LENGTH ACTIVITIES. Square Tall rectangle Wide rectangle

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1 The following measurement activities and warm-up questions can be used throughout the year. Providing students with ongoing measurement practice will help them solidify their understanding of their otherwise abstract concept. Measurement(s) addressed Inch centimeter Inches feet Inch, foot, yard Mile and Kilometer Inch, foot, yard Activity Type Hands-on Hands-on Online game Video Hands-on LENGTH ACTIVITIES Description Write your name using lines that are 1 inch long, and then write your name using lines that are 1 centimeter long. What do you notice? Measurement project; students measure the heights of 5 people Cool to Rule activity- students estimate and then measure Video: Measuring Race Tracks (A Segment of: Discovering Math: Grades K-02: Measurement) Log-on to Type Measuring Race Tracks in the search box and click search. Measuring Body Parts activity sheet. Inch, foot Hands-on Are you a square or a rectangle? Activity. Have students predict, measure, and complete the following: Are you a square or a rectangle? How does your height compare with your arm span? 1. Make a prediction: How many feet/ inches tall do you think you are? I think my height is 2. Make a prediction: How many feet/ inches wide is your arm span? I think my arm span is 3. Measure to find out: My height is: My height is My arm span is: My arm span is 4. Choose one. I am a: Square Tall rectangle Wide rectangle all Online game The Whaddaya Know Quiz Show. Log-on to Type The Whaddaya Know Quiz Show Units of Length in the search box and click search. Page 1 of 16

2 Mile, foot, yard Inches, feet, yard Inches Inches, yards LENGTH WARM-UPS/ ONGOING ASSESSMENT ITEMS Choose a measurement that makes the most sense to fill-in the blanks. Height of a basketball hoop: Width of a door: Distance you can walk in 1 hour: Your height: Lexi, Mark, DaShawn and Ali were having a contest to see who could push their racecar the farthest distance. All four students said they were the winner. The information below shows how far each racecar traveled. Lexi: 42 inches DaShawn: 4 feet Mark: 1 yard, 3 inches Ali: 3 feet, 8 inches Task: put their measurements in order from the shortest to longest. Explain your reasoning. Josh, Ben, Ty, and Ed are about the same height. Find the height of each boy. is 49 in. is 48 in. Clues: is 47in. Ed is not the shortest. is 46in. Josh is more than 4 feet tall. Ben s height is an odd number of inches. A dollar bill is 6 inches long. How many dollar bills, laid end to end, is a yard long? 3 mi. 10 ft. 1 yd. 4 ft. Write the measurement that makes the most sense 5 miles 8 inches A pencil is about long. A bed is about long. 6 feet 30 inches A table is about high. You can ride a bike about in 30 minutes. Fill in the blanks with these numbers so that the story makes sense. Barry is feet, or inches tall. His friend, Meela is inches shorter than Barry. She is feet inches tall. Complete the sentences below. 1. is about 1 inch long. 2. is about 1 foot long. 3. is about 1 yard long. 4. is about 1 mile long. Here are the lengths of three pieces of kite string: 4 yards 50 inches 5 feet Which piece of string is the longest? Tell how you decided. Hermie is 2 inches less than 5 feet tall. Tanya is not the tallest. Rona is 3 inches taller than Carlos. Write the name of each person Height 4 ft. 6 in. 4 ft. 9 in. 4 ft. 10in. 5 ft. 0 in. Page 2 of 16

3 Grams and kilograms WEIGHT ACTIVITIES How much is a handful? In groups of 4, students each take a handful of rocks, pattern blocks, markers, paperclips, etc. They weigh their handful in grams and complete the following: A handful of weighs about grams. It would take about handfuls to make a kilogram. Pounds and ounces Pound and ounce Pound and ounce Pound and ounce Gram kilogram The following is a mixed-up table of weights for wildlife animals. Change the weights so the measurements make sense. Animal Weight Corrected weight Find something in the room that is about the same weight as the turtle (hint: the turtle weighs 1.5 lb.) and weigh it on your classroom scale. Rat 1 oz. What item did you choose? Turtle 15 lb. Kitten 1.5 lb Did it weigh more or less than the turtle? Snake 3 oz Hummingbird 2.5 lb. How much more or less? Medium-Sized Dog 5 oz. This link below will allow students to take a 10 question weight quiz. The questions are good and students have the chance to review and correct mistakes. Click the activity below to have students determine if each item should be weighed in pounds or ounces: This online quiz allows students to determine if an object is a little less, a little more, or about a pound. ER=18&LESSON=3&UNIT_TITLE=Measurement& Weighty Contest: Challenge students to bring in something that is between 2.5 and 3 kilograms. Give a treat to the student who brings in the item closest in weight. Do the same for 10 grams. Gram kilogram Have students bring in dry goods in packages that show metric weight. Ex. Box of cereal says 840 grams or bag of flour says 1.7 kilograms. Then have students find other items in the room that weigh the same. This will help students build a strong concept of metric weight. Page 3 of 16

4 Pounds and ounces Grams and kilograms WEIGHT WARM-UPS/ONGOING ASSESSMENT ITEMS Elise weighed four bags of apples. A = 18 ounces B = 1 ½ lb C = 1 lb. D = 26 oz. Which bag of apples is the heaviest? How do you know? Gram or Kilogram? Would you use a gram or a kilogram to measure the following? Box of books 2 cookies I Pod Wii game and controller Gallon of Kool-Aid Handful of popcorn Pounds and ounces 5 pounds or 5 ounces? Label each of the following with 5 pounds or 5 ounces. Check one of the items you chose as 5 ounces on a scale at school. A newborn baby A golf ball Bowl of cereal A hamburger A bag of sugar Ounces pound A piece of candy weighs 2 ounces. How many pieces would you need to make a pound of candy? How do you know? Gram Kilogram On his birthday, Neil picked up a gift bag that weighed 1432 grams. What could have been in the bag? Is this more or less than a kilogram? (Reasonable items might include items that would weigh about 2.5 pounds) Would you rather have 100 grams of nickels, or 100 grams of dimes? a nickel has a mass of 5 grams. a dime has a mass of about 2 grams Page 4 of 16

5 Cup, pint, quart, gallon, liter Cup, pint, quart, gallon, ounce Quart Cup, pint, quart, gallon, CAPACITY Play Got Milk from the 3 rd Grade Measurement Unit. How many ounces are in a gallon? There are 2 cups in a pint. There are 2 pints in a quart. There are 2 quarts in a half gallon. There are 8 ounces in a cup. There are ounces in a gallon. This game is more about number sense; students use an 8-quart and 3-qurt container to fill jugs from 1 to 8 quarts. A good extension activity! This is a great matching activity. Students match the conversions, then click check to get immediate feedback and correct their mistakes. Cup, pint, quart, gallon, Gallon Man knows Great Behavior Measures Up: Reinforce great behavior and learn about liquid measurement too! Cup, pint, quart, gallon, Buy or make Gallon Man. Make another copy of the cups, pints, quarts, and gallon shapes that make up Gallon Man. Put velcro on the pieces and store the pieces in a ziplock bag somewhere near Gallon Man. Ask members of your learning community to add cups, pints, etc. to Gallon Man when "Good Things" are observed! Once all 16 cups have been traded in for 8 pints and 8 pints have been traded in for 4 quarts and 4 quarts have been traded in for 1 gallon it's time for a celebration! Have students click the link below to take a 10 question capacity quiz. The questions are good and students have the chance to review and correct mistakes. Page 5 of 16

6 Cup, pint, quart, gallon Cup, pint, quart, gallon Cup, pint, quart, gallon Cup, pint, quart, gallon CAPACITY WARM-UPS / ONGOING ASSESSMENT ITEMS Na Teese is a chef. She has several gallon, quart, pint, and cup containers. Na Teese wants to measure 27 cups of water. What is the fewest number of containers she can use? Explain your answer. Ms. Clark had 2 quarts of milk. Her son Jack drank 1 pint Her daughter Shondra drank 2 cups. Ms. Clark used 1 cup to make a pie. How much milk was left? Four friends were painting their rooms. Who used the most paint? Becca used 2 gallons David used 12 pints Alan used 9 quarts Chin used 12 cups Wayne drank 2 pints of milk on Monday, 3 cups on Tuesday, 1 quart on Wednesday and another quart on Thursday. Did he drink an entire gallon of milk? How do you know? Liter You would use a liter to measure which of the following? Water in a sink Juice in a juice box Water in a cooler Coffee in a mug Page 6 of 16

7 cm. m. gm. Kg. Temperature MIXED REVIEW Anchor chart of measures MEASUREMENT OLYMPICS Students measure the length and weight of a package to determine what postage is needed This is a great temperature review. Includes Celsius and Fahrenheit. Students must read thermometers as well as answer questions such as which is colder?. Students receive feedback on their answers and an explanation. Temperature This Interactive Thermometer lets students see the temperature in Fahrenheit and Celsius and provides pictures of common activities! MIXED-UP MEASUREMENTS Write the measurement that makes the most sense A sink holds about 10 of water. Its 90 from home plate to first base. In one hour, you can walk about 3. A pair of snakes weighs about 5, Its good to drink 8 of water each day. gallons pounds miles cups feet Fill in the blanks with the words below. Use the unit that makes the most sense. 1. Jin Lee s father weighs about Comfortable room temperature is about 21 º. 3. A scarf is about 100 long. 4. The distance of the bicycle race was A dime weighs about 2. meters celsius kilometers centimeters grams kilograms Challenge students to create mixed up measurement stories or questions like those above. Have students share them with the class.. Page 7 of 16

8 Additional Activities: Title: Conservation of Capacity Getting Started with Mathematical Power in Grade 3 Background: Reasoning about Attributes The work students do with attributes is critical in their learning to measure. Comparison activities help them gain understanding of the attributes. Students ability to reason about attributes will also give clues to their readiness to move to activities involving less concrete experiences and work with standard units and tools. One reasoning process is a student s ability to conserve an attribute. If students conserve an attribute, they know the attribute remains constant when its shape or position changes. Here is an informal assessment of conservation of capacity. Materials: 2 tall containers the same size; 1 container shorter and wider than the other 2 Directions: To test for conservation of capacity, fill two identical containers (A and B) with the same amount of liquid. Ask the students if the containers have the same amount of liquid in them. A B If they say yes, then pour the liquid in container A into container C. C Ask if container C has more, less, or the same amount of liquid as container B. Assessment: If they say that they have different amounts of liquid, the students are not conserving capacity. Another activity to test for conservation of capacity would be to have available many different sizes of containers with some containers the same size. Students can pour rice or sand from one container to another and observe what happens when the size of containers differs. Students who do not conserve capacity should be encouraged to focus on making direct comparisons of the capacity of objects and using nonstandard units in order to provide a concrete base upon which an understanding of capacity can develop. Page 8 of 16

9 Title: Conservation of Length Getting Started with Mathematical Power in Grade 3 Background: Reasoning about Attributes The work students do with attributes is critical in their learning to measure. Comparison activities help them gain understanding of the attributes. Students ability to reason about attributes will also give clues to their readiness to move to activities involving less concrete experiences and work with standard units and tools. One reasoning process is a student s ability to conserve an attribute. If students conserve an attribute, they know the attribute remains constant when its shape or position changes. Here is an informal assessment of conservation of length. Materials: 2 strings the same length Directions: To test for conservation of length lay two strings the same size out parallel to each other, and ask students if the strings are the same length. Have them imagine an ant starting at the end of each string and walking along each string, and then ask them if the ant would travel the same distance along each string. If the students answer yes, change one string so that there is a bend or loop in it, and ask the students again whether the ants would travel the same distance. Assessment: If the students say the ants would not walk the same distance, with the one walking the curved path walking a shorter distance, the students are not conserving length. Another activity to test for conservation of length would be for the students to build two towers with the same number of connecting cubes. If they think the two towers have the same length, then break one tower into two smaller towers. Ask them if the two smaller towers have the same length as the one tall tower. Have them put the two small towers back together to show they make the same length as the tall one. Students who do not conserve length should be encouraged to focus on making direct comparisons of the length of objects and using nonstandard units in order to provide a concrete basis for understanding that the length of an object does not change when it is moved. Page 9 of 16

10 Title: Conservation of Mass Getting Started with Mathematical Power in Grade 3 Background: Reasoning about Attributes The work students do with attributes is critical in their learning to measure. Comparison activities help them gain understanding of the attributes. Students ability to reason about attributes will also give clues to their readiness to move to activities involving less concrete experiences and work with standard units and tools. One reasoning process is a student s ability to conserve an attribute. If students conserve an attribute, they know the attribute remains constant when its shape or position changes. Here is an informal assessment of conservation of mass. Materials: 2 balls of clay with same mass; balance (optional) Directions: To test for conservation of mass, give the students two balls of clay having the same mass. Students can verify that the balls of clay have the same mass by using a balance if necessary. Have them roll one ball of clay into a long snake. Ask them to compare the mass of the ball of clay with the long snake. Ask if they have the same mass or if one has more mass than the other. Assessment: If they say that they both have the same mass, they are conserving mass. Another activity to test for conservation of mass would be to give each student a piece of aluminum foil. Have them fold the foil in half and cut out two identical rectangles. Ask them if both pieces have the same mass. Then have them roll one piece up into a very tight ball, and ask if they both have the same mass. Have them unfold the ball and lay it out flat, smoothing it into the original rectangle, and ask if the two original rectangles have the same mass. Students who do not conserve mass should be encouraged to focus on making direct comparisons of the mass of objects and using nonstandard units in order to provide a concrete basis for understanding that the mass of an object does not change when it is reshaped. Page 10 of 16

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16 I Have Who Has Elapsed Time Activity Page 16 of 16