Table of Contents MILK

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2 cm Table of Contents I measure up with metrics! 3 in. Ranger Randy Measuring Length Measuring Up, Metric Style Metric Measurement Mania! All Abuzz About Measurement A Whale of an Assignment...9 Measuring Mass Going Round With Grams Mass A-peel Measuring Capacity Down Home With Capacity Camping Out With Capacity Measuring Temperature Let s See About Celsius!...19 The Fabulous Fahrenheits Measuring Time It s Time to Tune In! Tournament Time PINT MILK 1 QUART 1 Cup 3/4 Cup 1/2 Cup 1 GALLON Measuring Area Picturing the Possibilities Getting a Taste of Area /4 Cup Spatial Thinking Pizza Palace Floor Plan Measuring Perimeter Measuring Around With Centimeters Project Perimeter Choosing Area or Perimeter Game-Room Decisions yards feet inches Reviewing Measurement Moving Metric Measurement to Center Ring...39 Inching Toward Success With Customary Measurement Patterns Answer Keys

3 Measuring Up, Metric Style Watch students grin from ear to ear when you give them a hand with metric measurement! Purpose: To measure length in metric units Students will do the following: estimate the length of a grin to the nearest centimeter measure actual distance in centimeters estimate the width of a child s finger span to the nearest centimeter measure actual width in centimeters calculate averages Materials for each group of four students: 4 copies of page 4 4 pencils 4 pieces of string approximately 15" long 4 metric rulers (or 4 copies of metric measuring strips on page 43) 4 calculators (optional) Vocabulary to review: estimate centimeter (cm) mean finger span cm Extension activities to use after the reproducible: Take the activity on page 4 a step further by having students estimate other body measurements. Suggest that students measure the distance around their heads, waists, wrists, or ring fingers; the distance from their shoulders to their fingertips; or the distance from their noses to their knees. Then have them use string and a measuring strip, metric ruler, or meter stick to calculate the measurements in centimeters. Finally, have students compare their data and calculate the mean for each measurement. Challenge students to really throw themselves into measuring metric units of length. Provide each student with a large piece of butcher paper. Have pairs of students outline one another s bodies on the paper. Then have students use measuring strips, metric rulers, or meter sticks to take measurements for their paper people, such as height, arm length, leg length, or distance from shoulder to floor. Have students record and label their measurements on the paper people. Provide crayons or colored pencils and scissors so students can add facial features and clothing and then cut out the shapes. Display the cutouts in the hallway under the heading From Head to Toe, Every-body Loves Metrics!

4 Name Measuring Up, Metric Style Has anyone ever told you that you re grinning from ear to ear? Of course it s not really possible for your smile to stretch that far. But if it were possible, how big would your smile be? You re about to find out! First, estimate the distance in centimeters going from one of your earlobes, down under your chin, to your other earlobe, as shown here. I estimate that my ear-to-ear distance is cm. Next, stretch your string as shown to determine the actual distance. Keep your fingers on the string to mark how far it reached. Stretch the string out beside your metric ruler or measuring strip. What was the actual distance to the nearest centimeter? Record it in the chart below. Then record your other group members ear-to-ear measurements. Finally, calculate your group s mean. Name Ear-to-Ear Measurement (cm) My group s mean ear-to-ear distance is cm. How close was your estimate to the actual number? Give yourself a hand! And speaking of hands, next you re going to estimate your finger span. Spread out your fingers on one hand as far as you can. Estimate the distance in centimeters from the tip of your thumb to the tip of your pinky finger. I estimate that my finger span is cm. Next, find a partner to use a piece of string to measure the distance. Then stretch the string out by your metric ruler or measuring strip to determine the actual distance to the nearest centimeter. Record it in the chart below. Then record your other group members finger-span measurements. Here s your finger span! Name Finger-Span Measurement (cm) My group s mean finger span is cm. Bonus Box: Create a bar graph to display your group s ear-to-ear measurements. Label each bar. Which student would have the biggest ear-to-ear grin? The Education Center, Inc. The Mailbox Math Series Measurement TEC32 Note to the teacher: Divide students into groups of four for this activity.

5 Metric Measurement Mania! Be sure your students skills measure up with this monstrously fun measurement activity! Purpose: To estimate and measure metric units of length Students will do the following: estimate to the nearest millimeter and centimeter measure to the nearest millimeter and centimeter calculate the difference between estimates and actual measurements Materials for each student: copy of page 6 pencil metric ruler (or copy of metric measuring strips on page 43) Vocabulary to review: centimeters (cm) millimeters (mm) estimate actual length I measure up with metrics! cm Extension activities to use after the reproducible: Gauge students understanding of various metric units of length with this simple drawing activity. Tell students a specific measurement, such as mm. On blank paper, have them draw lines that they estimate are mm. Then have them use their measuring strips or rulers to check the actual length of the lines. Repeat this exercise for other measurements. To vary the activity, call out a measurement and have students search the classroom for an object that they estimate is that length. Take time for some math journal writing with this writing prompt: If you didn t have a ruler, what would you use to measure a millimeter? What would you use to measure a centimeter? 5