Measurement

Measurement Measurement - Start

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Measurement




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Presentations text content in Measurement

Slide1

Measurement

Slide2

Can you name any objects in the room that are smaller than 1 centimeter? Why would you use millimeters instead of centimeters to measure?

10 millimetres = 1 centimetre

Draw 1 millimeter on your paper using a ruler… what did you learn about millimeters from doing this?

http://convertplus.com/en/conversion-length

Slide3

Millimeters and Centimeters

Complete page 1 and 2 in Student Booklet Complete page 64 in Student Workbook

Slide4

Journal – Millimetres (mm)

Complete page 3 in Student BookletIn our world what would we measure with themillimetre unit and why is this unit useful?

Slide5

Millimetres, Centimetres and Metres

Create large shapes on the floor using masking tape. Measure them by following your lines with string and then measuring the string using a metre stick.How would this measurement change if you used a different unit of measurement? m? cm? mm? Try each one!

Slide6

Converting Units

Millimetre

(mm)

Centimetre (cm)

Metre (m)

1 mm

0.1 cm

0.001 m

10 mm

1 cm

0.01 m

100 mm

10 cm

0.1

m

1000 mm

100

cm

1 m

Slide7

Converting Units

Complete page 4 in your Student Booklet

Remember that next day we will be taking a

short walk around the community. Please

remember to dress warm!

Slide8

Walking 1 Kilometre

1 kilometre = 1 000 metres

Slide9

Kilometres

Distance from home to schoolLess than 1 kmMore than 1 kmAbout 1 km

How far do you travel to get to school?

Predict how many times you would walk around the school to travel 1 kilometre

Slide10

Estimating Units of Measurement

Which unit of measurement would you use to measure…

The distance from the hospital to the school?

The tip of your pinky finger?

A pencil?

A car?

Millimetres (mm), centimetres (cm), metres(m) or

kilometres

(km)

Slide11

Estimating Units of Measurement

Complete Student Workbook page 65Complete Mapping Activity in Student Booklet pages 6 – 8

Slide12

Choosing the Right Unit

Choose five parts of your body to traceGet a partner to trace you using pencil and chart paperMeasure your body parts using the appropriate unit of measurementRecord on page 9 in student booklet

Slide13

Journal – Converting Units

Complete page 10 in student bookletIf you change metres to centimetres, willthe numerical value become greater orless? Why?

Slide14

Perimeter and Area- Rectangles

http://www.amathsdictionaryforkids.com/dictionary.html Perimeter - The area around somethingPerimeter of a rectangle = l + l + w + w Area – the amount of space an object coversArea of a rectangle = length x width

Slide15

Find the Perimeter

Perimeter of a rectangle = 2l + 2w or 2 (l + w) Create as many rectangles as you can with a perimeter of 20 cmhttp://nlvm.usu.edu/en/nav/frames_asid_281_g_2_t_4.html?open=activities&from=topic_t_4.htmlComplete page 66 in student workbook

Slide16

Find the Area

Area of a rectangle = length x width

Complete page 67 in student workbook

Slide17

Pigs robert munsch

http://robertmunsch.com/book/pigs

Megan is told to feed the pigs, but not to open the gate. She does of course, and the results are hilarious as the pigs help themselves to coffee and the newspaper at the breakfast table, follow Megan to school, and ride home by way of the school bus.

Slide18

Constructed Response - Area

Complete the constructed response on page 11 of the student bookletA farmer has 100 m of fencing to make a pen for his pigs. He decides a rectangle would be the best shape.What are some possible sizes of pens he could make?How do the areas of the pens compare and what sizethey would recommend and why? What pen has the greatest area? What is special about this rectangle?

Slide19

Find the perimeter and area of a classroom door, then come up with a concept for our “Spring” door.

Draw your door and list all the necessary materials and their measurements. Write your name at the top and enter it into the teacher inbox to deicide our “Spring has Sprung” door!

Slide20

Math Review

Complete unit review on page 269 in textbook

Slide21

Volume

Volume – the amount of space occupied by a 3-dimensional objectMeasured in cubic centimetres (for small objects) and metres (for large objects)Volume of rectangular prism = length x width x heightComplete page 68 in workbook

l

w

h

Slide22

Volume – Cubic Centimetres

http://www.interactivestuff.org/sums4fun/3dboxes.htmlWhat is the volume of this rectangular prism? length x width x height

Slide23

Volume – Cubic Centimetres

Complete page 69 in workbookComplete journal entry page 14 of bookletHow could you figure out how many cubes would fit in a box without filling it? Explain.

Slide24

Towers Activity

When finished complete page 15 in student booklet

Slide25

Volume – Cubic Metres

Complete page 70 in workbookComplete journal entry on page 15 in student bookletName a 3-D object that could be measured using cubic centimetres and a 3-D object that would be measured in cubic metres and explain why?

Slide26

Capacity

Capacity is used for measuring liquids or the containers that hold those liquidsIt is measured using millilitres (ml)or litres (L)

Order your containers from least to greatest…

What did you notice?

Slide27

Capacity

Slide28

Capacity – Frayer Model

Slide29

Capacity - Estimation

Mr. Franklin filled a bucket with water to clean his floor. Does the bucket probably hold 9 litres of water or 9 millilitres of water? Explain. Complete page 72 in workbook

This bottle is

1 L of water.

A millilitre is about 20 drops of water.

Slide30

Capacity - Conversion

Complete page 17 of student booklet

To convert from litres (L) to millilitres (ml) you must multiply by 1 000

1 L = 1 000 ml

To convert from millilitres (ml) to litres (L) you must divide by 1 000

1 000 ml = 1 L

Slide31

Journal Entry

Complete page 18 in student booklet

Slide32

Review

Complete review page 19 – 21 in student bookletPlay “Pour It!” in groups of 2-4 players


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