5.10A - Measurement. The student applies measurement concepts
involving length (including perimeter), area, capacity/volume, and
weight/mass to solve problems. The student is expected to perform
simple conversions within the same measurement system ( S I (metric)
or customary);
Note: Students need to use their TAKS Mathematics Chart on a
weekly, if not daily basis. I f they do not become comfortable using it
regularly, they won't use it on the assessment. Pose daily conversion
problems for them to solve using the chart. Example: Jimmy drank 800
milliliters of Coke last week. If he wants to drink the same amount
next week, how many liters of soda does Jimmy need to buy?
They need to do conversions for length, capacity/volume, mass/weight,
and time.
Suggested Activities/Lessons:
• 5'^ Sense
• Dana Center Questions
TAKS Objective 4: l^easurement. Tlie student will demonstrate
an understanding of the concepts and uses of measurement.
Overview
Materials
Vocabulary
Lesson:
Students will make tools for measurement conversions and practice using
them.
1. poster paper or adding machine tape
2. tape
3. markers
4 . TAKS charts
All measurement units and their abbreviations, relationship, equivalent
L Build an expanded yard stick: (Expanded yard stick, picture follows
lesson.)
• Using poster paper or adding machine tape, make a strip of white
paper 1 yard long and label it on " 1 y a r d " .
• Make another strip o f white paper 1 yard long and divide it into 3
feet and label each foot.
• Make another strip o f paper 1 yard long and divide it into 36 inches.
• Label the whole strip " I n c h e s " and number each inch.
• Color the 1 2 * and t h e 2 4 * mark a different color.
2. Show students that the expanded yard stick is a tool that can be used to
convert from one unit of linear measure to another within the customary
measurement system.
3. Ask questions that require conversions. Allow students to use t h e
expanded yard stick.
How
Etc.
How
How
Wili
How
many inches are in 1 foot? Two feet?
Three feet? Four
many feet are in one yard?
many feet are in two yards? Three yards? Four yards?
we have more feet or yards for this
length?
much of a yard is one foot? Two feet? Four feet?
zyLesson 15?I$B
1
feet?
Etc.
4.
Look at the question, "How many inches are in one foot?"
would this look like?
1 foot =
Let's look at how we would
2 feet
3 feet
4 feet
?
What
inches
write some ofthe
=
?
inches
=
?
inches
=
?
inches
other
problems.
Ask yourself, "Are Inches smaller or larger than / e e f ? " ( s m a l l e r )
What was the answer to the question, "How many inches are in
one foot?"
{12)
Let's write out the answers we already
found.
1
2
3
4
Do you see a pattern
a table
form.
foot
feet
feet
feet
=
=
=
=
12
24
36
48
inches
inches
inches
inches
in the numbers?
We can also look at this
Feet
Inches
1
12
2
24
3
36
4
48
in
.
Notice the number of Inches is larger than the number of feet.
This makes sense because it will take more Inches to make a foot.
What is the pattern?
What do you do to the number of feet to get
the number of yards? (multiply by 12)
Feet
Inches
Lesson 5?liiB
1 xI2 =
12
2 X 12 =
24
3 xl2 =
36
4 xl2 =
48
1
2
So, as a rule, we can say that when converting from a larger
(feet) to a smaller unit (inches),
we must
multiply.
unit
5. Using your expanded yard stick, answer the question, " H o w much of a
yard is one foot?" _? yard = 1 foot
1 yard
2 feet
You can see 1 foot is -
ofa
3 feet
yard because
1 yard
I reet
Two feet Is - ofa
it is 1 out of 3
feet.
3 feet
yard.
Let's look at this in a table form. We know 3 feet equals one
yard and 6 feet equals 2 yards. But we need a place in the
table to find how much ofa yard is 1 foot.
Feet
Yard
1
2
3
1
4
5
2
6
rule for this
table.
What is the
What do you do to the 3 to get 1? What do you do to the 6 to
5 r e f - 2 ? ( d i v i d e b y 3)
Yard
Feet
1
1
-r 3
3
2
3 -f 3
=
1
=
2
4
5
6
Lesson M d r B
-r 3
So, as a rule, when going from a smaller
divide.
unit to a larger
unit,
you
X
Smaller Unit
Larger Unit
Summarize:
6. A drawing or a table can be used for all
measurement
conversions.
Use the measurement
conversion tables
come with the TAKS test.
7. Whenever asked for a fractional part ofa measurement,
with a fraction and use
substitution.
For
that
start
example:
250milligrams
is what fractional
part ofa
gram?
250 milligrams
1 gram
Since 1 gram is equivalent
milligrams)
use
substitution:
250 milligrams
1,000 milligrams
Debriefing
Questions
1. Ifwe measure
and then feet,
2. How do you
Lesson'^S^B
to 1,000
milligrams
25 milligrams
100 milligrams
(1 gram
=
1,000
1 milligram
4 milligrams
a length of measure with smaller inches
first
will we have more inches or feet? (inches)
know?
4
What is the rule for converting from one unit of measure
to
another? (\Nhen converting from a larger unit of measure to a smaller
unit of measure, you multiply. When converting from a smaller unit o f
measure to a larger unit of measure, you divide.
Guided
Practice
4.
What toois can be used for converting
(expanded yardstick and pictures)
units of
measures?
5.
What are some strategies you can use for converting units of
measurements?{(irm
a picture, make a table, substitute equivalent
units o f measure)
Use the TAKS measurement conversion table to make a drawing or table t o
answer the following problems.
1. How many centimeters are equivalent t o 30 meters?
Let's make a drawing first
Look at the TAKS
measurement
conversion chart to see if how many centimeters
are
equivalent
to 1 meter. ( 1 meter = IOO centimeters)
1 meter
100 centimeters
So,
1 meter
100 cm
1 meter
100 cm
1 meter
100 cm
1 meter
100 cm
1 meter
100 c m
Each meter is equivalent to 100 centimeters.
So, if there
are
30 meters, then you willhave 30 groups of 100
centimeters.
30 X 100cm = 3,000 c m .
Meters
Centimeters
1
100
2
200
3
300
4
400
...
30
Lesson 5 S f B
?
5
What is the pattern?
What do you do to the number
to get the number of centimeters?
{xm\WpV^ by 100)
Meters
of
meters
Centimeters
1 XlOO
=
100
2 X lOO
=
200
3
XlOO
=
300
4
XlOO
=
400
•
30 X 100
...
3,000
2. What fractional part of a kilogram is 300 grams?
Solve using a table.
Grams
300
1,000
2,000
3,000
Kilograms
1
2
3
What do you do to the number of grams to get the number
(divide
1,000)
Grams
Kilograms
-f
300
1,000
300
1,000
1,000 -f 1,000
2,000 -i- 1,000
3,000 -f 1,000
Lesson-§5^:B
=
1
=
=
2
3
of
kilograms?
Write in lowest terms.
300
1,000
_
3
10
3
So, 300 grams is — of a l<ilogram.
Assessment
1. Steven poured 8 gallons of water into a washtub. How many quarts o f
water did Steven pour?
*A
32 quarts
B
2 quarts
4
C
-
quarts
D
4 quarts
2. Ashley measured a table in her house for a tablecloth. The table is 7
feet long. How many yards long is Ashley's table.
F
14 yards
G
21 yards
H
4
*J
Lesson S v l i g
yards
2 ^ yards
7
3. Which relationship between units of measure is correct?
A
One cup is -
B
One inch Is equivalent 36 yards
C
One millimeter Is equivalent to 1,000 meter
*D
of one gallon
One minute is —
of one hour
60
4. What fractional part of a day is equivalent to 18 hours?
F
of a day
18
'
3
*G
-
of a day
4
H
1
J
—
of a day
24
'
24
—
18
.
,
of a day
1 yard
1 foot
1
2
3
4
5
6
7
3 feet
2 feet
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Inches
Lesson 5.11B
9
36
Guided Practice 5 ^ Qj^j
Objective 4
TEKS^iB
Name:
,
Date:
1. How many centimeters are equivalent to 30 meters?
2. What fractional part of a kilogram is 300 grams?
Assessment g u>A
Objective 4
TEKS S^#B
Name:
Date:
1. Steven poured 8 gallons of water into a washtub. How many quarts of w a t e r did
Steven pour?
A
32 quarts
B
2 quarts
C
quarts
D
4 quarts
2. Ashley measured a table in her house for a tablecloth. The table Is 7 feet long.
How many yards long is Ashley's table.
F
14 yards
G
2 1 yards
H
4 yards
J
2-
Lesson 5.11B
yards
11
3. Which relationship between units of measure is correct?
A
One cup is ^
of one gallon
B
One inch is equivalent 36 yards
C
One millimeter is equivalent to 1,000 meter
D
One minute is —
60
of one hour
4 . W h a t fractional part of a day is equivalent to 18 hours?
F
— of a day
18
G
-
H
J
4
24
of a day
of a day
24
of a day
18
Lesson 5.1 I B
O b j e c t i v e 4 : C o n c e p t s a n d U s e s of M e a s u r e m e n t
Name
.using the ruler on the mathematics
Measure t h e following drawing to the nearest.
chart.
W h a t is t h e perimeter and area of the shaded region?
Perimeter:
I f t h e length of a rectangle is
Area:
and the area is
, what is the perimeter?
I f the area of a square is
, what Is the length of the side?
The area o f a rectangle is
. List t h e possible dimensions.
Jason's favorite show starts at
Laura Is leaving for a trip at
and ends at
. How long Is the show?
. I t will take her
to pack for the trip. What time should Laura start packing for her trip?
Objective 4 Review
1
Josh spent
working on his bike and finished at
. What
time did he begin working on his bike?
A
weighs about
A
ounces, pounds, tons, kilograms, grams, milligrams
(Circle one)
has the capacity of about
liters, milliilters, ounces, gallons, quarts, pints, cups, ounces
(Circle one)
Look at t h e figure shown. What Is the volume of t he figure?
Measurement Conversions:
•
How many
are in
?
•
How many
are In
?
•
W h a t fractional part of a
is in
?
•
W h a t fractional part of a
is in
?
,
Find t h e change in temperature f r o m thermometer 1 t o thermometer 2.
Was t he change an "increase" or a "decrease" in temperature?
I
1.
—
Objective 4 Review
1° I
I
1.
I—[°
~
2
Dana Center
(S.lO.a) Measurement. The student applies measurement concepts involving
length (including perimeter), area, capacity/volume, and weight/mass to solve
problems. The student is expected to perform simple conversions within the
same measurement system (SI (metric) or customary).
Clarifying Activity with Assessment Connections
Students estimate the number of cups needed to fill a gallon milk jug, then use a
measuring cup to pour water into the jug. Students use a marker to note the
water level in the jug after each cup of water is added. Students use the results
to create a table showing the relationship between cups and gallons.
Assessment Connections
Questioning...
Open with . . .
• Tell me about the relationship between cups and gallons.
Probe further with . . .
•
•
•
•
•
•
How many cups are in a gallon?
What part of a gallon is one cup?
How many cups are in two gallons?
How many gallons are in 32 cups? How do you know?
How many gallons are in 18 cups? How do you know?
How many cups are in 10 gallons? How do you know?
Listen f o r . . .
• Can the student describe the relationship between cups and gallons?
• Can the student use fractions to describe the relationship between cups and
gallons?
• Can the student explain how he or she determined the relationship between
cups and gallons?