Measurement


 * Title: Measurement **

**//Measuring Penny//** by Loreen Leedy, Henry Holt & Co., 1997, ISBN# 978-0-8050-6572-5 See vocabulary activities
 * Subject Area ** : Measurement, Math
 * Grade Level ** : 3/4
 * Text Connection: **
 * Vocabulary: ** Measurement Vocabulary Cards


 * Activity #1 U.S. Standard Measurement Chart **


 * Materials ** : Standard U.S. Measurement worksheets, tape measure, markers, glue, piece of chart paper, watch with a second hand

The objective with this activity is for the student to have some experience thinking and talking about units of measure. Student can hang the chart on the wall or keep it in a math folder to aid her in math work. 1. Length chart: Student should use the tape measure and find things around the room that are the size listed on the chart and fill in the blanks. 2. Weight chart: Student should think of objects that weigh about the weight given and fill in the blanks. As a guide, a glue stick weighs about one ounce (oz), a hard cover book weighs about one pound (lb), and a very small car weighs about one ton, or 2,000 pounds. 3. Time chart: Student should think about what she can do in that period of time. If necessary, use a watch and time the student to come up with ideas. 4. Temperature chart: Student should think about what kinds of clothes and/or activities he would do in that kind of temperature. As a guide, 0 ° very cold, 32° water freezes , 50 ° cool weather, 70 ° warm, 85 ° hot.
 * Procedure: ** Read the book together, taking time to talk about ways that people measure. This activity will focus on the standard U.S. measurements (inches, pounds, Fahrenheit) so it would be good to talk a little bit about both systems (metric and standard) listed in the book. Be sure that the student understands and answer questions as they arise. Also find out it the student has had experience with some non-standard ways of measuring such as with handspans or paperclips. Be sure that the difference is clear and the student understand why we use standard measurement most of the time. Choose a vocabulary activity to reinforce meaning.
 * Activity Directions: **

Mount these pages on a piece of construction paper or chart paper so student can refer to it.


 * Activity #2 Measurement Worksheet **


 * Materials ** : Measurement worksheet, tape measure or yardstick, watch with a second hand

After reading the book complete the worksheet to give students some experience with the different measurement systems. This worksheet can be completed after finishing Activity #1.
 * Procedure: ** Read the book together, taking time to talk about ways that people measure. This activity will focus on the standard U.S. measurements (inches, pounds, Fahrenheit) so it would be good to talk a little bit about how both systems are listed in the book. Be sure that the student understands and answer questions as they arise. Also find out it the student has some non-standard ways of measuring and be sure that the difference is clear. Choose a vocabulary activity to reinforce meaning.
 * Activity Directions: **


 * Activity #3 Volume Chart **

The objective with this activity is for the student to have some experience thinking and talking about volume as a unit of measure and to have an idea of how much the different units represent. Student can hang the chart on the wall or keep it in a math folder to aid her in math work. 1. Take one piece of paper and have student draw a rough sketch of a gallon container, filling as much of the paper as possible. He should then label the container with “1 gallon” in big, bold letters. Throughout the process of assembling the chart, you can be talking about how many quarts make a gallon, how many cups make a pint, etc. 2. Take a second piece of paper and have student fold it twice so that when the paper is opened, there are four squares. The student should label each square with the words “1 quart” in big, bold letters. Student can cut these squares out on the fold lines. 3. Take a third piece of paper and have student fold it three times so that when the paper is opened, there are eight squares. The student should label each square with the words “1 pint” in big, bold letters. Student can cut these squares out on the fold lines. 4. Take the fourth piece of paper and have student fold it four times so that when the paper is opened, there are sixteen squares. The student should label each square with the words “1 cup” in big, bold letters. Student can cut these squares out on the fold lines. 5. Now, student can assemble the chart by putting the “gallon” square in the middle of the paper and gluing it in place. Next, have student place the four “quart” papers off of each corner of the paper. Student can draw lines from the corners of the papers to the “quart” papers. This will look like a web when you are finished. 6. Continue connecting the “pint” pieces of paper off of the “quart” pieces so that they each come off the corner of the “quarts”. Finally, connect the “cup” pieces of paper off of the “pint” pieces of paper. 7. When the student has finished gluing all of the pieces of paper, she can label the paper “Volume Chart” or something else relevant. You can then ask questions, about cups, pints, quarts, and gallons eg. If you have 8 cups, how many quarts would you have? 8. Chart can be displayed on the wall.
 * Materials ** : 4 pieces of 8 ½ x 11 inch paper, markers, glue, scissors, piece of chart paper
 * Procedure: ** Read the book together, taking time to talk about ways that people measure. This activity will focus on volume. Be sure that the student understands and answer questions as they arise. Choose a vocabulary activity to reinforce meaning.
 * Activity Directions: **

Cups, Quarts, Pints, Gallons Inches and Feet Ounces, Pounds, Tons
 * Brain Pop Jr. resources: **
 * Additional resources: **
 * //How Big is a Foot// ** by Rolf Myller, A Yearling Book, 1990, ISBN# 0-440-40495-9