Measurement

At the completion of this unit, students will be able to:

1. Choose the most appropriate units of length and measure to the nearest inch, half-inch, quarter inch, or eighth inch.
2. Choose the most appropriate metric unit of length and measure to the nearest centimeter and millimeter.
3. Find the perimeter of polygons.
4. Use formulas to find the area of squares and rectangles.
5. Use formulas to find the area of a parallelogram and the length of the sides when the area and one side length are given.
6. Find the area of a triangle by using a formula, and find a missing length when the area and other dimensions are known.
7. define the parts of a circle and calculate circumference.
8. Make organized list and draw pictures in order to solve problems.
9. Use a variety of customary and metric units to measure liquid volume.
10. Use units of mass and weight to determine the amount of matter an object has and how heavy or light an object is.
11. Convert customary units of measure using multiplication and division.
12. Convert customary units of measure using multiplication and division.
13. Use models and computational procedures to find elapsed time, start time or end time involving hours, minutes, days and weeks.
14. Use thermometers and computational procedures to find changes in temperature in both Fahrenheit and Celsius units.
15. Make and read tables as a way of solving problems.

Yes

Students will be assessed:

1. Using the 12-1 Using Customary Units of Length Quick Check and Practice  worksheets to show the student can choose the most appropriate units of length and measure to the nearest inch, half-inch, quarter inch, or eigth inch.
2. Using the 12-2 Using Metric Units of Length Quick Check and Practice  worksheets to show the is able choose the most appropriate metric unit of length and measure to the nearest centimeter and millimeter.
3. Using the 12-3 Perimeter Quick Check and Practice worksheets to show that the student can find the perimeter of polygons.
4. Using the 12-4 Area of Squares and Rectangles Quick Check and Practice worksheets to show the student can find the areas of squares and rectangles by using formulas.
5. Using the 12-5 Area of Parallelograms Quick Check and Practice worksheets to show the student is able to find the area of a parallelogram by using a formula, and find the length of the sides of a parallelogram when the area and one side are given.
6. Using the 12-6 Area of Triangles Quick Check and Practice worksheets to show the student can find the area of a triangle using a formula, and find the missing length when the area and other dimensions are known.
7. Using the 12-7 Circles and Circumference Quick Check and Practice worksheets to show that the student can identify the parts of a circle, and how to calculate the circumference.
8. Using the 12-8 Problem Solving: Draw a Picture and Make an Organized List Quick Check and Practice worksheets to show that the student is able make an organized list and draw a picture in order to solve problems.
9. Using the 14-1 Custormary Units of Capacity and 14-2 Metric Units of Capacity Quick Check and Practice worksheets to show that the student can use a variety of customary and metric units to measure liquid volume.
10. Using the 14-3 Units of Weight and Mass Quick Check and Practice worksheets to show that the student is able to use units of mass and weight to determine the amount of matter an objec has and how heavy or light an object is.
11. Using the 14-4 Converting Customary Units Quick Check and Practice worksheets to show that the student is able to convert customary units of measure using multiplication and division.
12. Using the 14-5 Converting Metric Units Quick Check and Practice worksheets to show that the student can convert metric units of measure using multiplication and division.
13. Using the 14-6 Elapsed Time and 14-7 Elapsed Time in Other Units Quick Check and Practice worksheets to show that the student can use models and computational procedures to find elapsed time, start time, or end time involving hour, minutes, days, and weeks.
14. Using the 14-8 Temperature Change Quick Check and Practice worksheets to show that the student is able to use thermometers and computational procedures to find changes in temperature in both Fahrenheit and Celsius units .
15. Using the 14-9 Problem Solving: Make a Table Quick Check and Practice worksheets to show that the student is able to make and read tables as a way of solving problems.
16. After completing practice on objectives 1-8, using the Topic 12 Perimeter and Area Multiple Choice Exam and Topic 12 Perimeter and Area Free-Response Exam to show students can:
    
    
    • Measure fractions of an inch. (Questions 1, 7) (Question 1)
    • Understand and measure with metric units. (Questions 4, 12) (Question 2)
    • Find and use perimeter with and without formulas. (Questions 2, 6, 13) (Questions 3-4, 6-9, 12-14)
    • Find the areas of squares and rectangles by using formulas. (Question 10) (Question 5)
    • Find the areas of parallelograms by using formulas. (Question 5) (Question 10)
    • Find the area of triangles by using formulas. (Questions 9, 11, 14) (Question 11)
    • Find the circumference of a circle. (Questions 8, 15) (Questions 15-16)
    • Draw a picture and make a list to solve a problem. (Question 3) (Question 17)
17. Using Topic 12 Perfomance Assessment to assess the students' understanding of the concepts and skills, regarding perimeter and area calculations, through a performance-based assessment.
18. After completing practice on objectives 9-15, using the Topic 14 Measurement Units, Time, and Temperature Multiple Choice Exam and Topic 14 Measurement Units, Time, and Temperature Free-Response Exam to show students can: 
    • Use customary units of capacity and metric units of capacity to find liquid volume. (Questions 1, 4, 5) (Questions 1-5)
    • Work with and select an appropriate unit of weight. (Questions 2, 3) (Questions 6-7)
    • Convert customary units.(Questions 9, 11) (Questions 11-14)
    • Convert metric units.(Questions 10, 12) (Questions 15-18)
    • Work with and solve problems involving elapsed time. (Questions 6, 7, 13) (Questions 19-21, 23)
    • Work with and solve problems involving temperature. (Questions 8, 15) (Questions 8-10)
    • Make a table to solve problems. (Question 14) (Question 22)
19. Using Topic 14 Performance Assessment to assess the students' understanding of the concepts and skills, regarding elapsed time, through a perfomance-based assessment.

80%

During whole group instruction, students will:

1. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, and then work guided practice questions on using customary units of length, pages 296-297 in the student edition. The students will work in pairs measuring (with inch rulers) different sized paper clips to the nearest half inch, quarter inch, and eighth inch. They will record and share their measurements with the class.  Then all students will participate in a group discussion about the measurements and how to determine what unit is best for measuring various objects and why.
2. Take notes from the SmartBoard, follow along as the teacher works example problems, working out the problems on their slates, and then work guided practice questions on using metric units of length, pages 298-299 in the student edition.  The students will work in pairs to measure various objects around the room.  They will record and share their measurements with the class. Then all students will participate in a group discussion about the measurements with the class.  Then all students will participate in a roup discussion about the measurements and how to determine what unit is best for measuring various objects and why.
3. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, and then work guided practice questions on using finding the perimeter of polygons with and without formulas, pages 300-302 of the student edition. Students will work with a partner, using centimeter grid paper, to find another rectangle with different dimensions that also has a perimeter of 12 units.
4. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, and then work guided practice on finding the areas of squares and rectangles by using formulas, pages 304-305 of the student edition.  The students will work in pairs, using centimeter grid paper, to draw and  find the area of a 6-by-6 square.  Then, they will explain how you can find the area of a square of rectangle. 
5. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, and then work guided practice questions on finding the area and missing side lengths of a parallelogram, pages 306-307 of the student edition. The student will draw a 9-by-5 rectangle on grid paper.  Then, the student will cut the rectangle into two pieces that can be rearranged to form a parallelogram that has no right angles.  Next, the student will find the area of the parallelogram.  The students will discuss, led by teacher, how the parallelogram is related to the rectangle, how to find the area of a rectangle and how that relates to finding the area of the parallelogram.  The students will share their results.  
6. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, and then work guided practice questions on finding the area and missing lengths of a triangle, pages 308-309 of the student edition. Students will review the formula for finding the area of a parallelogram.  Then, they will compare that to finding the area of a triangle.  They will use dotted paper to draw a parallelogram.  The teacher will ask them if they see congruent triangles on the paper.  Then the students, guided by the teacher will discuss how a triangle makes up 1/2 of the parallelogram.  Therefore the formula for the triangle is 1/2 that of the parallelogram. 
7. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on circles and circumference, pages 310-312 of the student edition.  Students will work in pairs to design a circular park with features such as fountains, benches, sculptures, and flower beds. They will include a radius, diameter, chord, and circumference with labels. 
8. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on drawing a picture and making an organized list to problem solve, pages 314-315 of the student edition. Students will work in small groups to solve this problem: Hannah has 24 one-foot logs to build the border of a rectangular garden.  She wants the largest possible area for her garden. What should the dimensions of her garden be?  Then, the students will share their results and describe/discuss to the class how they solved the problem.   
9. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on using a variety of customary and metric units of capacity to measure liquid volume, pages 348-351 of the student edition. The students will work in small groups, using Interactive Recording Sheets 27 and 28, to experiment and measure a variety of items including water, rice, and sand.  They will use different types of measuring devices, a 1-cup measuring cup and an eye dropper, to fill containers of different sizes and shapes.  Then they will discuss their observations as a whole class. 
10. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on using units of weight and mass, pages 352-353 of the student edition.  The students will work in small groups.  The teacher will show 4-6 small objects to the students.  Each group will order the objects from lightest to heaviest.  Then, they will tell how they could use numbers to describe the mass.  Last, after describing their strategies, the students will try out their strategies by using a balance to weigh the objects against 1-gram paper clips.  They share their work and discuss how weight changes depending on gravity, while mass does not. 
11. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on converting customary units, pages 354-355 of the student edition.  With a partner, the students will measure 2 given distances in both feet and yards.  They will explain to the class why they multiplied or divided to convert between feet and yards. 
12. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on converting metric units, pages 356-357 of the student edition. Students will work in pairs to measure given distances in the room.  One will measure the distance in meters and the other in centimeters.  Then they will work to figure out how to use division and multiplication to convert measurements. 
13. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice problems on elapsed time, pages 358-363 of the student edition.  The students will work with a partner to answer these posed problems: 1) Soccer practice begins at 4:30 p.m. and ends at 5:45 p.m. How long does soccer practice last? 2) Tracy's family left San Antonio at 7:00 a.m. on Monday and arrived at Tracy's cousins house at 11:30 p.m. on the same day.  How long was the trip?  They will share their strategies and solutions when finished. 
14. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on using thermometers and computational procedures to find changes in temperature in both Fahrenheit and Celsius units, pages 364-365 of the student edition.  Using real thermometers, the students will take turns checking and figuring changes in temperature throughout given days during the week.  Then, they will convert from Fahrenheit to Celsius.  They will discuss strategies and results with the class. 
15. Take notes from the SMART Board, follow along as the teacher works example problems, working out the problems on their slates, participate in discussion, and then work guided practice questions on making and reading tables as a way of solving problems, pages 366-367 of the student edition.  Students will work in pairs to break down, create and read tables, in order to solve given word problems. 

During independent work time, students will complete the:

1. 12-1 Using Customary units of Length Quick Check and Practice worksheet.
2. 12-2 Using Metric Units of Length Quick Check and Practice worksheet.
3. 12-3 Perimeter Quick Check and Practice worksheet.
4. 12-4 Area of Squares and Rectangles Quick Check and Practice worksheet.
5. 12-5 Area Parallelograms Quick Check and Practice worksheet.
6. 12-6 Area of Triangles Quick Check and Practice worksheet.
7. 12-7 Circles and Circumference Quick Check and Practice worksheet.
8. 12-8 Problem Solving: Draw a Picture and Make an Organized List Quick Check and Practice worksheet.
9. 14-1 Customary Units of Capacity and 14-2 Metric Units of Capacity Quick Check and Practice worksheet.
10. 14-3 Units of Weight and Mass Quick Check and Practice worksheet.
11. 14-4 Converting Customary Units Quick Check and Practice worksheet.
12. 14-5 Converting Metric Units Quick Check and Practice worksheet.
13. 14-6 Elapsed Time and 14-7 Elapsed Time and Other Units Quick Check and Practice worksheet.
14. 14-8 Temperature Change Quick Check and Practice worksheet.
15. 14-9 Problem Solving: Make a Table Quick Check and Practice worksheet.

For extra practice and review, the students will complete each topic skill quiz.  They will log onto their laptop computers and go to the QuizShow icon on their desktop.  Then they will complete the quiz for the skill(s) as directed by the teacher.

During whole group instruction, the teacher will:

1. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on choosing the most appropriate units of length and measure a variety of items to the nearest inch, half inch, quarter inch, and eighth inch.   
2. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on choosing the most appropriate metric unit of length and measure to the nearest centimeter and millimeter. The teacher will provide each student with an index card that has a length to measure.  Then, the students will share the information on their card and discuss the unit that they feel would be the best unit to measure with.  The teacher will monitor and guide the discussion, giving prompts when necessary.   
3. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on finding the perimeter of polygons.  The teacher will monitor and guide during the small group activities. 
4. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on finding areas of squares and rectangles by using formulas. The teacher will instruct the students to draw a 10-by-4 rectangle on grid paper.  Then, ask the students, How can you find the area of this rectangle.  After giving the students a few moments to work and share their ideas, the teacher will give step-by-step solutions and demonstrate the use of the formula to find the area of the given rectangle.  The teacher will monitor and assist the students during the small group activities. 
5. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on finding the area and missing side length of parallelograms. The teacher will instruct, guide, and assist the students as needed during the small group learning activities.   
6. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on using formulas to find the missing length and area of triangles.  After demonstrating the use of formulas to find the area and a missing dimension of a triangle, the teacher will guide and assist the students as they work in small groups to compare parallelograms and triangles, and find the area of a triangle. 
7. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on identifying the parts of a circle and finding a circles circumference.  The teacher will draw a circular garden on the board. Describing and asking given questions about distances in the garden, the teacher will introduce, describe, and label all the parts of a circle.  Then, the teacher will introduce the formula needed to find the circumference of the circle.  The teacher will observe and assist the students as needed during small group learning activities.
8. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on making an organized list and drawing a picture in order to solve problems. The teacher will pose a problem for the students, guiding, assisting, and monitoring them during the small group activity. 
9. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on using a variety of customary and metric units of capacity to measure liquid volume.  The teacher will provide students with needed materials to measure and experiment with different units of measurement.  The teacher will direct, guide, and assist students as needed during the small group activity. 
10. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on using units of mass and weight to determine the amount of matter an object has and how heavy or light an object is.  The teacher will provide objects for the students to order from lightest to heaviest.  The teacher will guide and assist students as they work, and share solutions in the small group activity. 
11. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on converting customary units of measure using multiplication and division.  The teacher will pose this questions to the students, 1) Suppose you jumped 9 feet.  How many yards is that?  The teacher will guide and assist the students as needed, discussing the strategies used to convert the measurements.  Then, the teacher will guide and assist students as needed during the small group interaction activity.
12. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance as needed on converting metric units of measurement using multiplication and division.   The teacher will pose this questions to the students, 1) Al albatross can have a wingspan of up to 4 meters. How many centimeters is this?  2) The harpy eagle has a wingspan of 200 centimeters. How many meters is that?  The teacher will guide and assist the students as needed, discussing the strategies used to convert the measurements.  Then, the teacher will guide and assist students as needed during the small group interaction activity.
13. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on using models and computational procedures to find elapsed time, start time, or end time involving hours, minutes, days, and weeks.  The teacher will pose a variety of problems, guiding and assisting the students as they work in pairs to strategize, solve the problems, and share with the class.   
14. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to introduce vocabulary, discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on using thermometers and computational procedures to find the changes in temperature in both Fahrenheit and Celsius. The teacher will guide and assist the students during small group activities and discussions. The teacher may also direct the students to eTools at www.pearsonsuccessnet.com.
15. Display the Visual Learning Animations CD-ROM on the SMART Board, use prepared lesson materials to discuss, model examples and provide guided practice problems, providing assistance and feedback as needed on making and reading tables as a way of solving problems. The teacher will monitor, guide, and assist the students as needed during the small group activities.

While students are completing independent practice problems, the teacher will observe and assist students that are having difficulties.

Scott Foresman enVision Math Series (Teacher and Student)
www.pearsonsuccessnet.com  
SmartBoard
Student laptops with internet connection
Rulers, Math Manipulatives (enVision Math)

enVision Math Reteaching Activities/materials
Pull-in resources as needed

enVision Math Enrichment Activities/materials
Center Activities

Necessary accommodations and modifications will be made to meet student needs as needed.