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lesson & unit viewer

Measurement Man

published on: 2/28/2003

Contributing Teacher(s): Kristi Bingham

Subject Area: Math/Geometric/spatial--Geometry

Grade Range: Lower Elementary (K-3)

Materials Needed: Colored paper and paper fasteners or glue

Instructional Strategy: Prior Knowledge & Connections

Process Standards:

• Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)

Content Standards:

• Mathematics 2. Geometric and spatial sense involving measurement (including length, area, volume), trigonometry, ...

  G.L.E.:
  

  • Ma - Me - 1 - B - 04
    (Measurement, Understand measurable attributes of objects and the units, systems and processes of measurements, Identify equivalent measures, Grade 4.)

  Time Allowance: 1 class period

  Description: Students will learn the relationship between liquid measures by creating ‘Measurement Man.’

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  Classroom Component:
  To help the students learn/recognize the relationship between liquid measures, my class creates "Measurement Man." "Measurement Man" is easily made with the use of four (4) sheets of paper of the same size (I use four different colors):

  • One sheet of paper is labeled "gallon."
  • A second sheet of paper is folded into four parts and labeled "quart."
  • A third sheet of paper is folded into eight parts and labeled "pint."
  • The last sheet of paper is folded into 16 parts and labeled "cup."
  
  
  
  
  
  The students realize then that 1 gallon = 4 quarts = 8 pints = 16 cups
  
  
  • Cut the pieces of paper on the folded lines.
  • Put the pieces together, either by gluing or by using paper fasteners, to create the body, arms, legs, fingers, and toes of "Measurement Man."
  • Add a head and the completed project represents the capacity measures of liquid volume.
  
  
  ***I have a large version of "Measurement Man" to hang in the classroom for students to view.
  
  

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  Comments from Other Teachers:

  Teacher #1: Measurement Man was just the hook to get my class to remember these measurements. We created him/her, they decided if it should be a male or female together. My principal saw our people and fell in love. Other teachers have been borrowing my man and using him as a model for their classes.
  
  Thanks again for this hands-on activity!
  
  
  Teacher #2: Good activity. I suggest using water to measure and see equivalent liquid measurements to make it more authentic.

  
  
  

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  For additional information contact :
  Kristi Bingham
  Milan Elem.
  Milan C-2
  (660) 265-4416
  EMAIL: kristikb@aol.com