Mathematics Unit 11: Three-Dimensional Shapes, Weight, Volume, and
May 15–June 5, 2014
Inquiry Question:
How can you describe the size of geometric solids?
Essential Learning Goals:
Solve problems involving measurement and conversion of measurements from larger units to smaller units (including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec; in, ft, yd). (ELG.MA.4.MRF3)
Concepts:
Measurement systems, conversion, partition, number line diagram, intervals of time, masses of objects
Academic Vocabulary: Right-click on vocabulary to look it up in the dictionary.
Measure, record, convert, sketch, demonstrate, describe, apply, represent, express, dimensions, feet, inches, kilometer, meter, centimeter, kilogram, gram, pound, ounce, liter, milliliter, hour, minute, second, right angle
Technical Vocabulary: Right-click on vocabulary to look it up in the dictionary.
Angle, fraction, intersection, vertex, degrees, iteration, sum, additive, perimeter, area, length, width, measurement systems, measurement scale, number line diagram, equivalent, distance, liquid volumes, masses of objects, money, division, multiplication, protractor, two-column table
Technology:
- Cubes: http://illuminations.nctm.org/ActivityDetail.aspx?ID=6 (determine volume of a box by filling it with cubes, rows of cubes, or layers of cubes)
- Geometric Solids: http://illuminations.nctm.org/ActivityDetail.aspx?ID=70 (manipulate various geometric solids and investigate their properties)
Common Misconception:
Students believe larger units will give larger measures. Give students multiple opportunities to measure the same object with different measuring units. For example, instruct students to measure the length of a room with one-inch tiles, one-foot rulers, and yardsticks. Students should notice it takes fewer yardsticks to measure the room than rulers or tiles and explain their reasoning.