Make Mine Metric!

The students will be exploring with metric units of measure.  At each table, place materials that will assist with the measuring of mass, capacity and length.  For management purposes, have the questions to ponder cards laminated so water doesn’t destroy the paper.  Also, the measuring supplies can be placed in stations so the students can get up and move and use only one unit of measurement at a time. As students investigate metric units of measure, have them observe and write down the following….

1.  What does the measurement look like? (use real life benchmarks to help you remember)
2. Are there any equivalent measurements?  (how many will “fit” into other units of the same measure.)

After students have made their observations with all three units of measure, bring them back for a whole class discussion.  Be sure to focus on the benchmarks and the ratios.

Once the discussion about the metric system is completed, go to the power point and use real life scenario questions to assess understanding. (slides 6 – 10).  Be sure to have the students justify their answers as this will be utilizing mathematical practice number 3.

This will be a recap of the lesson.  I will revisit the essential questions and have each student journal or think about the following questions.

1.  What are the standard units of measurement for the metric system and what does each measure? SMP6: students attend to precision

2. What characteristic does the metric system have that helps you determine when a ruler is metric? (SMP 2: what do the numbers tell us)
3. What interval markings would you want on the cylinder if you had to measure .04 liter of liquid?
4.  Describe what one meter looks like?  Is there anything in the classroom that is about one meter long or wide or high?(SMP8: explaining where they can use this)

This information will be shared as a whole group and collected for evidence of student learning.