UNIT PLAN Grade Level: 5 Unit #: 8 Unit Name: Applied Measurement Time: 14 Lessons, 17 days Big Idea/Theme: Measurement systems are used to solve real world problems. Culminating Assessment: Students will compete and analyze results from the Measurement Olympic Games which includes the following: Cotton Ball Throw--measuring to 1/8 of an inch Paper Discus Throw distance in meters Angle Relay using protractors and measuring angles Marble Grab measuring weight in the metric system Time and Temp Marathon solving elapsed time and temperature problems Students will complete data collection sheet labeled Measurement Olympic Student Data Collection Sheet while competing in the games. Materials: Measurement Olympics student data collection sheet (attached) Measurement Olympics instruction sheet (attached) Measurement Olympics rubric for grading data collection sheet (attached) Unit Understanding(s) Students will understand that When measuring to one-eighth of an inch, a tool marked in sixteenths would be a precise choice. Equivalent fractions can be used to simplify or expand measurements. Inches are made with the abbreviation in. Approximate measure of angles can be determined based on the knowledge of acute, right, and obtuse angles. Metric system follows a pattern of powers of 10. Unit Essential Question(s): What tool can be used to measure to the nearest eighth of an inch? How are equivalent fractions used to simplify or expand measurements? What is the proper procedure for measuring angles with a protractor? How can benchmark angles help estimate measures of other angles?
Elapsed time can be calculated when given a start and end time. Fahrenheit and Celsius can be represented by F and C. There are benchmark temperatures for Fahrenheit and Celsius. Equivalencies can be made in the metric system. What patterns can be determined by analyzing the metric system? What pattern does the metric system follow? How can elapsed time be calculated? How is temperature represented? What are the benchmark temperatures for Fahrenheit and Celsius? How are equivalencies made in the metric system? Students will know / Students will be able to Select appropriate units of length for the attributes being measured. Measure with standard units of the US Customary system. Measure objects to the precision of 1/8 of an inch and that using a tool marked in sixteenths would be more precise. Read a measurement from a pictorial representation. Measure a variety of lengths using units of the metric system. Use equivalencies to convert units of measurement with metric system. Demonstrate an understanding of the units of length of the metric system. Explain and use the prefixes: milli, centi and kilo. Generalize the process of conversion using powers of 10 by using patterns. Explain the difference between converting in Customary vs. Metric. Estimate measurements of time. Determine elapsed time in seconds, hours, and minutes. Compare temperatures represented in both the Celsius and Fahrenheit scales. Organize a set of temperature data in a table and in a line graph. Describe temperature change and draws conclusions about the data. Analyze measuring capacity with metric units. Share strategies for measuring with liters and milliliters. Develop a scale for fluid ounces, cups, pints and quarts. Determine capacity with units from the US Customary System. Compare grams and kilograms. Solve problems about a variety of measurement situations. Show how to measure angles given in context. Find the measure of angles using concrete and pictorial models.
Illustrate the relationship between area of a rectangular shape and volume of a rectangular prism. Identify the properties of a prism regardless of orientation. Use appropriate units. Compute the volume of three-dimensional shapes. Explain the meaning of elapsed time, the difference between am and pm, and a 24 hour day. Find elapsed time given start and end time. Find end time when given start and elapsed time; and find start time when given end and elapsed time. Read a thermometer in concrete and pictorial form. Recognize notations for Celsius and Fahrenheit. Recall benchmark temperatures freezing, boiling, body and room temperature. Recall metric and Customary equivalencies. Standard Vocabulary 24-hour period a.m. Acute angle Celsius Centi- Conversion Eighth-inch (1/8 inch) Elapsed time Equivalency Equivalent Fractions Fahrenheit Gram Half-inch (1/2 inch) Kilo- Liter Meter Milli- Obtuse angle p.m. Precision Protractor Quarter-inch or one-fourth (1/4 inch) Right angle MOOTB Vocabulary Analog clock Analyze Benchmark Capacity Centimeter Cup Data Day Decimeter Digital clock Estimate Foot Gallon Hour Inch Interval Kilogram Kilometer Length Line graph Mass Measure Measurement Milliliter
Three-quarter or three-fourths - inch (3/4 inch) Millimeter Minute Month Numerical data Ounce Pint Pound quart Relationship Represent Ruler Scale Second Table Temperature Thermometer Unit Weight Yard Year South Carolina Academic Standards: 5-5.1 Use appropriate tools and units to measure objects to the precision of one-eighth inch. 5-5.2 Use a protractor to measure angles from 0 to 180 degrees. 5-5.3 Use equivalencies to convert units of measure within the metric system: converting length in millimeters, centimeters, meters, and kilometers; converting liquid volume in milliliters, centiliters, liters, and kiloliters; and converting mass in milligrams, centigrams, grams, and kilograms. 5-5.6 Apply procedures to determine the amount of elapsed time in hours, minutes, and seconds within a 24-hour period. 5-5.7 Understand the relationship between the Celsius and Fahrenheit temperature scales. 5-5.8 Recall equivalencies associated with length, liquid volume, and mass: 10 millimeters = 1 centimeter, 100 centimeters = 1 meter, 1000 meters = 1 kilometer;10 milliliters = 1 centiliter, 100 centiliters = 1 liter, 1000 liters = 1 kiloliter; and10 milligrams = 1 centigram, 100 centigrams = 1 gram, 1000 grams = 1 kilogram. 5-1.1 Analyze information to solve increasingly more sophisticated problems. 5-1.2 Construct arguments that lead to conclusions about general mathematical properties and relationships. 5-1.3 Explain and justify answers based on mathematical properties, structures, and relationships. 5-1.5 Use correct, clear, and complete oral and written mathematical language to pose questions, communicate ideas, and extend problem situations. 5-1.6 Generalize connections between new mathematical ideas and related
concepts and subjects that have been previously considered. 5-1.7 Use flexibility in mathematical representations. 5-1.8 Recognize the limitations of various forms of mathematical representations. Interim Assessment (formative) Exit Slips Graphic Organizers Individual and Group Activities and Work Journals Quizzes Section Tests ActiVotes White boards Checklists Rubrics Movement-Stand up if, sit down if, etc. Materials MOOTB Tools and Time Lessons 1-4, 11-20 Measurement Olympics Instruction Sheet (attached) Measurement Olympics Student Data Collection Sheet (attached) Measurement Olympics Rubric (attached) Key Criteria (to meet the standard/rubric) Measurement Olympics Rubric
Comments Time & Temp Marathon Marble Grab Angle Relay Paper Discus Throw Cotton Ball Throw 4- Gold Medal 3- Silver Medal 2- Bronze Medal 1- Honorable Mention distance correctly to the nearest 1/8 of an inch. distance correctly to the closest whole meter. distance correctly, but not to the nearest 1/8 of an inch. distance correctly, but not to the whole meter. distance, but only to the nearest inch. distance, but did not use meters. - I did not measure my distance correctly. - I did not measure my distance correctly. identified my angle as obtuse, right, or acute. measured the degree of my angle using a protractor. used a balance scale. AND - I measured the capacity of my hand of marbles to the nearest gram. answered 100% of the elapsed time and temperature questions given by my teacher. identified my angle as obtuse, right, or acute. - I closely measured the degree of my angle, but was off less than 2 degrees using a protractor. used a balance scale. OR - I measured the capacity of my hand of marbles to the nearest gram. answered 90% of the elapsed time and temperature questions given by my teacher. - I did not correctly identify my angle as obtuse, right, or acute. OR - I closely measured the degree of my angle, but was off by less than 5 degrees using a protractor. - I did not use the balance scale correctly. OR - I did not measure the capacity of my hand of marbles to the nearest gram. answered 80% of the elapsed time and temperature questions given by my teacher. - I did not correctly identify my angle as obtuse, right, or acute. AND - I closely measured the degree of my angle, but I was more than 5 degrees using a protractor. - I did not use the balance scale correctly. And - I did not measure the capacity of my hand of marbles to the nearest gram. answered 70% of the elapsed time and temperature questions given by my teacher.
Measurement Olympics Instruction Sheet Cotton Ball Throw (Measuring to 1/8 of an inch) Students will take turns throwing a cotton ball and then measuring the distance to the nearest 1/8 of an inch. Paper Discus Throw (Measuring using meters) Students will take turns throwing a paper plate. Then they will measure the distance the plate was thrown in meters. Angle Relay (Using Protractors and Identifying Angles) The teacher will draw 6 different angles on a sidewalk or the pavement. Students will divide into teams of six. Each member of the team will measure an angle. Marble Grab (Measuring metric capacity) Students will grab a handful of marbles. The marbles will then be measured on a balance. Time and Temp Marathon (Solving Elapsed Time and Temperature Problems) Using the rules from Around the World (All students stand at their seat, the first two students will be given a problem created by the teacher. The first to answer will move to the next student and stand for round two and the student who didn t answer will sit down. Continue playing rounds until one student makes it back to their original seat.) students will compete to solve elapsed time and temperature problems. The last one standing is the winner.
Measurement Olympics Student Data Collection Sheet Name: Cotton Ball Throw (Measuring to a 1/8 of an inch) The distance my cotton ball was thrown was. Paper Discus Throw (Measuring using meters) The distance my paper plate flew was. Angle Relay (Using Protractors and Identifying Angles) Angle Type Measurement Angle 1 Angle 2 Angle 3 Angle 4 Angle 5 Angle 6 Marble Grab (Measuring metric capacity) The capacity of my hand is grams. Time and Temp Marathon (Solving Elapsed Time and Temperature Problems) Tally Marks of number you got correct