## Do You Measure Up?

Students learn the basics of the metric system. They identify which units of measurement are used to measure specific objects, and they learn to convert between units within the same system.

Provide students with index cards and markers. Have them brainstorm different measures used in the metric system and record them on index cards.

In pairs, have the students organize the index cards into categories of weight, length, and volume. Ask the students to rank each unit within the category according to size (smallest to largest).

A sample chart appears below.

Length | Mass | Volume |

Next, have the students generate a list of items measured with each unit. Place each item on a separate index card and distribute the cards among the class.

A sample list is shown below.

Length | Mass | Volume |

insect lengths | medicines | medicine dosage |

length of paper | food | milk |

length of a hallway | mass of humans | |

distance between cities |

After the students are familiar with the different sizes of the metric units, show them a conversion table. Facilitate a conversion with students on how to convert by multiplying and dividing by powers of ten.

Distribute the Metric Conversions activity sheet to the students to work on individually or in pairs.

Metric Conversions Activity Sheet |

- Index cards
- Markers
- Metric Conversions Activity Sheet

**Assessments**

- At this stage of the unit, students should be able to do the following:
- Identify the appropriate unit of measure for familiar objects and distances
- Make conversions between units of measure in metric units

- Tell students to create a series of problems, using the metric system, that they can exchange with each other. Include with each problem an open-ended response question that measures the students' understanding of the metric measure and its application.

**Questions for Students**

1. What kind of metric units are used to measure fruit at the grocery store?

[Mass of fruit: grams.]

2. What is the smallest unit of the metric system that you might use to measure length? What is the largest?

[Millimeter; Kilometer.]

3. How is volume measured in the metric system? Where have you seen this unit on everyday products?

[Liter is the base unit; bottles of water.]

4. Where are some common places you have seen the metric system used instead of customary units?

[Student responses may vary.]

**Teacher Reflection**

- Did the students demonstrate an understanding of metric measures? What additional experiences do they need before moving on to the next lesson?
- Did students apply metric measures correctly? In what areas did they demonstrate confusion about appropriate units for specific tasks?
- What additional experiences do the students need in converting units between customary and metric measures? What additional activities can reinforce this lesson?

### Measuring Up: Measurement Terms

### The Golden Ratio

### What's Your Rate?

### Discovering Gallon Man

### In Your Shadow

### Off the Scale

### Learning Objectives

Students will:

- Identify the appropriate unit of measure for familiar objects and distances
- Make conversions between units of measure in metric units