MATH MEASUREMENT AND GEOMETRY 3

Transcription

1 Students: 1. Students choose and use appropriate units and measurement tools to quantify the properties of objects. 1. Choose appropriate units (metric and United States customary) and tools, and estimate and measure length, liquid volume and weight/mass. Estimate and measure length using appropriate units Customary Measurement Measure and record information in the table. Object Estimated Measured Length Length Book in. in. Pencil in. in. Desk in. in. A new pencil is about inches. Use this inch ruler to determine the length of the line segment

2 Find 3 objects in the classroom that would measure 1 foot. Measure to see if you are correct. Find 3 objects that would measure 1 yard. Measure to see if you are correct. Which measurement, feet or inches, is a more appropriate measure for the length of a car? Metric Draw a line that measures between 8 cm. and 9 cm. Estimate and then measure your desk, a book, and your pencil to the nearest centimeter. Find 3 objects in the classroom that would measure 1 meter. Measure to see if you are correct. Measure to the nearest meter the height and width of a door. 30

3 MATH Circle the unit that is not a measure of length. centimeter foot pound yard meter Which would be longer, a meter stick or a 12 inch ruler? Estimate and measure liquid volume using metric and customary units Customary Which would hold more water? pint or quart cup or pint gallon or quart Metric Identify the relationship between cups, pints, quarts, and gallons. Which would be used to measure the amount of medicine in a small bottle, milliliters or liters? a soda bottle? Collect some containers and estimate how many liters they will hold. Check your estimate by filling each container. 31

4 Circle the unit that is not a measure of liquid volume. Centimeter Milliliter Pint Cup Estimate and measure weight/mass using metric and customary units Customary What is the relationship between ounces and pounds? Metric Which would be used to measure a pencil, grams, or kilograms? a car? *2. Estimate and determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them. Use centimeter tiles (or grid paper) to find the area of the following rectangles. sq. cm. tiles sq. cm. tiles 32

5 Use 1 inch tiles (or grid paper) to find the area of the rectangles. sq. in. tiles sq. in. tiles What is the area of the following shapes? 1cm 2 Estimate how many square centimeters it would take to cover your desk? Check for accuracy. Make an outline of your hand with fingers together on a piece of grid paper. Assuming each grid is 1 cm 2, what is roughly the area of your hand? ( FW) 33

6 MATH Volume as cubic units Tell how many 1 cm. cubes it would take to make each figure. What is their volume? = 1 cm 3 This diagram is the bottom layer of cubic units in a box. If the box is 5 layers high, how many cubic units are in the box? *3. Find the perimeter of a polygon with integer sides. Draw a pentagon. Measure each side to the nearest centimeter. Add the sides together. What is the perimeter? Use the appropriate unit (e.g., cm.). 34

7 What is the perimeter of the following figures? 5 cm 2 cm 2 cm 5 cm 2 cm 2 cm 3 cm 3 cm 3 cm Draw a square with a perimeter of 8 cm. 4. Carry out simple unit conversions within a system of measurement. Use a chart to make conversions. 1 m = cm 1 km = m 1 gram = kg 1 pint = cups 1 pound = ounces 1 quart = pints 1 gallon = quarts 90 minutes is the same as hours minutes Don has a dentist appointment at 2:30 p.m. If it takes him 45 minutes to get to the office, what is the latest time he could leave home to get to his appointment on time? ( FW) 35

8 Students: 2. Students describe and compare the attributes of plane and solid geometric figures and use their understanding to *1. Identify, describe and classify polygons (including pentagons, hexagons, and octagons). show relationships and solve problems. Know the characteristics of a polygon Which of the following figures are not polygons? Explain your answer. < Classify polygons by number of sides Classify the following polygons by number of sides. Complete the polygon chart. Polygon Picture # of sides # of angles Triangle Quadrilateral Pentagon Hexagon Octagon 36

9 Identify and describe polygons How many sides are in a pentagon? a hexagon? How many angles? How many corners? Use the attributes of polygons to compare the shapes. rectangle to a parallelogram pentagon to a triangle square to a square diamond hexagon to an octagon *2. Identify attributes of triangles. How many sides in a triangle? how many angles? Identify triangles according to their sides What is the name of a triangle with exactly two equal sides? three equal sides? What is the name of the triangle with a corner like a square (right angle)? Which of the following triangles include an angle that is greater than a right angle? ( FW) 37

10 *3. Identify attributes of quadrilaterals. How many sides in a quadrilateral? How many angles? Draw the following quadrilaterals: Rectangle, Square, and Parallelogram. How many right angles in a square? a parallelogram? a rectangle? How many equal sides? Define parallel lines Circle the lines that are parallel. How many sets of parallel lines are in a parallelogram? a square? What are the similarities and differences between a parallelogram, rectangle, and square? Draw a quadrilateral with both pairs of opposite sides parallel and with all its sides the same length. 38

11 4. Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle. Mark the right angles in these drawings. How many right angles are there in a rectangle? a parallelogram? Circle the angles that are greater than a right angle (90 degrees). L < > 5. Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder). Recognize differences between 2-D and 3-D figures. Draw a picture of a cube, prism, sphere, pyramid, cone, and cylinder. Circle the 3-D figures. How do 2-D figures differ from 3-D figures? 39

12 Recognize vertices, edges, and faces of 3-D figures Complete the table. Faces Cube Pyramid Prism Edges Vertices 6. Identify the common solid objects that are the component parts needed to make a more complex solid object. Identify the 2-D polygons in the following 3-D figures. What polygons do you need to build a square base pyramid? 40

13 41