To familiarize intermediate grades 4-6 with the metric system.

Materials Needed:

Tools of measurement (one for each group of 4 students):

Tape measures

Rulers (metric and standard)

Measuring cups

Balance scales

Small manipulatives (paper clips, bingo chips, etc.)

Large & small beakers or cylinders marked with metric units of measurements

Assorted sized cups

Meter sticks

Strategy:

Begin by having the class split into small groups of four students. Make sure

that each group has a set containing the “tools of measurement” listed

above. All of the sets will contain the same items except one assessment item.

Next, invite one person from each group (or the entire class, if you prefer) to

come to a main desk or centrally located table. Simply ask them to measure the

items on the table. Do not specify whether they’re to use the metric, or

standard (U.S.) form of measurement.

Have the rest of the class measure various items in the classroom (i.e. desks,

chairs, etc.) including parts of their own bodies (i.e. head, arms, wrist, etc.)

while waiting.

After a short time, discuss the ways students used the tools of measurement, and

how they measured; pointing out the different ways of measuring. For example, a

marble could be measured in inches, millimeters, or weighed in ounces or grams.

Also discuss the problems they might have incurred determining a fraction of an

inch. Talk about the “base 10″ system the metric system uses in the terms

mentioned in the performance assessment below. After making comparisons of the

two systems of measuring, launch into your study of the metric system by

explaining the prefixes associated with the word METER, and then let them open

their bags of small manipulatives and begin using the METRIC SYSTEM ONLY to

discover the ease of using this way of measuring. Explain how the meter stick

works while having them measure desk, chairs, blackboards, etc. Explain how the

scales are used when weighing smaller objects such as paper clips, bingo chips,

etc. Show the ways of using liquid measurements by using the assorted

containers to pour liquids (such as water or colored water) into the beakers or

cylinders marked with metric units.

Performance Assessment:

Your assessment should be brief and in the form of a quiz on the following

vocabulary:

LENGTH WEIGHT CAPACITY

Kilo + meter = kilometer or 1000 Meters Kilograms Kiloliters

*Hecto + meter = Hectometer or 100 Meters * Hectograms Hectoliters

*Deka + meter = Dekameter or 10 Meters * Dekagrams Liter

*Deci + meter = Decimeter or .1 (1/10) Meter * Decigrams Deciliters

Centi + meter = centimeter or .01 (1/100) Meters * Centigrams Centiliters

Milli + meter = Millimeter .001(1/1000) Meters Milligrams Milliliters

* Not as commonly used

Ask them to find the one item you placed in their bags that is a particular size

or weight. You will know, because you have placed the pre-measured item in the

bag. For example, if a penny weighs 3g, groups 1 & 4 will have only 1 penny in

their bags. While groups 2 & 3 will have only 1 marble that weighs 3g. Your

“hands-on” assessment question will be, “Find the item in your bag that weighs

3g.”

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Rob Duncan

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