Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
(LCC Unit 6—Measurement Portion)
Time frame: 23 School Days
EduSoft Testing Date: February 29, 2012
Guided Questions
1.
2.
3.
4.
5.
6.
7.
8.
Can students show mastery of basic division facts through 72 12?
Can students recognize, select, and apply appropriate measurement concepts and tools to real-life measurement situations?
Can students measure length to the nearest quarter-inch, millimeter, half-inch, and centimeter?
Can students connect volume to cubes?
Can students find the perimeter of rectangular and irregular shapes?
Can students find the area of regular and irregular shapes?
Can students use one and two-step unit conversions within the same system to solve real-life problems?
Can students relate common standard units with their metric counterpart, (i.e. quarts and liters, inches and centimeters, yards and meters, pounds and kilograms,
miles and kilometers, etc.)?
9. Can students demonstrate an intuitive sense of measurement by making ballpark conversions between the U.S. and Metric Systems—a liter is a little more than a
quart, it takes a little more than 2 centimeters to make an inch, etc.
10. Can students do elapsed time problems to the hour and half-hour?
Vocabulary List
The list of vocabulary words is for vocabulary development throughout the year, not for isolated memorization or testing.
attribute, area, capacity, centimeter, conversion, cubic units, cubic inch, dozen, fluid ounce, gram, inch, kilogram, kilometer, liter, mass, measure, meter, metric,
milliliter, millimeter, ounce, pound, perimeter, quarter-inch, ton, unit, volume, weight, yard, half-inch
Please ensure that your students are comfortable with the Ti-15 calculator.
Calculator use will be permitted on the Assess2Know tests for units 5, 6, and 7, as
well as parts of the LEAP test.
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
38
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Basic Facts: Multiplication through 9 x 12—continuing daily until mastery
4. Know all basic facts for  demonstrate orally and in writing
multiplication and division
fluency with basic division facts
E
through 12 x 12 and [72
through 72 12
12], and recognize factors of
composite numbers less than
50 [as well as multiples of
natural numbers for 2 through
12] (N1) (N6) (N7)
 See instructional notes/resources in Unit 1, 2,
and 3
Resources
☛See resources list from Unit 1, 2, ad 3
☛LCC Activities—LCC Unit 5: Activity 11
(Professor Know-It-All)
Bloom—Knowledge
Focus 5-1: Time (3 days)
23.
E
Set up, solve, and interpret
elapsed time problems [to
the nearest hour and ½ hour]
(M2) (M5)
Bloom—Application
 tell time to the nearest hour, halfhour and quarter hour using a
standard and digital clock and watch
 determine whether a given time is
a.m. or p.m.
 use a calendar to determine how
much time (days, weeks, months,
and years) has elapsed
 use a number line, T-Chart or other
concrete or pictorial representation
to demonstrate understanding of
elapsed time
 Practice, Practice, Practice
 Have students recall the number of seconds in a
minute; minutes in an hour; hours in a day; days
in a week, month, and year; weeks in a month;
months in a year, etc.
 Ensure that your students can tell time before
attempting elapsed time
 Have students keep a log of activities for a
week and then determine the daily and total
elapsed time
On page one of the mini-book, have students
create a story problem such as: "Tara woke up at
7:15 a.m. Monday morning. Fifteen minutes
went by before she actually got out of bed. What
time did Tara get out of bed?" Have the student
draw a clock with the starting time and a picture
to go along with the story. Then have them
switch books. Child #2 solves the problem and
then draws the clock with the new time. Child #2
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
☛Harcourt—5.1 (96-97)
Quick Review (98)
See Tables of Measures H42
5.4 (104-106)
5.2 (98-101)
☛Project Lift—Focus 1
☛Linking Math—A6
☛LCC Activities— See the Activity
Alignment Document for ideas
☛LEAP Tutoring Guide—(123-129, 67B78B)
☛Technology Connection—
http://www.harcourtschool.com/activity/telling_t
ime_gr4/
http://www.harcourtschool.com/activity/elab200
4/gr4/15.html
39
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Resources
then creates a story problem on the next page and
gives to another child to solve.
Focus 5-2: Linear Measurement, Area, and Perimeter (5 Days)
Help students internalize the measurement strand by having them participate in a variety of hands-on activities. Additionally, you may want to concentrate on the customary units
of measurement before you teach the metric system. Regardless of the approach you take, please make the appropriate connections between the metric and customary system of
measurement ( i.e. a liter is a little bit bigger than a quart; it takes a little more than 2 ½ centimeters to make an inch, etc.). You are encouraged to integrate the measurement
GLEs as you teach. One way to do this is to teach compatible GLEs, such as GLEs 20, 24, and 22. GLE 20 deals with measuring to the nearest ¼-inch and millimeter. It is a
natural fit for GLE 24 (Recognize the attributes to be measured in a real-life situation) and GLE 22 (Select and use the appropriate standard units of measure, abbreviations, and
tools…).
Activate Prior
Knowledge/Build Background
on linear measurement 1
1
 measure to the nearest inch, ½ inch,
and centimeter
 discuss situations in which length is
used to measure
 identify the tools used to measure
customary and metric linear
measurement
 Review common benchmarks - width of your
pinky finger is about a centimeter; the width of
your index finger and your middle finger is
about an inch, the length from end of your fist
to elbow is about a foot, length from your nose
to the end of your hand (fingers extended) is
about a yard, etc.
☛Harcourt—24.1 (518-521)
☛Project Lift—Focus 6
☛Linking Math—None Suggested
☛LCC Activities—See the Activity alignment
Document for ideas
 Situations in which you may have to measure
distance—height of the door, how much
material is needed to make a scarf, etc.
Please complete the reviews as quickly as possible.
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
40
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
20
I
Measure length to the
nearest quarter-inch and
mm (M2)re (M1)
TLW be able to:
Instructional Notes/Strategies
 identify linear units of measure
within the customary and metric
systems
 recall or demonstrate how many inches
are in a foot and yard (using
manipulatives)
 recall or demonstrate how many
centimeters (prefix ―cent‖ means 100)
in a meter and kilometer
 recall how many meters in a kilometer
 Tools used to measure length (rulers,
measuring tapes, yardsticks) and the proper
way to use them (start at 0 rather than 1)
 estimate the length to the nearest
 Remind students to start at zero to measure
correctly
quarter-inch and millimeter
 read and measure length to the nearest
¼ inch
Bloom—Application
 use the abbreviations for inch and
millimeter
 identify the appropriate linear unit for
measuring various items
***LEAP assessment guide says go to ½
inch****
 Remind students that all measurement answers
have labels (inch, foot, centimeter, meter, etc.)
and if a measurement unit is not given, the
answer must include the word ―units‖
 Give students practice measuring reading a
ruler when an object’s beginning isn’t at the
zero mark
 Have students note the relationship between
inch, ½ inch, and ¼ inch
 Have students note the relationship between
millimeter, centimeter, and meter
 Relate linear units of measure with their metric
counterpart and make ballpark conversions
between them— a kilometer is about ½ mile; a
meter is a little longer than a yard; it takes
about 2 centimeters to equal one inch; etc
(From 3rd grade; GLE 27)
Resources
☛LEAP Tutoring Guide—Pages 102-108
☛Technology—
http://www.bgfl.org/bgfl/custom/resources_ftp/cl
ient_ftp/ks2/maths/measures/index.htm
http://www.linkslearning.org/Kids/1_Math/2_Ill
ustrated_Lessons/2_Estimation_of_Length/index
.html
☛Harcourt—24.2 (522-525)
[Exclude 1/8 inch or don’t make a big deal
of students having difficulty measuring to
1/8 of an inch]
25.1 (540-543)
☛Project Lift—Focus 26
☛Linking Math— A31
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—None
☛Technology—
http://www.funbrain.com/cgibin/meas.cgi?A1=s&A2=0&A3=2&COBR=2
http://www.harcourtschool.com/activity/length_
strength3/
http://harcourtschool.com/activity/length_streng
th1_centi/
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
41
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
25.
I
Use estimates and
measurements to calculate
perimeter and area of
rectangular objects
(including squares) in U.S.
(including square feet) and
metric units (M3)
Bloom—Application
TLW be able to:
 estimate and then measure the
perimeter of polygons using
customary and metric units
 identify situations that require
calculating perimeter
 identify the appropriate linear unit for
measuring perimeter based on
situations
Instructional Notes/Strategies
Resources
 Concentrate on perimeter first and then take up
area.
☛Harcourt—28.1 to 28.2 (612-617)
[Exclude suggestion to multiply to find
perimeter until students absolutely know
the difference between perimeter and area]
 One way to help students remember perimeter
is to remind them that perimeter contains the
word ―rim‖ which indicates the outside of a
figure.
 Help them see that the ―t‖ in perimeter
resembles the addition sign which indicates
that one adds the sides to find the perimeter.
 Have students estimate and find the perimeter
of a geometric shape (especially a rectangular
object) by measuring the sides of the figure.
 Have students find the perimeter when given
the lengths of the sides in a labeled illustration
or word problem, and by using grid paper
☛Project Lift—Focus 8
☛Linking Math— A32, A50, A29
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—Pages109-115
☛Technology—
http://www.bgfl.org/bgfl/custom/resources_ftp/c
lient_ftp/ks2/maths/perimeter_and_area/index.ht
ml
 Situations in which one would measure
perimeter—your head to find out what size cap
to purchase [Circumference will be discussed
in later grades.], a picture to buy a picture
frame (GLE 24)
25
I
Use estimates and
measurements to calculate
perimeter and area of
rectangular objects
(including squares) in U.S.
(including square feet) and
metric units (M3)
 Remind students that area is the number of
 define area and explain why the
answer is given in square units
 estimate and then measure the area of
rectangular figures using customary
and metric units
square units (square foot, square inch, square
centimeter, square meter, etc.) it takes to cover
something
 Use the words such as square meter and NOT
2
m
 Perimeter/Area Songs
Bloom—Application
☛Harcourt— 29.1-29.3 (628-635)
☛Project Lift—Focus10
☛Linking Math—A49, A50
☛LCC Activities—Activity 5 (Area vs.
Perimeter)
☛LEAP Tutoring Guide—Pages 109-115
http://www.teachertube.com/viewVideo.php?ti
tle=Perimeter_and_Area&video_id=17665
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
42
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
 identify the appropriate square unit
for measuring area
 Have students use multiplication to find the
area of rectangles when given lengths of one
side (square) or two sides (other rectangles)
in a labeled illustration or word problem
 Situations in which one would measure
area—laying carpet in the living room,
purchasing a tablecloth for the dining room
table, etc. (GLE 24)
26.
Estimate the area of an
irregular shape drawn on a
unit grid (M3)
 estimate and then find the area of
irregular figures by counting whole or
partial square units on a unit grid
 Review finding the area of a regular shaped
object by counting whole or partial square
units
Resources
☛Technology—
http://www.funbrain.com/poly/index.html
http://www.mathplayground.com/area_perimeter.
html
http://harcourtschool.com/activity/tile_the_floor/
☛Harcourt— See correlations at GLE 25
☛Project Lift—Focus 10
☛Linking Math—A49, A51
Bloom—Comprehension
*** Add all whole units first, then combine
partials to make wholes.***
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—Pages 109-115
☛Technology—
http://www.shodor.org/interactivate/activities/Sh
apeExplorer/
http://www.mathplayground.com/area_perimeter.
html
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
43
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Resources
Focus 5-3: Understanding Volume, Capacity, Weight/Mass, and Temperature (6 Days)
21.
Describe the concept of
volume, and measure
volume using cubic in. and
cubic cm. and capacity using fl. oz.
and ml (M2) (M3)
Bloom—Application
 use models of standard cubic units to
measure volume
 Volume is the amount of space a threedimensional object occupies.
 determine the volume of a figure by
counting models of cubic units
 Fill a rectangular prism with cubes to explore
the concept of volume
 identify and discuss situations in which
one may need to measure volume
 Determine volume by counting the number
of cubes used and label the answer as cubic
inch and cubic centimeter
 Situations in which one would measure
volume—to find out how many boxes you
can carry in a car trunk, the size of a box
needed to store a hat, etc. (GLE 24)
☛Harcourt—24.4 (528-529)
25.3 (546-547)
30.3 (650-653)
☛Project Lift—Focus 27, 29
☛Linking Math— C16
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—None
☛Technology—
http://www.mrnussbaum.com/soda/index.html
http://www.shodor.org/interactivate/activities/Sur
faceAreaAndVolume/
http://www.figurethis.org/challenges/c03/challen
ge.htm
http://www.besd61.k12.il.us/webquests/4th%20Gr
ade/measurement/msmnt.htm
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
44
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
21
Describe the concept of
volume, and measure volume
using cubic in. and cubic cm. and
capacity using fl. oz. and ml
(M2) (M3)
Bloom—Application
TLW be able to:
Instructional Notes/Strategies
 find the capacity of containers using
fluid ounces and then milliliters and
liters; also relate cups, pints, and
quarts
 relate customary units of capacity with
the liter and milliliter (a liter is a little
more than a quart)
 convert between milliliters and liters
 identify and discuss situations in
which one may need to measure
capacity
 identify the appropriate capacity unit
for measuring various items
 identify that a liter is a little more than
a quart
 Background—Capacity is the amount of
liquid or gas that a three-dimensional object
can hold. A fluid ounce measures capacity,
and a regular ounce measures weight. A fluid
ounce weighs a little bit more than a dry
ounce. It takes about 30 drops from an eye
dropper to make 1 ounce and about 10 drops
to make a milliliter
 Select the appropriate units of measure (fluid
ounce, cup, pint, quart, gallon, milliliter, liter),
abbreviations (fl. oz., L) and tools (beakers,
spoons, measuring cup, quart container, gallon
containers, etc.) to measure capacity (GLE 22)
 Situations in which one would measure
capacity—determine the amount of water in a
swimming pool; the correct amount of milk to
use in a cake recipe; etc. (GLE 24)
 Place customary units (fluid ounce, cup, pint,
Resources
☛Harcourt—24.4 (528-529)
25.3 (546-547)
☛Project Lift—Focus 18
☛Linking Math—A57, B17
☛LCC Activities—
Activity 20: What’s My Capacity?
Activity 21: What’s My Volume?
Activity 22: Can iT Be True?
☛LEAP Tutoring Guide—Pages116-122
☛Technology—
http://www.netrover.com/~kingskid/jugs/jugs.ht
ml
http://pbskids.org/cyberchase/games/hardproble
ms/
http://pbskids.org/cyberchase/games/liquidvolu
me/liquidvolume.html
quart, gallon) and metric units (milliliters,
liters) in order from smallest to largest and vice
versa (From 3rd grade; GLE 26)
 Relate capacity units of measure with their
metric counterpart and make ballpark
conversions between them—a liter is a little bit
bigger than a quart; an ounce is more than a
milliliter; a fluid ounce is about 3 times more
than a milliliter etc. (From 3rd grade; GLE 27)
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
45
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
Activate Prior
Knowledge/Build Background
on weight/mass
TLW be able to:
Instructional Notes/Strategies
 measure the weight of objects in
customary units and then the mass of
objects in metric units
 Choose the most reasonable
measurement
 Select appropriate units of mass
 relate kilograms and pounds using
approximate reference point
 relate benchmark measures to
standard units for weight and mass
 identify and discuss real life
situations that require finding the
weight/mass of an object
 identify the appropriate weight/mass
unit for measuring various items
 Background—Mass is the amount of matter
in an object and it is measured in metric units.
Weight is a measure of how heavy an object is
and it is measured in customary units.
Do not make a big distinction between
weight and mass with 4th grade students.
 The abbreviation for pound (lb) comes from the
word Libra, which means pound or weight
 Have students estimate before they perform the
actual weighing
 Demonstrate how to properly read and calibrate
various types of scales—kitchen, bathroom,
and balance
 Common benchmarks for measuring
weight/mass such as— a loaf of bread = 1
pound; a slice of bread = 1 ounce; a small car =
1 ton; a shoelace = 1 gram; 2 loaves of bread =
about 1 kilogram (a kilogram is a little more
than 2 pounds)
Resources
☛Harcourt—24.4 (528-529) 25.4 (548-549)
☛Project Lift—Focus 13
☛Linking Math—A58, B18
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—Pages116-122
☛Technology—
http://www.bbc.co.uk/schools/ks1bitesize/numer
acy/measurements/index.shtml
http://harcourtschool.com/activity/heavier/
http://harcourtschool.com/activity/elab2004/gr4/
18.html
http://www.linkslearning.org/Kids/1_Math/2_Ill
ustrated_Lessons/6_Weight_and_Capacity/inde
x.html
 Appropriate unit (ounce, pound, ton, gram,
kilogram ), abbreviation (oz., lb, g, kg, etc.),
and tool (kitchen scale, bathroom scale,
balance scale, etc.) to measure weight/mass
 Situations in which you might want to measure
weight/mass—to buy fruits, determine how
much an object weighs (GLE 24)
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
46
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Resources
 Order units within same system (ounce, pound,
ton) and (gram, kilogram)
 Tell what weight/mass units you would use to
measure a White Rhinoceros, bag of potatoes,
paper clip, etc.
Activate Prior Knowledge/Build
Background on temperature
 Common benchmarks, such as normal room
 use a thermometer to measure
temperature
 determine the degree of change in
temperature
 identify common temperature
benchmark readings for degrees
Fahrenheit
 identify common temperature
benchmark readings for degrees
Celsius
 identify and discuss real life
situations that require measuring
temperature
temperature (68 degrees Fahrenheit, 20
degrees Celsius), normal body temperature
(98.6 degrees Fahrenheit and 37 degrees
Celsius); freezing point of water (32 degrees
Fahrenheit, 0 degrees Celsius), boiling points of
water (212 degrees Fahrenheit, 100 degrees
Celsius), etc.
 Situations in which you might want to measure
temperature—how hot the oven should be to
cook a pie, deciding what to wear, etc. (GLE
24)
 Select the appropriate abbreviation (C and F)
and tool (thermometer) to measure temperature
(GLE 22)
 Use models (including pictorial) of real
thermometers to review the proper way to read
Celsius and Fahrenheit thermometers to the
nearest degree above and below zero
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
☛Harcourt—20.1-20.2 (418-423)
☛Project Lift—None
☛Linking Math—None
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—Pages 123-127
☛Technology—
http://www.softschools.com/measurement/tempe
rature/games/thermometer/
http://www.ixl.com/math/practice/grade-3-reada-thermometer
http://www.mathsisfun.com/measure/thermomet
er.html
http://www.figurethis.org/challenges/c67/challe
nge.htm
http://funphysics.jpl.nasa.gov/adventures/temper
ature-game.html
47
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Focus 5-4: Using Appropriate Standard Units, Unit Conversions, and Attributes to be Measured (5 Days)
 recognize and use abbreviations (cm,  Take a little time to ensure that students have
22 Select and use the
ft., yd., mile, m, km, fl. oz., cup, pt.,
mastered this GLE even if you have
appropriate standard units
E
qt., gal., l, ml, oz., lb., g, kg ) of
incorporated it with other GLEs.
of measure, abbreviations,
measurement
units
correctly
and tools to measure length
and perimeter (i.e., in., cm,
 select and use the appropriate
ft., yd., mile, m, km), area
standard units for determining length
(i.e., square inch, square
(including perimeter), area, capacity,
foot, square centimeter),
and weight/mass
capacity (i.e., fl. oz., cup, pt.,
 select and use appropriate tools to
qt., gal., l, ml), weight/mass
measure length, perimeter, area,
(i.e., oz., lb., g, kg, ton), and
capacity, weight/mass, and volume.
volume (i.e., cubic cm, cubic
in.) (M2), (M1)
Resources
☛Harcourt— 24.1 (518-521)
Constructed Response—PA 75 (House
Addition
☛Project Lift—Focus 6, 8, 13, 18
☛Linking Math— A32, A57, A58, B12, B18,
C16
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—Pages 102-122
☛Technology—
http://harcourtschool.com/activity/which_tool/
http://www.allentownsd.org/EETT/ppt/appropri
ateunitsofmeasure.ppt
Bloom—Application
http://www.beaconlearningcenter.com/WebLess
ons/MeasuringTools/default.htm
http://www.quia.com/rr/78611.html
http://www.besd61.k12.il.us/webquests/4th%20
Grade/measurement/msmnt.htm
24
E
Recognize the attributes to
be measured in a real-life
situation (M2) (M5)
Bloom—Comprehension
 apply measurement concepts and
solve real-life problems involving
length, (including perimeter, area)
volume, capacity, and weight/mass
 identify what attributes are measured
in real-life
 Attributes measured in real-life (temperature,
length/distance, capacity, volume, area,
perimeter, weight/mass)
 Situations in which you may need to measure
length, perimeter, capacity, weight/mass, and
volume—see note near appropriate GLE
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
☛Harcourt—24.6 (532-533)
☛Project Lift—None
☛Linking Math— B12
☛LCC Activities—See the Activity Alignment
Document for ideas
48
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Resources
☛LEAP Tutoring Guide—None
 identify and discuss situations in
which you may want to measure
length, perimeter, capacity,
weight/mass, and volume
☛Technology—
http://www.beaconlearningcenter.com/WebLess
ons/BeAScientist/default.htm
http://oncampus.richmond.edu/academics/educa
tion/projects/webunits/measurement/
http://www.figurethis.org/challenges/c15/challe
nge.htm
http://www.bbc.co.uk/schools/ks2bitesize/maths/
shape_space/measures/play.shtml
http://www.bbc.co.uk/education/mathsfile/shock
wave/games/animal.html
27.
E
Use unit conversions within
the same system to solve
real-life problems (e.g., 60
sec. = 1 min., 12 objects = 1
dozen, 12 in. = 1 ft., 100 cm =
1 m, 1 pt. = 2 cups) (M4)
(N2) (M5)
Bloom— Application
 calculate one and two-step
conversions between different units
of length, capacity, and weight/mass
within the same system, either
customary or metric
 LEAP HINT: Provide practice with two-step
conversions—pints to gallons, inches to yards,
centimeters to kilometers, etc
 Use real-life problem solving context to convert
units of measure within the same system
 Recall or discover how many _____are in a
____
► seconds/minute
► inches/foot
► centimeters/meter
► meters/kilometer
► centimeters/kilometer
► grams /kilogram
► cups/pint
► objects/dozen
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
☛Harcourt—24.3 (526-527)
[For students still struggling with division,
remind them to use the “T-chart”.]
25.2 (544-545) [You may want to make
your own worksheet rather than use these
pages]
☛Project Lift—Focus 6, 13, 18
☛Linking Math—A57, C12, C13
☛LCC Activities—
Activity 1: Test Those Measurements
Activity 11: Customary and Metric
Measurement
☛LEAP Tutoring Guide—None
49
Lafayette Parish School System Curriculum Map
Mathematics: Grade 4
Unit 5: Customary and Metric Measurement
Grade Level Expectations
TLW be able to:
Instructional Notes/Strategies
Resources
☛Technology—
http://harcourtschool.com/activity/con_mat
h/g04c24.html
http://harcourtschool.com/activity/con_mat
h/g03c25.html
http://www.mrnussbaum.com/soda/index.ht
ml
http://www.quia.com/cb/98094.html
Focus 5-5: Deductive Reasoning (3 Days)
38
E
Solve problems involving
simple deductive reasoning
(D-3)
Bloom-- Synthesis
 employ deductive reasoning to make
conjectures, solve simple logic
problems, and judge the
reasonableness of answers
 Deductive reasoning is the process by which a
person makes conclusions based on previously
known facts.
☛Harcourt—26.6 (576-577)
Thinker’s Corner (285, 575)
 One example: Erica, Tiffany, Jeremy, and
Quincy were in a bicycle race. Erica finished
after Jeremy, but before Quincy. Tiffany
finished first. What order did the children
finish the race?
☛Linking Math—None
 Another example: If a red ball and a blue ball
are in a bag, and each color ball is drawn onehalf of the time, we come to believe that each
color ball has a 50% probability of being drawn
at any one time.
☛Technology—
http://www.linkslearning.org/Kids/1_Math/
2_Illustrated_Lessons/7_Tangrams/index.ht
ml
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
☛Project Lift—Focus20
☛LCC Activities—See the Activity Alignment
Document for ideas
☛LEAP Tutoring Guide—Pages 101B-109B
http://www.mathplayground.com/logicgam
es.html
50
ACTIVITIES
FOR YOUR CONSIDERATION
Activity 1: Test Those Measurements (GLEs: 14, 15, 16, 20, 22, 24, 25, 27)
Materials List: chart paper and markers, objects that have a traditional measurement, customary and metric rulers, catalogs, paper, pencil
Have the class brainstorm (view literacy strategy descriptions) traditional measurements that are accepted standards: 8 ½ x 11-inch paper, 3 x 5 index cards, 3 ½ -inch
floppy disk, etc. Ask students to check those measurements and record the results. Using rulers marked in ¼ inch, students should record their measurements to the nearest
¼ inch. Repeat the measurement activities using a ruler marked in mm. Explore what other traditional measurements are considered standard: letter-size envelope or folder
and legal-size envelope or folder, 8 x 10 photograph, 5x7 photograph, etc.
As an extension to this activity, students create story chains (view literacy strategy descriptions) using some of the customary measurements listed in the brainstorming
activity, or they may come up with another object that is made in a traditional measurement that they find in a catalog. Model the exercise, and then students create their
own problems.
Example:
Student 1-Angie was planning a party, and she was going to decorate the tables with tablecloths. Student 2-When she went to the store she didn’t know what size tablecloth
to get. Student 3-She went back home and measured her table. Student 4-The table was 4 ft. by
5 ft. The tablecloth had to be at least 4 ft. x 5 ft. to work. Students together (after looking up the dimensions of tablecloths)-The tablecloth that she bought was 50 inches by
70 inches. Would it fit? Students write: 4 ft. = X in., 5 ft. = X in. 50 in. x 70 in. ≥ N (Size of the table)
Answer: Yes because 4 ft. = 48 in. and 5 ft. = 60 in. and 50 in. x 70 in. > 40 in. x 60
Activity 5: Area vs. Perimeter (GLEs: 19, 25, 40)
Materials List: square tiles, grid paper, pencil
Provide square tiles and grid paper for students. Give them an area measurement and have them create all the possible quadrilaterals with that area out of the square tiles.
Have them record their findings on the grid paper. After they have found all the possible quadrilaterals with that area, have them record the dimensions and the perimeter of
each shape. Have them discover if the perimeters are the same when the areas are the same. Have them repeat this activity but this time all the quadrilaterals must have the
same perimeter. Have them discover if the areas of the quadrilaterals remain the same when the perimeter is the same.
Example: If the area given is 12 square units, the possible dimensions for a quadrilateral with that area are: 12x1, 1x12, 2x6, 6x2, 3x4, 4x3.
Activity 11: Professor Know-It-All (GLEs: 4, 10, 13, 19) * From Unit 5
Materials List: number cards, dry erase marker, whiteboard
Play a modified version of professor know-it-all (view literacy strategy descriptions) Put students in groups of four. Have the group choose one person in their group to be
the ―professor.‖ Each group will be given a number card. The other members of the group
will give clues to their ―professor.‖ The Professor has three chances to guess the number. If he cannot guess the number by that time, a professor from another group may
try. If they are correct, that team steals the point and then continues with their group’s turn. For example: If the quotient, The Professor (group member 1) had to guess, was
45, Group member 2 could say, ―It’s a multiple of 5. Group member 3 could say, ―It is greater than 40 but less than 50.‖ Group member 4 could say, ―Nine is a one of the
factors.‖ Professor know-it-all would write his answer on the board.
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
51
Activity 11: Customary and Metric Measurements (GLEs: 24, 27)
Materials List: Internet or encyclopedias, Customary and Metric Measurements BLM, paper, crayons, pencil, chart paper, learning log notebook
Have students create a vocabulary self-awareness (view literacy strategy descriptions) chart using Metric Measurements BLM, about measurement. Do not give students
definitions at this time. Ask students to rate their understanding of each word with either a ―+‖ (understands well), a ―√‖ (limited understanding), or a ―-―(don’t know). Over
the course of this unit, students will return to this chart and add new information to it. The goal is to replace all √ and – with +. Because they will be returning often to this
chart, they will have multiple opportunities to practice and extend their knowledge.
Students devise measurement questions like the following, research the answers, and provide customary and metric measurements (linear, weight, capacity or volume
measurements).
Example: How tall is the Eiffel Tower? How long does an anaconda grow? How much does a baby rhinoceros weigh? Display the results of the activity with pictures and
measurements in a classroom measurement chart, from shortest to longest, or lightest to heaviest. Have students add to their Measurement Table in their math learning logs
(view literacy strategy descriptions) information about volume, weight, and capacity.
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
52
Activity 20: What’s My Capacity? (GLEs: 21, 27)
Materials List: variety of containers, paper, pencil
Provide students with several irregularly shaped empty containers that hold a specified number of fluid ounces or milliliters. Provide students with standard measures of
capacity (liquid cold medicine cup marked off in ounces, eyedropper marked off in milliliters, cup, pint, quart, liter, and gallon). Working in pairs, students will discover the
capacity of each of the containers and label each one appropriately. Have students create a table showing unit conversions for capacity.
(2 cups = 1 pint, etc.)
Activity 21: What’s My Volume? (GLEs: 15, 18, 20, 21)
Materials List: variety of empty boxes, centimeter or inch cubes, paper, pencil
Have students bring in several different shoeboxes, cereal boxes, etc. Working in pairs, students will discover the volume of these containers by stacking centimeter cubes
or inch cubes inside the boxes. After student pairs have calculated the volume by using the cubes, then have them measure the length, width, and height of the boxes to the
nearest quarter inch or millimeter. Using the measurements obtained, students will write a number sentence that describes the volume of the boxes.
Activity 22: Can It Be True? (GLEs: 18, 19, 21, 25)
Materials List: paper, pencil
Students working in cooperative groups will create number sentences that relate to finding perimeter, area, or volume of a set of objects. The number sentences can be either
true or false. The challenge is for other student groups to determine if the number sentences are correct.
Example:
Group 1--- A box is 12 inches long and 8 inches wide. To find its perimeter we would add 12 inches and 8 inches. A group member writes on the board 12 + 8 = P.
Another Group responds---That is a false number sentence. To find the perimeter of that box you would add 12 in. + 8 in. + 12 in. + 8 in.
A group member writes 12 + 8 +12 + 8 = P.
Another Group responds---Group 1’s number sentence is false. To find the perimeter of that box you could multiply 12 by 2 and 8 by 2, and then add that together. (2
Lengths + 2 Widths) A group member writes 2(12) + 2(8) = P.
Both teams would receive a point. The team with the most points after all number sentences read is the
LPSS Comprehensive Curriculum 2011-2012
Grade 4: Mathematics Unit 5
53