Relative Measurement
Topic of Lesson
Relative Measurement
Target Audience &
4th grade students
Learning Environment Background knowledge
Taking measurements using rulers marked with halves and fourths of
an inch
Know how to measure and estimate liquid volumes of objects using
standard units of ounces and gallons.
Estimate and measure the mass of an object in ounces and pounds
Learning Environment is outside around Loeb Fountain
Instructional Objectives
Given a unit of liquid measurement, the student will be able to identify
an object that is equal to that unit within 2 minutes.
Given a length to measure, students will be able to correctly identify
another object that is equal or close to the same length, within 2
minutes.
Given the unit of weight for an object, the student will be able to
estimate the weight of an object in pounds or ounces within 2 minutes.
Materials
Laptop computer
Gallon of milk
Measuring tape
Quarters
Liter of Water
Instructional
Procedures
1. students will be put into three groups
2. student will be assigned an instructor
3. instructor will rotate students to each station allowing 10 minutes in
each station
a. Station one: Liquid measurement
students will be lead to the Loeb Fountain on Purdue University's
campus
When arrived, students will be asked to give several ideas as to how
they would measure the amount of water in the Loeb Fountain and why
they think that
1. Some answers may include gallons, cups, pounds, etc.
Students will then be put into a circle to watch a video introduction
over liquid measurements
The students will then be asked the same question and why they think
that now
The students will then be told that the Loeb Fountain releases about
2,200 gallons each minute.
Teacher will then show students a gallon of milk and tell the students
that the Loeb Fountain goes through 2,200 of those each minute!
b.
c.
1.
1.
2.
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4.
5.
6.
7.
Standard
Students will then be told to think of different items that would have as
much liquid as a gallon of milk.
Station two: Length Measurement
Students will be taken to the tables along the side of the Loeb Fountain.
After arriving, students will be asked by the instructor on different
ways they could measure the length and width of a table to find the
area.
Students will then sit around the table and be shown a video on
different units of length and how to measure the length of an object.
The instructor will review the video with the students and how that
compares to their preview answers. (ii)
Students will then in partners try to estimate the area they think that the
table is. (in square inches)
Each pair of students will then be given a measuring tape.
Each pair will measure the actual length and width of the table in
inches, then calculate the area.
As a group with instructor guidance, the students will brain storm other
object that are around the same area.
Station three: Weight Measurement
Students will gather around in a circle near LOEB Fountain.
Students will be presented with 5 quarters (1 ounce) and a bottle of
soda (1 pound) as a representation of each weight unit.
Students will be presented with a video explaining different units of
weight.
Allow students to pass around bag of quarters and bottle of soda to feel
the weight difference between an ounce and a pound.
Students will be instructed to guess whether the objects should be
measured in pounds or ounces.
Answers from students should be given in either pounds or ounces.
Teacher will ask students to estimate the weight of objects, and after
receiving different students answers, will reveal the actual weight of
each object.
hand- 0.5 lbs, 8 oz.
head- 8 lbs, 128 oz.
foot- 1 lbs, 16 oz.
leg- 15 lbs, 240 oz.
brain- 3 lbs, 48 oz.
heart- 1 lbs, 16 oz.
gallon of water- 8.5 lbs, 136 oz.
4. M. 2. Know relative sizes of measurement units within one system
of units, including km, m, kg,g,lb,oz; hr, min, sec. Express
measurements in a larger unit in terms of a smaller unit within a single
system of measurement. Record measurement equivalents in a twocolumn table.
Motivation Strategies
Getting the kids to go outside and learn about measurement will allow
the students to apply this to whenever they are outside. Using this
strategy of applying to real life situations will encourage the students to
try to use measurements outside of school.
Evaluation
Students will be provided a quiz that will contain three different
objects, and then they will be told to identify the correct referent unit of
measurement for each situation.
Technology Integration
Technology will be integrated to show different ways to use
measurement and also instruction as to how they should be used.
References
Huang, H. E., & Witz, K. G. (2011). Developing children's conceptual
understanding of area measurement: A curriculum and teaching
experiment. Learning & Instruction, 21(1), 1-13.
doi:10.1016/[Link].2009.09.002
This article talks about an experiment that was taken to evaluate how
well students can generate area equations. The conclusion was that
students in fourth grade do not fully understand the relative
measurements therefore they cannot compare their answers. They
deemed that it is essential for students to know the order of operations
forwards and backwards in order to fully understand this concept of
relative measurement in area.
Canigli, J. (1994-2015). Measurement systems: reading the ruler.
National Council of Teachers of Mathematics, 2(1), 49-50.
This article discusses students practice in working through exercises
involving different forms of relative measurement. It also states the
standards of mathematical teaching curriculum in the various
elementary grade levels. The article also discusses the four essential
parts of reading a ruler. These parts include; a history of measurement,
developmental lessons in reading the ruler, basic measurement
exercises, and a test for comprehension. The conclusion was that
students need to have a strong background in different units of
measurement in order to successfully measure and convert the units of
measurement.
Name _____________________________
Date ____________
Matching Mania Quiz
Write the correct measurement unit that would be used for each situation in
the blank provided.
1.
The amount of water in a pool could be measure in ___________.
Why do you think this?
______________________________________________________________________
_____________________________________________________________________.
2.
The weight of a dog could be measured in ___________.
Why do you think this?
____________________________________________________________________________
_______________________________________________________________.
3.
The length of a table could be measured in ___________ and/or ___________.
Why do you think this?
____________________________________________________________________________
_______________________________________________________________.
