Grade 4: Measure Using Common Tools and Appropriate Units

Developers

M-GLAnCE Project Directors
Debbie Ferry
Macomb ISD
Mathematics Consultant / Carol Nowakowski
Retired
Mathematics Consultant
K-4 Project Coordinator / Marie Copeland
Warren Consolidated
Macomb MSTC
5-8 Project Coordinator
2004 Project Contributors
David Andrews
Chippewa Valley Schools / William Ashton
FraserPublic Schools / Lynn Bieszki
Chippewa Valley Schools
Sharon Chriss
Romeo Schools / Kimberly DeShon
AnchorBaySchool District / Barbara Diliegghio
Retired, Math Consultant
Kimberly Dolan
AnchorBaySchool District / Jodi Giraud
L’Anse Creuse Schools / Julie Hessell
Romeo Schools
Amy Holloway
Clintondale Schools / Barbara Lipinski
AnchorBaySchool District / Linda Mayle
Romeo Schools
Therese Miekstyn
Chippewa Valley Schools / James Navetta
Chippewa Valley Schools / Gene Ogden
AnchorBaySchool District
Rebecca Phillion
Richmond Comm. Schools / Charlene Pitrucelle
AnchorBaySchool District / Shirley Starman
Van Dyke Public Schools
Ronald Studley
AnchorBaySchool District
2005 and 2006 Session/Module Developers
Carol Nowakowski
Retired, Math Consultant / Deb Barnett
Lake Shore Public Schools / Luann Murray
Genesee ISD
Kathy Albrecht
Retired, Math Consultant / Jo-Anne Schimmelpfenneg
Retired, Math Consultant / Marie Copeland
Warren Consolidated
Terri Faitel
Trenton Public Schools / Debbie Ferry
Macomb ISD

Grade 4: Measure using common tools and appropriate units.

M.UN.04.01 / M.PS.04.02 / M.TE.04.05
Measure using common tools and select appropriate units of measure. / Give answers to a reasonable degree of precision in the context of a given problem. / Carry out the following conversions from one unit of measure to a larger or smaller unit of measure: meters to centimeters, kilograms to grams, liters to milliliters, hours to minutes, minutes to seconds, years to months, weeks to days, feet to inches, ounces to pounds (using numbers that involve only simple calculations).

INSTRUCTIONAL SEQUENCE:

Grade Supporting Measurement GLCEs

Grade 4: Read, interpret and compare decimal fractions.

N.ME.04.15 / N.ME.04.16 / N.ME.04.17 / N.ME.04.18 / N.MR.04.19
Read and interpret decimals up to two decimal places; relate to money and place value decomposition. / Know that terminating decimals represent fractions whose denominators are 10, 10x10, 10x10x10, etc., e.g., powers of 10. / Locate tenths and hundredth on a number line. / Read, write, interpret, and compare decimals up to two decimal places. / Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths.

Grade 4: Understanding fractions. Grade 4: Add and Subtract fractions.

N.ME.04.20 / N.MR.04.21 / N.MR.04.23 / N.MR.04.27
Understand fractions as parts of a set of objects. / Explain why equivalent fractions are equal, using models such as fraction strips or the n umber line, for fractions with denominators of 12 or less, or equal to 100. / Understand the relationships among halves, fourths and eighths and among thirds, sixths and twelfths. / Add and subtract fractions less than 1 with denominators 12 or less and including 100, in cases where the denominators are equal or when one denominator is a multiple of the other, e.g., 1/12 + 5/12 = 6/12; 1/6 + 5/12 = 7/12; 3/10 - 23/100 = 7/100.

Grade 4: Estimate.

N.FL.04.34 / N.FL.04.35 / N.FL.04.36
Estimate the answers to calculations involving addition, subtraction, or multiplication. / Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. / Make appropriate estimations and calculations fluently with whole numbers using mental math strategies.

M-GLAnCE - Fourth Grade – Session 3 – Measurement with Weight and Capacity – Participant Packet
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Tips / Common Misconceptions

Be sure students understand the difference between an attribute: a characteristic of an object, such as weight or height; and a unit: a specified quantity used as standard of measure, such as inch or pound.
When students disagree with each other, encourage them to justify their reasoning to each other or the class. Often they are correct in their thinking but they are not answering the question given.
Sometimes it may be necessary for the class to
come to some consensus.
Make every opportunity so ALL children have a turn at participating: changing roles in the activities from recorders to measurers, explaining their rationale, illustrating their answer for their group/ and or class, etc. It is too easy to let the more vocal students respond so we can move on.
Solving problems without giving students time to think about them often leads to “fragile knowledge”.
The purpose of the questions asked on the worksheets is not always for a grade but for discovery, reasoning, justifying, and communication.
Spread out the amount of practice on a topic or related topic, so as not to overkill them.
Be sure students know and use the abbreviations for inch, centimeter, liter, etc.
When giving real world examples of measurements it is important to be specific and give models in order for the student to visualize accurately.
Customary units are usually written in fraction form while metric units are usually written in decimal notation.
Giving students time to become familiar with any measuring tool or unit is important for their understanding.
The more compact particles are (or the less air space between particles) the measurement of volume will be smaller. (Crushed/condensed potato chips take up less space than whole potato chips.)
Mass & Weight are NOT equal in space, i.e., the further away from the earth’s center (gravity), the less weight there is but the mass is the same. (Mass is the amount of matter in an object and weight is the pull or force of gravity on an object.)

Students often misread rulers because there are too many increments placed on standardized rulers.
Students do not see the distance between each mark as the increment to be counted.
When comparing different measurements, students will often just look at the numbers and not the units.
They will often want to measure first rather than estimate and do not realize a measurement is incorrect or inappropriate.
When measuring capacity, it is sometimes confusing because capacity refers to the maximum amount something can hold while volume refers to the space taken up by the object. Capacity is always greater than or equal to the volume.

M-GLAnCE - Fourth Grade – Session 3 – Measurement with Weight and Capacity – Participant Packet
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Fourth Grade Participant Packet Session 3

Focus on: Basic Measurement

Name of Activity / Description of Activity / Materials/Handouts / Key Tips for Presenter

Introduction to Measurement

CLASS DISCUSSION: Using one of the suggested objects, brainstorm the different types of attributes that could be measured. Record on overhead or chalkboard.
Brainstorm and list all units that could be used to measure the attributes.
Categorize the units as linear, volume/capacity, and mass/weight measures.
Then categorize the units by customary vs. metric and write under proper headings.
Each sheet should have a final titles and be divided into 2 columns entitled:

CUSTOMARY UNITSMETRIC UNITS

REVIEW by having the class match the appropriate tools to the measurement categories. Sort the tools and place them in 3 boxes labeled LINEAR, CAPACITY/VOLUME, & WEIGHT/MASS. Set these boxes aside for later.

Bucket/wastebasket/ can/bottle/or box, etc.
Overhead/chalkboard

Rulers & yardsticks
Rulers/ meter sticks
Measuring spoons & cups
Pint/quart/1/2 gallon/ gallon containers
Milliliter/Liter containers
Various balances & scales

/ To avoid confusion between attributes and units of measure, check each by using the sentence: “I want to measure the of this wastebasket.” That will give you the attribute being measured.
If all attributes of the object are not found, use another object that would use that attribute, i.e., a bottle for capacity, box for linear, etc.

Be sure students learn and use abbreviations for all units.

Have the various measurement representations on hand so students can readily match them up. You can include more than one of each container or tool to illustrate differences. (meter stick vs. tape measure)

Linear Measurement

Begin the REVIEW of linear measurement by asking students to put the units listed on the overhead/board in order from least to greatest. (You may take out the box of the saved linear tools to help them visualize.)
Write this revised list on a sheet of chart paper to be kept posted in the classroom.

Ask the students to write down each unit on their own sheet of paper and give a real-world representation, i.e., a food item, like a Wheat Thin, an M&M; the distance from the chalkboard to the floor; the width of a finger; etc.

CLASS DISCUSSION: have students share their real-world objects and discuss their appropriateness.

Linear tools
Chart paper
Lined paper

This visual representation is an INFORMAL ASSESSMENT of their prior knowledge.

The students should copy the list as a reference for themselves, and after the class discussion they could choose and write the real-world object that makes the most sense for them.

Metric Measurement Activity

Review how to read a metric ruler and meter stick. Be sure students understand and see that there are 10 mm in each cm, 10 cm in each dm, 10 dm in each m.
Using a meter stick or a centimeter ruler, have the students measure predetermined objects to the nearest centimeter (or if possible, to the nearest millimeter). Then have the students fill in Recording Sheet #1 for the other equivalent metric measures.

CLASS DISCUSSION on the questions found on the bottom of the Recording Sheet.

Recording Sheet #1
Rulers
Meter sticks
Objects such as 3x5 index cards, 1” tiles, straws)

Do not have students measure in meters or decimeters.

Gallon Man Activity

For each color page, fold and cut to make the appropriate equivalences:

Color sheet 1: the body --- represents the GALLON. (Write “1 gallon” on his chest.)
Color sheet 2: fold and cut into “fat” quarters – the thighs and upper arms --- represents the QUARTS (Label “1 quart” on each fourth.)
Color sheet 3: fold and cut into “long” eighths – the calves and lower arms --- represents the PINTS (Label “1 pint” on each eighth.)
Color sheet 4: fold and cut into “long” sixteenths – the feet and hands --- represents the CUPS (Label “1 cup” on each sixteenth.)
Use paper fasteners or glue to attach the pieces together to create the Gallon Man.
Use the Gallon Man as a reference for customary capacity measurements.

4 sheets of different colored paper per student (not construction paper)

Scissors

29 paper fasteners per student (or gluing is optional)

As you fold each piece, be sure to tie in with fractions and ask students what they notice about the relationships of the pieces, i.e., 4 quarts = 4 fourths = 1 gallon = 1 whole; 1 quart = 2 pints; 2 quarts = 4 pints or 1/2 gallon, etc. As you work with each sheet, be sure to cover original sheet (gallon) with the cut parts to show equivalency.)

This can be used in Science with the study of the human body: Upper arms – 1 bone; Lower arms – 2 bones; 4 fingers/4 toes

Introduction to Capacity

Begin the REVIEW of capacity/volume by asking students to put the appropriate units previously listed on the overhead/board in order from least to greatest. You may take out the box of saved capacity tools to help.
Write this revised list on a sheet of chart paper to be kept posted in the classroom.
Then ask the students to write down each unit and give a real-world representation, i.e., a dose of cough syrup, eyedropper/teaspoon for medicine, coffee cup, pop bottle, school milk container for the 1/2 pint, etc.

CLASS DISCUSSION: have students share their real-world objects and discuss their appropriateness.

Box of saved capacity tools
Chart paper
Lined paper

This visual representation is an INFORMAL ASSESSMENT of their prior knowledge.

The students should copy the list as a reference for themselves, and after class discussion they could choose and write the real-world object that makes the most sense for them.

Literature Connection

Read Lulu’s Lemonade.
CLASS DISCUSSION on the book and measurements used. Use the last page, pg. 32, and Gallon Man to calculate the total amount used in making the lemonade. Ask questions like: Does this come out to be exactly a gallon? How can you make it become a gallon? (Ice)

Lulu’s Lemonadeby Barbara deRubertis

Since the ice that needs to be added to the lemonade is difficult to accurately measure using a measuring cup, this is a good time to teach displacement and how it relates to volume/capacity.
Doing a class demonstration on water displacement would be meaningful, as well as help explain the difference between capacity and volume: putting a rock in water – or even butter in water (which could tie into cooking) etc.
The literature book, Mr. Archimedes Bath by Pamela Allen, would be an excellent source for understanding displacement.

Working with Capacity

These activities will be focusing on the customary units of tsp, tbsp, cup, 1/2 pint, pint, quart, 1/2 gallon, and gallon. (You can do similar activities that focus on the metric units.)

Representations of the different capacity measuring tools

Be sure students use their list of reference points for each of the units. This will make it easier for them to do the activities.

Discuss “leveling” as it is used to measure dry ingredients in some measuring cups and with measuring spoons.

CENTERS/STATIONS with students working in groups of 4-6:

Give students the lemonade recipe and have them make Lulu’s lemonade for their group. All students should have the opportunity to measure one of the ingredients. Remind them to wash utensils and clean up when they are done.

Students will need as many different sized and shaped containers as there are members of their group, so that each student will have the opportunity to fill and measure.

One student in the group will begin by pouring/scooping one cup of one of the fillers into the first container.
The next student will then pour/scoop one cup of the filler into the second container, and so on.
Then, individually, the students need to estimate how many cups of that filler it will take to fill the first container and record their prediction on their sheet.
When all students in the group are done estimating the fist container, they need to fill in that container to check their estimates and record that information on their sheets.
The students should follow the same procedure as they do each of the other containers.
Lastly, they should fill out the bottom of the sheet.

TRAIL MIX. Students will make their own Trail Mix from the suggested categories and measurements.

2 cups from the first; 1/2 cup from the second; 1/4 cup from the third; 1 tablespoon and 1 teaspoon from the fourth.
They need to write their names on the top of a 3x5 card, and write their individual recipes on the lines below.
At the bottom they need to calculate their total capacity, and then place the card in the bag of their Trail Mix.
The bags need to be turned in to the teacher to be saved for later discussion and an activity on weight.

MAKE-IT-EQUAL GAME: With a partner, have students play a game like Memory, where you match the cards that are equal, i.e., 2 pt. = 1 qt., 4 qt. = 1 gal.

CLASS DISCUSSION when all CENTER/ STATION activities are completed.
Discuss the Lemonade Station. Ask questions like: Before the ice is added to make it a gallon, how far from a gallon was your lemonade? Why do the smaller measures and ice make it difficult to determine an accurate measurement? (The tsp. and Tbsp. are not in oz. Scientists have tools that can measure more accurately than what we are using.)

Discuss the students’ results found on Recording Sheet #2. Refer back to Gallon Man and discuss simplifying their results. Do simple conversions based on their actual measurements, i.e., 8 cups could be 4 pts or 2 qts. or 1/2 gal.

TRAIL MIX: Pass out each student’s baggie and in their groups, order their bags by visual size. Ask questions like: Are you happy with your Trail Mix? Why? Is it or is it not fair that it looks like someone else might have more? Do they really? What makes these differences?

Be sure to collect these again without
students eating any.

Discuss how they did playing the game. Was it difficult? Did it get easier with more practice?

Waterproof pads, plastic tablecloths, or plastic tarps for each station

Large container
Large spoon to stir
Measuring spoons
Measuring cup
Enough cups for each student in your class

Recording Sheet #2
Different shaped containers (vases, pitchers, boxes, etc.)
2 Funnels (could cut off top of 2 liter bottles)
2 Scoops
2 Measuring cups with marked measures
Filler – liquid or dry

2 Measuring spoons
2 Measuring cups
Ziploc bags/baggies (1 for each)
Food ingredients
3x5 cards (1 for each)

Make-It-Equal game

Lulu’s Lemonade Recipe

1/2 gallon (64 oz) lemonade
1 quart (32 oz) orange juice
1 pint (16 oz) lemon-lime soda pop
1 cup (8 oz) lime juice
1 Tablespoon vanilla
1 teaspoon mint leaves
Ice

Since more than one batch of lemonade will be made, decide ahead of time how you will store or share the leftovers.

Not all capacity measurement must be done using liquids; rice, popcorn kernels, beans, sand, etc. could be used. Using dry filler would allow for a greater variety of containers since you wouldn’t need to find leak proof containers.
If you use a liquid, use colored water, as it is easier for students to see the water levels.

Remind students that one of their goals is to see if they can improve their estimation skills. Remind them that they are to estimate each item before measuring, and that they measure the first item before estimating the second. (INFORMAL ASSESSMENT)

Write these amounts and suggested choices for the students to make their Trail Mix from. (Feel free to add to or change any of the ingredients in these CATEGORIES.)

I. CEREALS & POPCORN: Cheerios, Rice Krispies, Chex, popcorn, etc.