solve problems involving scale factors, using ratio and proportion.

Geometry Focal Points

Precisely describe, classify, and understand relationships among types of two-and three-dimensional objects using their defining properties.

Recognize and apply geometric ideas and relationships in areas outside themathematics classroom, such as art, science, and everyday life.

Numbers and Operations Focal Points

Develop, analyze, and explain methods for solving problems involvingproportions, such as scaling and finding equivalent ratios.

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Unit Summary

The curriculum to be covered for this unit is in the measurement strand of theNCSCOS. The goal for this unit is to make students aware of measurements and

how they are used in length, weight, mass, capacity, and time. The unit is inplace to show the importance of measurement in our everyday lives. Thisparticular unit will focus on two-dimensional and three-dimensional figures andhow their measurements relate to many objects we see daily. It will involveunderstanding the skills and knowledge to calculate length, weight (mass),capacity and time. Dimensional Analysis will be covered for converting units of measure. It will start with a discussion of how measurement is important tohumans and a review of necessary vocabulary. We will then spend a day lookingat length, another on weight (mass) and capacity, and another on time. The unitwill also include a lesson on actual and estimated measuring, and when they areimportant. The last lesson day (Day 6) will involve presenting a few WebQuest

projects and doing a comprehensive review for the unit assessment on Day 7.The unit will be done using both the US Customary (English) and Metric Systemsof measurement. The unit will include a weeklong Metric In America WebQuestproject to be turned in on Day 6.

Rationale

Students need to learn about measurements for situations in their everyday lives.Things like construction and even cooking touch our lives, and they all require usto understand how to calculate length, weight (mass) and time. By the end of theunit students will have a clear understanding of measurement, as it relates to

length, weight (mass), capacity and time. Mental calculations and approximationwill also be covered and helpful for life experiences. Modifications will be madefor ESL and EC students to ensure understanding and knowledge are achievedat grade level. Lessons, activities and class work will be varied in approach toensure visual, auditory and kinesthetic learners are receiving learning andunderstanding in the best possible way.

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Desired Results

Enduring Understandings

After this unit students should understand the importance of measurement in our everyday lives. They will learn that units of measure bring order to our world.They will gain an appreciation of the US Customary (English) and MetricSystems of measurement, their similarities and differences. The will understandthe how to measure objects, as well as, use dimensional analysis to convertmeasurements between the two systems.

Essential Questions

1. What is the importance of a measurement system to our everyday lives?

2. Why and when would it be important to make accurate, precisemeasurements?

3. When is an estimate ok?

4. How do we measure length, weight (mass), capacity and time?

5. What is the difference in the US and Metric system of measurements?

6. How can you use learned measurements in your everyday life?

7. How can we convert between the US Customary (English) and Metricsystems?

Key Knowledge and Skills

1. Students will know how to measure length, weight (mass), capacity andtime using appropriate tools in the US and Metric measurement systems.

2. Student will know how to use dimensional analysis to convert units of measure in the US (English) and Metric systems.

3. Students will know and be able to identify what units of measure should beused in what situations.

4. Students will be able to understand and justify when it is appropriate tohave estimates of measurements and when exact measurements arenecessary.

5. Students will be able to understand and use some the appropriatemeasurement tools for measurement computations in US and Metricsystems.

6. Students will be able to do mental measurements for appropriateness.

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Acceptable Evidence

Evidence of Student Understanding

Using exercises that compare and contrast real life situations and, having aweeklong WebQuest project will show evidence of deep understanding. The levelat which the students understood the big ideas and have transfer of understanding will be evident through all assessment tools. Open-endedquestions that connect the goals and objectives will be discussed in class. Theopen-ended questions will come from the essential questions. Also, a writingassessment will challenge the students understanding by requiring them to thinkvisually and explain it in their writing. Students will gain an appreciation for mental measurements, and how they are an essential part of our everyday lives.Necessary help will be provided for the ESL and EC students.

Diagnostic

A review of important definitions, knowledge and skills will be provided throughthe unit. Student assessment will take place through group and individualpractice, as well as, Day 1 homework sheet. Students will bring some prior knowledge of length, weight, mass and time with them. Students will also need touse developed spatial reasoning and visualization.

Day 1 Assessments Verbal Open Ended Question and HomeworkAssignment (turned in on Day 2)

Formative Assessments

Formative assessment for this unit will occur through many avenues. They willinclude group work, individual work, interactive measuring, and homeworkassignments. Understanding will be challenged through daily open-endedquestions. Lastly, through the daily closure process questions will be asked toassess verbally what struggles may have occurred. Through all these methodsre-teaching can occur for any issues at the start of the next class.

Day 2 Assessments Verbal Open Ended Question, 2-Person Scavenger Game with estimating and measuring length, Day 2 Homework Assignment(turned in on Day 3)

Day 3 Assessments Group and Individual Practice Worksheet on weight(mass) and capacity, Day 3 Homework Assignment (turned in on Day 4)

Day 4 Assessments Worksheet for 2-Person teams and individual practiceusing various tools for measurement in the classroom, Day 4 HomeworkAssignment (turned in on Day 5)

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Day 5 Assessments Verbal Open Ended Question, Worksheet to becompleted individually on time, Homework Assignment (turned in on Day 6)

Day 6 Assessments Comprehensive Worksheet that will be used as a unit test

study guide.

Summative Assessments

Summative assessment will occur through some graded homework, a quiz givenon Day 4, and the open-ended question writing assessment given in class onDay 3, the weeklong Metric In America WebQuest project they will be doing athome and turning in on Day 6, and a unit test given on Day 7. The homework,class work, quiz, and unit test will be graded with the same rubric. The writingassessment and WebQuest project will each be graded with a separate rubric.

Day 3 Assessments Writing Assessment (Open-Ended Question) It willrequire a convincing argument to support their position on the question. Day 4 Assessments Quiz on length, weight (mass) and capacity

Day 6 Assessments Metric In America WebQuest Project

Day 7 Assessments Unit Test on calculating and converting (dimensionalanalysis) length, weight (mass), capacity and time in both the US Customary(English) system and the Metric system, a design problem, and an open-endedquestion about how measurements are important and related to objects we use

everyday.

Homework, Class Work, Quiz and Unit Test Rubric

Numeric Score Letter Grade90-100+ A80-89 B70-79 C60-69 D59 and below F

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Content Outline

Day 1 The objective is to introduce measurement and discuss whatmeasurement means to us, as humans. Start with an open-ended question and discussion. What is measurement and

what is its importance in our lives? Review with students, important vocabulary. Discuss plan for the unit. Use a KWL Chart. Discuss individual Metric In America WebQuest project and rubric that will be

due on Day 6. Start discussion of dimensional analysis and unit fractions. Pass out homework to assess prior knowledge of measurement.

Day 1 Detailed Lesson Plan

Day 2 The objective is to understand the US Customary (English) and MetricSystems of length measurement. Discuss any Day 1 issues. Open-end question Suppose there were no units for measuring length.

Hypothesize how lengths might be described. Then, discuss why having arange of units for measuring length, such as inches, feet and meters, to choosefrom is necessary.

Build necessary vocabulary. Units of measure. Discussion of length and its importance. Discuss length conversions between

the two systems using dimensional analysis. Model length measurements and converting through guided practice in both

US Customary (English) and Metric systems using the strategy I Do, We Do,You Do.

Group and individual practice through a worksheet. The worksheet will consistof a scavenger game in which 2-person groups need to estimate what in theclassroom matches the length given on their worksheet and then actuallymeasure the object. This will be done in both US and Metric systems. Thebottom portion of the worksheet will have a few length problems to do

individually and an estimation of an object in the class. Students will also needto convert their actual units to the other system of units (ex. US to Metric) usingdimensional analysis.

Close with review of the days objectives and address any concerns fromstudents.

Pass out homework.

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Day 3 The objective is to discuss weight (mass) and capacity in both the USCustomary (English) and Metric systems. Discuss any Day 2 issues. A writing assessment on skills and understanding developed to this point will

be the warm-up. The writing assessment will be an open-ended question thatwill require students to use their knowledge and understanding of measurement. It will require a convincing argument to support their position onthe question.

Pick two of these and state whether you agree or disagree, and defend your position.

An estimate is not a guess.If you can measure, why estimate?Linear measurements are not useful in everyday life.Unless a measurement is exact, what good is it?

Build necessary vocabulary. Discussion of weight (mass) and capacity, along with their similarities and

differences. Show short video via computer about weight and mass. Model weight (mass) and capacity measurements through guided practice in

both US Customary and Metric systems. Weigh objects, both, in US and Metricsystems. Show converting within measuring systems and between measuringsystems through dimensional analysis.

Group and individual practice. Close with review of the days objectives and address any concerns from

students. Pass out homework.

Day 4 The objective for Day 4 is to understand the difference between exactand estimated measurements, along with when each should be used. Thestudents will do measuring in the class and become familiar with appropriatetools used in measuring. Review any Day 3 issues. Take a brief quiz on length, weight (mass) and capacity. Have a discussion on the difference between exact and estimated

measurements. Present several examples using the overhead projector of estimating versus

actual measurements and talk with students about how this would work in reallife.

Do a demonstration of an electronic measuring device will be presented toshow the use of technology in the construction industry and how its accuracyis very well developed.

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Students will do an interactive 2-person group practice measuring a variety of items in the classroom and calculating length and weight using a ruler, tapemeasure and scale. This will be done, both, in the US system and Metricsystem. Each 2-person team will have the chance to try the electronicmeasuring device for estimating and accuracy. Students will have a worksheet

to measure certain objects in the room. The bottom half of the worksheet willbe individual practice of measuring and estimating. Close with review of the days objectives and address any concerns from

students. Pass out homework.

Day 4 Detailed Lesson Plan

Day 5 The objective is to discuss time. Review any Day 4 issues.

Open-ended question and discussion Measuring time is essential for adiversity of human endeavors such as creating music and navigating thesurface of the earth. Why isnt the precision of time measurement as importantto the musician as it is to the navigator? What other human endeavors requireprecision in time measurement, and what endeavors require mereapproximations in order to be successful?

Build necessary vocabulary. Discussion of time and its importance. Model time measurements through guided practice. Use dimensional analysis

to convert between different units of time. Worksheet with time problems for individual practice. Close with review of the days objectives and address any concerns from

students. Pass out homework and allow students time to start homework in class since

Metric In America WebQuest project is due tomorrow.

Day 6 The objective is to turn in Metric In America WebQuest projects andreview for unit test. Review any Day 5 issues. Present a few Metric In America WebQuest projects. Peer evaluation of

WebQuests. Students will review for the unit test to be given on Day 7. Give comprehensive

worksheet. Allow time to do and review as a class. This will be a good studyguide for the unit test on Day 7.

Answer any questions. No homework tonight. Study for the unit test on measurement.

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Day 7 Unit test on measurement.

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Instructional Resources

Classroom Provided Resources

Math Textbook (Glencoe/McGraw Hill Mathematics Applications & ConceptsCourse 1, NC Edition)WhiteboardRulers, Tape Measures, Yardstick, Scale, Clock, measuring cups, liter bottlesCalculators

Teacher Provided Resources

Daily WorksheetsHomework Sheets

Metric In America WebQuest Project and Rubric due on Day 6Writing Assessment on Day 3Quiz on Day 4Unit Test on Day 7

Student Provided Resources

NotebookPaper Pencils

Student NotebookAny materials necessary for project

Technology Resources

Overhead Projector used to present content materialELMO used for class review of students group and individual practiceZIRCON DM S50 Sonic Measuring Tape will be tried by each student toelectronically measure length in the US and Metric system. This electronic deviceuses ultrasonic waves to measure length and it is used in the construction

industry.Internet - http://esamultimedia.esa.int/docs/issedukit/en/html/t0405e1.html

Video of weight and mass difference

WebQuest - http://sites.google.com/site/marysmithmetricinamerica/Metric In America WebQuest Project (Due Day 6 of Unit)

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Lesson Day 1

Lesson Designer: Mary SmithUnit Topic: Measurement involving length, weight (mass), capacity and time.

Length of Unit: 7 daysCourse: 6 th Grade MathClass Time: 60 minutes

I. Initial Planning

Learning Objectives:

North Carolina Standard Course of Study

Competency Goal 2: The learner will select and use appropriate tools to

measure two- and three-dimensional figures.Objective 2.01 Estimate and measure length, area, angles, weight and massof two- and three-dimensional figures, using appropriate tools.




Prior Knowledge:

Students should be familiar with basic geometric shapes, basic math operations,units of measure and standard measuring tools.

Teaching Resources:

Math Textbook (McGraw Hill Mathematics Applications & Concepts, NCEdition)Whiteboard for teacher Ruler, Yardstick, Tape Measure and ScaleClassroom KWL ChartOpen-ended question

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Metric In America WebQuest project and rubricNotebook paper and pencils student providedStudent notebook to take notes

Homework Sheet: to be completed by next class

II. Lesson Introduction (20 minutes)

Focus/Review:

Open-ended Question: What is measurement and what is its importance in our lives? Look for several students to give possible answers such as, to help buildthings, to know how far someplace is, to help in cooking, to help with driving.After answers are given, teacher will explain that this is relevant to the studentslives in decisions they make currently like decorating their room, cooking, andwhat time we need to be somewhere. Measurement touches our lives everydayand is a necessary life skill to carry with you throughout your life. It will grow asyou become an adult, have a home and choose a career. Some parts of thislesson will be a review of previous math years and it will include an extension of concepts, critical thinking, spatial reasoning and mental computations.

Review of definitions:

Measurement, US Customary (English), MetricTwo-dimensional, three-dimensionalLength, Weight, Mass, Capacity, TimeInch, foot, yard, milesMillimeter, Centimeter, Meter, Kilometer Ruler, Yardstick, Tape MeasureOunce, Pounds, TonMilligram, Gram, KilogramFluid Ounce, Cup, Pint, Quart, GallonMilliliter, liter Second, Minute, Hour Dimensional Analysis, Conversion, Unit Fractions

Today we will start our unit on measuring and converting length, weight (mass),capacity and time. We will see how measurement has an importance in math andin our everyday lives. We will start by reviewing some terms you are familiar withalready.

Use Chapter Twelve in the Math text, drawing and writing on the whiteboard.Vocabulary will be displayed on the whiteboard along with definitions. Studentswill be given the opportunity to define vocabulary words as they are presented onthe whiteboard. Most definitions are in the text already, so students will write

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down the ones in the text. They will do this in their notebooks. Show anddemonstrate ruler, yardstick, tape measure and scale.

Objective in Student Terms :

Purpose of the todays lesson: After todays lesson students will have a solidreview of important vocabulary and definitions; an understanding of theimportance of measurements and measuring, have a plan for how the unit will bepresented (KWL Chart) and be given the WebQuest project for the unit.

Why learn it: Students will get to see how measurements and measuring relateto our everyday lives and their importance in our existence.

What students will be able to do: Students will be able to critically thinkabout issues surrounding measurements. They will also have a foundation in thenecessary vocabulary and a comfort in the design of this unit on measurement.

How will the students show learning: Students will show learning through their ability to communicate their thoughts and opinions on measurement. They willhave a refreshed mental dictionary of the important vocabulary words needed for this unit. Students will also start formulating their thoughts on the Metric InAmerica WebQuest project. Students will be given a homework sheet withproblems that reflect todays discussions and past math lessons onmeasurement.

From the essential questions for this unit, students after this lesson will be able tounderstand the importance of a measurement system to our everyday lives. Asthe unit progresses with further lessons, students will be able to understand theother essential questions of this unit. An essential part of this unit is to bring aconsciousness in the students mind that measurement and measuring isoccurring all the time around them. This awareness will be crucial as they movethrough their lives. It will be become not just math, but a life skill.

III. Lesson Development Teacher Input &IV. Lesson Implementation (35 minutes)

Input:

Content Development:

Definitions were given during the Focus/Review section. During the reviewsection, vocabulary will be presented on the whiteboard and from the math text.The vocabulary and definitions will be displayed on the whiteboard and studentswill write the ones not in the text in their notebooks for reference. After definitionreview, follow-up with KWL Chart, WebQuest project presentation anddimensional Analysis discussion and examples.

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Methods, Strategies and Examples:

Once the introduction to measurement is presented through the open-endedquestions, along with the definitions, the discussion will turn to the measurementunit plan. Use of a KWL Chart will be presented and updated throughout the unit.

This will help guide the unit and present some thoughts students may feel areimportant. The next item to be addressed will be the Metric In AmericaWebQuest Project. Students will receive a sheet with the web address. Teacher will present on an overhead transparency the rubric for the WebQuest. TheWebQuest are due on Day 6 and some will be presented in class that day. Peer evaluations of them will take place. If time remains teacher can start a discussionof dimensional analysis and unit fractions.

Plans for Individual Differences:

Visual learners will learn through examples, both, on the overhead and by

actually seeing the measurements take place. Auditory learners will learn throughhearing the examples presented on the board. Kinesthetic learners will learn bydoing examples, and worksheets. The teacher will make every effort to watch tothe EC students to ensure they understand the lesson.

Modeling and Checking for Understanding:

While presenting definitions teacher will note the ease or difficultly students arehaving with remembering these terms. Teacher should pace lesson based onstudent attention level. It will be important for teacher to ask for student input ondefinitions to see if prior knowledge is there. The KWL Chart will also be a good

check for understanding and prior knowledge. After presentation of theWebQuest, start a discussion of dimensional analysis and unit fractions. This willbe important for converting measurements. It will be reviewed with each lessonthroughout the unit.


Visual learners will learn through examples, both, on the overhead and byactually seeing the measurements take place. Auditory learners will learn throughhearing the examples presented on the board. Kinesthetic learners will learn bydoing examples, and worksheets. The teacher will make every effort to watch tothe EC students to ensure they understand the lesson.

Closure: (5 minutes)

Pass out homework worksheet to each student. Remind them it is due backtomorrow.

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Rap-up with the following questions:

1. Who can tell us what one thing you learned about today? Look to severalstudents for different responses.

2. Who can tell us why it is important for us to have measurement in our

lives?3. Can someone tell us about a part of todays lesson you may havestruggled with?

4. Finally, can someone tell us a situation when it would be important toknow and understand measurements?

That last question will help us as the unit goes on. Now that we have anunderstanding of the basics, we can turn our attention to seeing howmeasurements can be an important part of your lives.

V. Lesson EvaluationStudents verbal answers will be used for evaluating understanding. Evaluation of the lesson will also come from the homework assignment and the unitprogression. Students will have the opportunity to design their own problem for extra credit on the homework. Some of these problems will be chosen for future,in class, quizzes and tests. If their problem is chosen for a test, they will receiveadditional credit. The problems chosen will be on tests for other classes withinthe same grade. Homework assignments will be graded and count toward twentypercent of their final grade. The homework will be graded with the followingrubric:


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Lesson Day 4

Lesson Designer: Mary SmithUnit Topic: Measurement involving length, weight (mass), capacity and time.

Length of Unit: 7 daysCourse: 6 th Grade MathClass Time: 60 minutes

I. Initial Planning

Learning Objectives:

North Carolina Standard Course of Study

Competency Goal 2: The learner will select and use appropriate tools to

measure two- and three-dimensional figures.Objective 2.01 Estimate and measure length, area, angles, weight and massof two- and three-dimensional figures, using appropriate tools.




Prior Knowledge:

Students should already be familiar with length, weight (mass), and capacity,their units of measure in the US and Metric systems, basic math operations, andstandard measuring tools. Students should retain the knowledge, skills andunderstanding from prior lessons.

Teaching Resources:

Math Textbook (McGraw Hill Mathematics Applications & Concepts Course 1,NC Edition)Whiteboard for teacher QuizOverhead Projector

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Rulers, Yardsticks, Tape Measures, Scale

ZIRCON DM S50 Sonic Measuring Tape will be tried by each student toelectronically measure length in the US and metric system. This electronic deviceuses ultrasonic waves to measure length it is used in the construction industry.Notebook paper and pencils student providedStudent notebook to take notesGroup and Individual Practice WorksheetHomework Sheet: to be completed by next class

II. Lesson Introduction (10 minutes)

Focus/Review:

Pass back Day 3 graded writing assessments. Review any Day 3 issues based

on prior days Closure. Take a brief quiz on length and weight (mass) andcapacity. After quiz have discussion about the importance of an exactmeasurement versus an estimate when measuring or constructing. Look for several students to give responses. After answers are given, teacher will explainthat measurements and our measurement system are very important to our manufacturing industries and really all industries. Measurement helps us to bringorder to our society.

Todays focus will be on measuring objects. Why is it important to measureobjects? How do we measure objects in the US and Metric systems of measurement? What amount of accuracy is needed when we are measuring?

What tools do we use to measure? How accurate should I be when I measure?These are all objectives we will answer during this lesson.

Objective in Student Terms :

Purpose of the todays lesson: After todays lesson you will be able to measurewith a ruler, tape measure, scale and try an electronic measuring device.Students will see that there is a difference in accurate measurements andestimates. Students will understand that, at certain times, estimates are okversus accurate measurements. Students will be able to judge reasonableness of measurements.

Students will be able to: Measure by getting hands-on experience. Give thestudents the opportunity to use spatial reasoning to judge measurements for themselves.

How will the students show learning: Students will work in 2-person teams tomeasure objects in the classroom. They will also measure objects individuallyalso. They will use rulers, tape measures, scales, as well as, try using theZIRCON DM S50 Electronic Measuring Tape. They will have a worksheet to

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record their measurements and any necessary estimates. They will turn in their worksheet, at the end of class

Essential Questions:

From the units essential questions, todays lesson will answer:Why and when would it be important to make accurate, precise measurements?When is an estimate ok?How do we measure length, and weight (mass)?

III. Lesson Development Teacher Input (15 minutes)

Input:

Content Development and Methods, Strategies & Examples:

After the quiz the teacher will have a discussion with the students about thedifference between exact and estimated measurements. Today will we work, both, in US and Metric systems of measurement. There willbe a brief discussion of vocabulary like, inch, foot, yard, millimeter, centimeter,meter, ounces, pounds, tons, cup, pint, quart, gallon, fluid ounce, grams, liters,weight, mass and length. This should be review.

Teacher will show a ruler, yardstick, tape measure, scale and the ZIRCON MD

S50 ultrasonic tape measure. Explanation of use will follow with attention given toboth US and Metric systems. Explanation of the ZIRCON measuring unit willfollow this. A demonstration with the ZIRCON unit will show how accurate adevice like this can be to measuring. Teacher will ask students to estimate themeasurements of a door. The teacher will have a student measure the door (length and width) with a yardstick and then the teacher will measure the lengthand width with the ZIRCON unit. Teacher will discuss the level of accuracy of thetape measure versus the ZIRCON unit. The teacher will then show the class howto use the ZIRCON unit and inform them that they will be using the ZIRCON unitduring the group and individual practice time.

The next step for student knowledge and understanding will come in the form of looking at other objects in the classroom. The teacher will guide the classthrough measuring several more objects before giving the worksheet andassigning 2-person teams.

Teacher asks if anyone has any questions. Teacher answers any questions andmakes any necessary clarifications before preceded to the modeling section of the lesson.

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Visual learners will learn through examples, both, on the overhead and byactually seeing the measurements take place. Auditory learners will learn through

hearing the examples presented on the board. Kinesthetic learners will learn bydoing examples, and worksheets. The teacher will make every effort to watch tothe EC students to ensure they understand the lesson.

Modeling and Checking for Understanding:

Teacher will pick another object and ask students, again, to estimate themeasurements of the object. Then teacher has another student actually measurethe lengths using a ruler, tape measure, scale and ZIRCON electronic measuringunit. Place measurements on overhead. Teacher will discuss the accuracy of

measurements from the ruler, tape measure, scale and ZIRCON unit. Studentswill copy this into their notebooks for future reference. A further check for understanding will be demonstrated through guided, group and individualproblem solving.


Visual learners will learn through examples on the board. Auditory learners willlearn through hearing the examples presented on the board. Kinesthetic learnerswill learn by doing examples. The teacher will make every effort to watch to theEC students to ensure they understand the lesson.

IV. Lesson Implementation (30 minutes)

Guided Practice:

Teacher will pick one final object and have students do estimates. Another student measures the object for length and weight, both, in US and Metricsystems. Teacher will again have a discussion of accurate measuring and theimportance of it and put the measurements on the overhead. Students will copythis into their notebooks for reference. Teacher will walk around and observewhile this is occurring. Teacher will call on students to share there thoughts of anestimation for lengths and weight for the object versus actual measurements.Teacher will ask if anyone has any questions or needs clarifying on the lessonparts before moving on to the independent practice. If many questions are askedteacher will repeat exercise with another object from room before going on to theindependent practice.

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Visual learners will learn through examples on the board. Auditory learners willlearn through hearing the examples presented on the board. Kinesthetic learnerswill learn by doing examples and the moving during the independent practice part

of the lesson. The teacher will make every effort to watch to the EC students toensure they understand the lesson.

Independent Practice:

Students will break into 2-person teams. Worksheets will be passed out.Students will work together to measure and weight objects within the classroom.The upper half of the worksheet will be done in a group and the bottom half individually. For at least one of their objects they will also use the ZIRCON unit tomake length measurements They will compare that measurement with a ruler and tape measure measurements. After groups do the upper half of the

worksheet they will show the teacher, and then they will do the bottom half ontheir own. At closure time each student will turn in a worksheet. Teacher will bewalking around and engaging as much as possible with all students.


Visual learners will learn through making measurements. Auditory learners willlearn through talking the activity out and making measurements. This is a greatactivity for kinesthetic learners because they will be moving around the room tomake measurements. EC students will be paired with an appropriate partner,chosen by the teacher. Teacher will canvas the classroom to engage in activity

with students and especially work with EC students.Closure: (5 minutes)

Remind students to put their names on the worksheet they used.

Pass out homework worksheet to each student. Remind them it is due backtomorrow. Homework is in text (McGraw Hill Mathematics Applications &Concepts Course 1, NC Edition) tonight page 498 and 499 Numbers 10-40Even Numbers Only. Show all work and turn in tomorrow. Write this in your planner.

Rap-up with the following questions:

1. Who can tell us what one thing you learned about today? Look to severalstudents for different responses.

2. Can someone tell us a situation when it would be important to makeaccurate measurements for calculations?

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3. Can someone tell us about a part of they lesson they may have struggledwith?

V. Lesson Evaluation

Evaluation of the lesson will come, mostly, from reviewing the worksheets donein class with partners and individually, along with homework sheets. Look for anyrecurring issues with solutions. Review any issues the next class. Studentsverbal answers will also be used for evaluating for understanding. The homeworksheet will involve problems similar to the ones done in class. Students will havethe opportunity to design their own problem for extra credit. Some of theseproblems will be chosen for future, in class, quizzes and tests. If their problem ischosen for a test, they will receive additional credit. The problems chosen will beon tests for other classes within the same grade. Homework assignments will begraded and count toward twenty percent of their final grade. In class worksheets

will count toward fifteen percent of their final grade for the unit. The worksheetand homework will be graded with the following rubric:


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Appendix

Day 1 Lesson Resources

Review of Definitions:

Measurement: Consists of two parts a number and a unit of measure.US Customary (English) Measurement System: measurement system used inthe US.Metric Measurement System: used in most of the world as the standardmeasurement system, done in base 10.Two-dimensional: is a figure with only length and width. The figure is flat on thepage.Three-dimensional: is a figure that has length, width and depth. It enclosesspace.Length: distance measured from one point to another point.Weight: gravitational pull on an object.Mass: quantity of matter in an object.Capacity: measurement of volume.Inch: a US unit of length. 12 inches equal 1 foot.Foot: a US unit of length that equals 12 inches.Yard: is a US unit of length that equals 3 feet or 36 inches.Mile: is a US unit of length equal to 5280 feet or 1760 yards.

Centimeter: a metric unit of length. A centimeter equals 1/100 of a meter.Millimeter: a metric unit of length. A millimeter equals 1/1000 of a meter.Meter: is the basic unit of length in the metric system.Kilometer: is a metric unit of length. 1 kilometer equals 1000 meters.Ruler: is a measuring tool used to measure inches in the US system. 12 inches isthe length of a ruler.Yardstick: is a measuring tool used to measure inches and feet. A yardstick isequal to 36 inches or 3 feet.Tape Measure: is a flexible measuring tool to measure length.

Ounce: a US unit of weight. 16 ounces equal 1 pound,Pound: a US unit of weight.Ton: a US unit of weight. 2000 pounds equal 1 ton.Milligram: is a metric unit of weight. 1 milligram equals 0.001 grams.Gram: is the basic unit of weight in the metric system.Kilogram: is a metric unit of weight. 1 kilogram equals 1000 grams.Fluid Ounce: a US unit of capacity.

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Cup: a US unit of capacity. 1 cup equals 8 fluid ounces.Pint: a US unit of capacity. 1 pint equals 2 cups.Quart: a US unit of capacity. 1 quart equals 2 pints.Gallon: a US unit of capacity. 1 gallon equals 4 quarts.

Milliliter: a metric unit of capacity. 1 milliliter equals 0.001 liters.Liter: is the basic unit of capacity in the metric system.Second: a unit of time. 1 minute equals 60 seconds.Minute: is the basic unit of time.Hour: is a unit of time. 1 hour equals 60 minutes.Dimensional Analysis: a procedure to change from one unit of measure toanother.Conversion: to change units of measure within measurement systems, or tochange from US to metric or metric to US.Unit Fractions: the numerator and denominator contain different units of measure

and the value of the unit fraction is 1.

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KWL Chart for Measurement Unit

The KWL Chart will be used throughout this measurement unit. Since we analyze manyconcepts, both math and real life in the unit it will be interesting for students to reflectthrough this chart as the unit progresses.

KWhat we know

WWhat we want to find

out

LWhat we learned

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Metric In America WebQuest Project and Rubric

The web address for the Metric In America WebQuest is (due on Day 6 of theMeasurement Unit):

http://sites.google.com/site/marysmithmetricinamerica/

Metric In America Rubric

CATEGORY 4Above

Standards

3Meets

Standards

2Approaching

Standards

1Below

Standards

Score

Position Statement The positionstatement provides aclear, strongstatement of theauthors position on

the topic.

The positionstatement provides aclear statement of the authors positionon the topic.

A position statementis present, but doesnot make theauthors positionclear.

There is no positionstatement.

Support for Position

Includes 3 or morepieces of evidence(facts, statistics,examples, real-lifeexperiences) thatsupport the positionstatement. The writer anticipates thereaders concerns,biases or argumentsand has provided atleast 1 counter-argument.

Includes 3 or morepieces of evidence(facts, statistics,examples, real-lifeexperiences) thatsupport the positionstatement.

Includes 2 pieces of evidence (facts,statistics, examples,real-life experiences)that support theposition statement.

Includes 1 or fewer pieces of evidence(facts, statistics,examples, real-lifeexperiences).

Evidence andExamples

All of the evidenceand examples arespecific, relevant andexplanations aregiven that show howeach piece of evidence supportsthe authors position.

Most of the evidenceand examples arespecific, relevant andexplanations aregiven that show howeach piece of evidence supportsthe authors position.

At least one of thepieces of evidenceand examples isrelevant and has anexplanation thatshows how thatpiece of evidencesupports the authorsposition.

Evidence andexamples are NOTrelevant AND/OR arenot explained.

Grammar &Spelling

Author makes noerrors in grammar or spelling that distractthe reader from thecontent.

Author makes 1-2errors in grammar or spelling that distractthe reader from thecontent.

Author makes 3-4errors in grammar or spelling that distractthe reader from thecontent.

Author makes morethan 4 errors ingrammar or spellingthat distract thereader from thecontent.

Metric RecipeConversion

Found a Metricrecipe andcompletely convertedit to the USCustomary Systemcorrectly. Showed allmath work.

Found a Metricrecipe and convertedit to the USCustomary System.One or 2 math errorspresent incalculations. Showedall math work.

Found a Metricrecipe. Did little or noconversion mathwork to the USCustomary system.Numerous matherrors present incalculations.

Did not turn in aMetric recipeconversion.

3 Examples of Metric In Your Life

Author presented 3complete examplesof how Metric isinvolved in their everyday life.

Author presented 2complete examplesof how Metric isinvolved in their everyday life.

Author presented 1complete example of Metric is involved intheir everyday life.

Did not present anyexamples of Metric intheir everyday life.

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Day 1 Lesson Homework

Show All Work

1. 30 in to ft.

2. 6 yd to ft

3. 26 oz to lb

4. If an average man is 6 ft tall, how many meters is that? (1 yd = 0.9 m)

5. If 1 mi is approximately equal to 1.61 km, then how many km in 100 mi?

6. 36 oz to g (1 oz = 28 g)

7. If you travel outside the US which of these measurement conversion would bemore important to know and have? Why?

a. 5,280 ft = 1 mi b. 1000 m = 1 km c. 4 qt = 1 gal

8. Which is not the same as the others? Explain?

a. 2 h 36 min 16 s b. 1 h 96 min 16 s

c. 2 h 35 min 76 s d. 1 h 36 min 76 s

9. Do you think it is easier to use the Metric or US (English) system of measurement? Explain why you feel this way?

10. Design your own measurement problem.

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Quiz Measurement SHOW ALL WORK

Name _______________________________

1. 5 yd = ______in

2. 5 m = ______ cm

3. 26 in = ______ cm (1 in = 2.54 cm)

4. 7,000 lb = ______ T

5. 870 mg = ______ g

6. 36 oz = ______ g (1 oz = 28 g)

7. 32 qt = ______ gal

8. 2 gal = ______ L (1 gal = 3.78 L)

9. The height of a room is about

a. 4 mm b. 4 cm c. 4 m

10. Which is greater: 3 pints or 60 fluid ounces? Explain.

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Team and Individual ActivityName __________________

Directions: You will work with a partner for the first 2 objects you pickand individually for objects number 3 and 4.

Pick a 3-D object in the classroom.

Sketch the object.

Measure the object with a ruler, yardstick or tape measure and scale (in USand Metric).

Place measurements on the drawing.

Convert units of measure from US to Metric or Metric to US. Show work.

For one object also use the ZIRCON measuring unit to makemeasurements.

Compare the ZIRCON calculations to your hand made measurements for that object. Are they more accurate with the ZIRCON unit?

1.

2.

3.

4.

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Unit Test Measurement SHOW ALL WORK

Name _______________________________

For Questions 1 3 write the most reasonable metric unit for length in eachblank. Choose from mm, cm, m and km.

1. A human thumb is 20 _______ wide.

2. The height of the table is 45 ________.

3. The towns are 60 ________ apart.

For Questions 4-8 convert the quantity to the indicated unit. Show all work.

4. 21 ft to yd

5. 22.8 m to cm

6. 69 in to ft

7. 0.023 mm to m

8. 4 pt to c

For Questions 9-11 convert the following US Customary (English) andMetric units to the asked for unit of measurement. Show all work.

9. 14 in to cm (1 in = 2.54 cm)

10. 12 m to yd (1 yd = 0.9 m)

11. 8 ft to m (1 yd = 0.9 m)

For Question 12-14 select the best estimate weight of the given.

12. The weight of a nickel

a. 5 kg b. 5 g c. 5 mg

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13. The weight of a box of cereal

a. 0.5 kg b. 0.5 g c. 0.5mg

14. A gallon of milk

a. 64 oz b. 4 qt c. 6 pt

15. John estimated that he takes 3 steps for every 2 meters. How many stepswill John take for a distance of 150 meters?

16. Convert 300 grams to ounces.

17. 3 miles to ft (1 miles = 5,280 ft)

18. 1 yard is closest to

a. 1 meter b. 1 cm c. 1 km

19. 35 min 25 s+ 17 min 20 s

20. 2 h 57 min 42 s- 1 h 23 min 19 s

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21. Choose one of the following to answer:

A. Describe the difference between weight and mass.

OR

B. Explain how to change units with the Metric system.

Bonus:

A baseball diamond measures 27 meters along each side. If a batter scored twohome runs in a game, how many kilometers did the batter run?

A can of green beans weighs 13 ounces. How many pounds does a case of 24cans weigh?

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Bibliography

Mathematics Applications and Concepts Course 1 North Carolina Edition.Columbus, OH. Glencoe /McGraw-Hill. 2004.

Thinking Mathematically. Blitzer. Upper Saddle River, NJ. Pearson PrenticeHall. 2008.

Rubistar.4teachers.org. Rubric Creator. < http://rubistar.4teachers.org >.

Metric In America WebQuest. Smith, Mary. 2009

European Space Agency. Weight and Mass Lecture Video. 2000-2006.

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Summative Reflection

How does your life measure up? I dont think any of us thinks about it

much on a daily basis, but measurements are all around us. Just think about our

own bodies and the many measurements that are involved with them. Every

thing from height, weight, body mass index, inseam, and blood pressure to name

a few. Our lives are touched or measured in so many ways from, driving

distance, driving speed, food amounts, class time, it is everywhere.

This measurement unit is meant to make students more aware of

measuring and especially mental measuring that is required by all of us each

day. Students in sixth grade have already been exposed to measuring and this

unit extends those prior knowledge concepts and takes them further with unit

conversion through dimensional analysis. This unit is also meant to bring real life

measuring into our classroom and my students lives.

I tried to be as real life as I could in building this unit. I want my students to

see that they can love math, at all levels, and that understanding the

relationships in and between the numbers can give them an even greater control

in math. I make every effort to have discussions about the various topics in this

unit. I also like the students to work in small groups because this allows them an

opportunity to learn from each other. Group and individual practice time allows

the students to put what they have learned to the test, in real life situations.

Flexibility is also an important component of the unit. Pacing the unit to

match the abilities of the class is very important. I want to make sure the students

are achieving true understanding and not just knowledge. I dont want them to

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just follow the pattern to get the correct answer. I want them to understand where

it comes from. In doing this, students will have an easier time with all math topics

because they will see how different topics relate together more clearly. I want the

power of the math in their hands, with me providing the guiding hand.

Last, I enjoyed building this unit and I certainly hope the students enjoy

learning and experiencing from it. Measuring is not just a math topic; it is a life

skill that helps us to survive! So, how do you measure up?

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