Description

This lesson only deals with the length and weight in centimeters and grams portion of the standard.
Students increase their estimation and measurement skills in regard to the metric system (centimeters and grams). Students order their results in a table for an assessment.
Students should have a prior knowledge of how to use both a ruler and a balance.

Materials

-Centimeter rulers (one per student)
-one overhead centimeter ruler
-one overhead projector
-Balances (one per group of five)
-Items to measure
-30 classroom items to measure (five of the same item per table; use teacher discresion, i.e., five chalkboard erasers) There needs to be enough items at each table for each student to measure every item.

Procedures

1. Ask the question, "What is a centimeter?"

2. Engage the students in a discussion of metric system measurements (to include meter, centimeter, kilometer, gram, kilogram) and a practical definition of each. Some sample questions to be included in the discussion are:
*What is the metric equivelant of inch, pound, mile?"
*What metric unit would be best used to measure the weight and length of a paperclip?
*What is the best unit of the metric system to measure the distance from school to your house?

3. Tell the students that the lesson today is in estimation, measuring in grams and centimeters, and ranking according to size of the six classroom objects displayed in front of you.

4. Show the students a real-life example of a centimeter.

5. Ask the students to estimate the size of each of the six objects in front of you.

6. Write the students's answers on the overhead.

7. Ask the students how they would rank the objects from shortest to longest.

8. Reorder the list on the overhead to reflect the appropriate answers of the students.

9. Ask the question, "What is a gram?"

10. Engage the students in a discussion about the weight of each object.

11. Ask the students to estimate the weight of each item and list them on the overhead.

12. Ask the students to rank the objects in order from lightest to heaviest and reorder the list on
overhead.

13.Tell the students that today's activity will be about measuring and weighing the objects in front of them. Tell students that the criteria for this activity is 100% accuracy and any errors will have to be fixed in order for the activity to be completed.

14. Divide the students into groups for five tables (stations) / assign starting stations.

15. Instruct the students to create two T-charts on notebook paper (one for length and one for weight) (See Attached Files.)

16. Have students measure the length and weight of the objects in front of them, these measurements for space and time constraints should be measured to the nearest gram and centermeter (if under one meter) and meter if over one meter (at each appropriate station) and write the results on the T-chart they have created from shortest to longest (one side for object other side for result). Switch stations after one minute.

17. Be sure students progress through each station to weigh and measure.

18. Remind students to order the objects from smallest to largest and lightest to heaviest on each T-chart.

19. Monitor class for proper student behavior and staying on task.

Extensions

Have students convert their measurements of centimeters and grams to other metric units (meters, kilograms, etc).