MEASUREMENT CENTERS
Teacher Directions
Fourth and Fifth grade TEKS addressed in these centers:
(4.11)Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass.
The student is expected to:
(A)estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;
(B)perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system;
(C)use concrete models of standard cubic units to measure volume;
(D)estimate volume in cubic units; and
(E)explain the difference between weight and mass.
(4.12)Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius).
The student is expected to:
(A)use a thermometer to measure temperature and changes in temperature; and
(B)use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.
(5.10)Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems.
The student is expected to:
(A)perform simple conversions within the same measurement system (SI (metric) or customary);
(B)connect models for perimeter, area, and volume with their respective formulas; and
(C)select and use appropriate units and formulas to measure length, perimeter, area, and volume.
(5.11)Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius).
The student is expected to:
(A)solve problems involving changes in temperature; and
(B)solve problems involving elapsed time.
GENERAL INFORMATION
1. I usually print the booklets and distribute them in class, have the students put names/homeroom teacher names and preview the stations the day before the lab. I also assign groups ( of 3 or 4) on the preview day. I collect the booklets at the end of the preview lesson.
2. Explain the mathematics chart (the one from the TAKS test – can get this online from a released test at: http://www.tea.state.tx.us/student.assessment/resources/release/taks/index.html
3. On the day of the lab, have plenty of pencils sharpened so time is not wasted. Also have extra booklets.
4. A note about discipline – these centers usually capture the students’ attention so there are not many issues. When there is a problem, I pull a student for five minutes and have them sit on the floor away from the work area. They can resume and try again. A second violation means they do not participate. They still have to do the workbook practice questions. I have used this lab with over 750 students and pulled a total of 9 students for behavior.
5. This activity generally takes three 45 minute periods for the hands on portion. Some students will complete the questions during this time. Most will require some class time. It generally takes me one week for the preview/hands-on/workbook cycle.
6. When the students enter, I have them sit on the floor in their groups until I am ready for them to begin.
Station A MASS
MATERIALS:
ü triple beam balance
ü items to measure
o three or four items depending on how many students in each group/1 per student works well
ü computer
ü powerpoint show: Triple Beam Balance Tutorial
SETUP:
You can use two desks put together or a table. Set the computer on one desk and the balance on the other. Place the items to be measured next to the scale.
I usually set up two mass centers so two groups at a time can use this station.
Notes for students:
They will need to know...
ü mass measures the amount of material in an object
ü mass of an object does not vary with location, temperature, etc.
ü weight measures the force of gravity acting on an object
ü weight of an object varies with location (sea level Vs. mountain top, different planet, etc.)
ü mass on earth/moon is the same (because gravity is acting equally on BOTH sides of the balance)
Station B WEIGHT
MATERIALS:
ü scale
ü items to measure
o two is probably enough after the powerpoint
ü computer
ü powerpoint show: Balance tutorial
SETUP:
You can use two desks put together or a table. Set the computer on one desk and the scale on the other. Place the items to be measured next to the scale.
I usually set up two mass centers so two groups at a time can use this station.
Notes for students:
They will need to know...
ü mass measures the amount of material in an object
ü mass of an object does not vary with location, temperature, etc.
ü weight measures the force of gravity acting on an object
ü weight of an object varies with location (sea level Vs. mountain top, different planet, etc.)
Station C LENGTH
MATERIALS:
ü tape measures
ü rulers
ü mathematics chart with ruler (to measure items in workbook)
ü items to measure
o I usually have them measure their partner, then one small thing and one large thing so they have to move the measuring tool.
ü computer
ü powerpoint show: Balance tutorial
SETUP:
I generally put a bucket of tape measures and a couple of rulers and yardsticks/meter sticks on a desk. I let them choose which to use.
Station D AREA & PERIMETER
MATERIALS:
ü color tiles
ü math chart
ü paper with 1 inch grid
SETUP:
I set up four pieces of grid paper so each student can build his/her own rectangles.
Station E TEMPERATURE
MATERIALS:
ü coffee pot (or hot water source)
ü ice chest (or very cold water source)
ü ice
ü dipper/cup (to get the ice water)
ü pitcher of room temperature water
ü thermometers (3)
ü red crayon or pen
ü “slop” bucket for used water – students will empty the cups when they complete this center. Each group will get new water so that temperature ranges are wider.
SETUP:
ü Ice chest and cup labeled B (I laminate a card labeled B and tape to desk next to ice chest)
ü coffee maker and cup labeled A (laminate card labeled A next to coffee maker)
ü Pitcher of water and cup labeled C (laminate card labeled C next to pitcher)
ü Use the sheet with A-B-C places for cups (laminate) and place on a tray (in case the water spills).
Station F VOLUME ( RECTANGULAR PRISM)
MATERIALS:
ü cubes
o I use 1 inch cubes that do not interlock
o I tried the centimeter cubes that lock together, but the students spent too much time trying to put them together and take them apart.
SETUP:
Set of cubes and a workspace.
Station G ELAPSED TIME
MATERIALS:
ü clock manipulatives
ü computer
ü powerpoint show on elapsed time
SETUP:
Computer on one table and clocks in front of computer (for use with program)
Station H VOLUME (LIQUID – CUSTOMARY)
The water stations require the most supervision.
MATERIALS:
ü large bucket
ü towels for spills
ü customary measurement tools (cups/pints/quarts/gallons)
ü mathematics chart
ü extra container with water
SETUP:
ü table with bucket of water
ü measurement tools
ü extra water (during the day, as various groups use the center, water is spilled)
ü Fill the bucket up to the line you have marked (I use two gallons).
ü Remind students to use the measuring tools to get the water OUT of the bucket – they should NOT pour directly from the bucket until there is very little left in the bucket.
Station I VOLUME (LIQUID – METRIC)
The water stations require the most supervision.
MATERIALS:
ü large bucket
ü towels for spills
ü metric measurement tools (milliliters/centiliters/deciliters/liters))
ü mathematics chart
ü extra container with water
SETUP:
ü table with bucket of water
ü measurement tools
ü extra water (during the day, as various groups use the center, water is spilled)
ü Fill the bucket up to the line you have marked (I use eight liters).
ü Remind students to use the measuring tools to get the water OUT of the bucket – they should NOT pour directly from the bucket until there is very little left in the bucket.