Measurements Using Metric System
Grade Level
6
Objective- Be
able to convert measurements in the metric system.
TEKS
objectives-
8 D: convert measures within the same measurement system
(customary and metric) based on
relationships between units.
12 A: communicate
mathematical idea using language, efficient tools, appropriate units, and
graphical,
numerical, physical, or algebraic
mathematical models
Material
Needed-
Ÿ
42”
x 27” paper
Ÿ
Meter
ruler
Ÿ
Pencil
Ÿ
Map
pencils or crayons
Focus-
Read aloud “Jim
and the Beanstalk” by Raymond Briggs.
Discuss the metric system and metric
conversion. Students will convert measurements on their
own.
Teacher
instruction-
Ÿ
Read
story
Ÿ
Teach
how to convert the metric system
Ÿ
Have
the students convert measurement on their own
Ÿ
In
groups draw giant
Guided
practice-
With the
students we will work on the work sheet for converting measurements.
Independent
practice-
After working
out some of the problems with the students, the remaining worksheet will be
completed
individually.
More Guided
practice-
Students will
get into groups and make their own giant by converting measurements.
Closure-
Students will
discuss higher order thinking questions form the lesson. Here is where the students will
show what they
have learned today.
Extension-
Go to www.edhelper.com/metric_math643.htm
for activities.
Reteach-
We will focus
on breaking the metric system down into parts and will address each unit separately
until
It is noticeable
that everyone understands. We will accomplish
this by going slowly and asking frequent questions.
Modifications-
Before we teach
this lesson we will be aware of those students who need a little more
help. We will make
sure to go over
the lesson thoroughly enough for them to understand and to makes sure those students
are group with
other students who can help them, and include them within the group.
HOTS QUESTIONS
KNOWLEDGE
Describe one
object brought to the Giant.
COMPREHENSION
How would you
compare centimeters to meters?
APPLICATION
What are ways
you use conversions at home?
ANALYSIS
What evidence
can you find to conclude that the Giant was happy with his transformation?
SYNTHESIS
What would have
happen if Jim had not climbed the beanstalk?
EVALUATION
Would you
recommend using the metric system over the customary system? Why?
REVISED
Jim and the Beanstalk
Written by Raymond Briggs
The following activity is taken from the
article “A Week of Measurement – A Week of Fun,” by Novella Mutz,
Hillcrest Elementary,
CONSTRUCT THE GIANT’S HEAD
FROM THE DIRECTIONS BELOW.
1.
From the center of the
left eye to the center of the right eye is exactly 21 cm.
2.
The diameter of each
eye is 10 cm.
3.
From the top of each
eye to the tip of the Giant’s head is 2 dm.
4.
From the top of the
Giant’s head to the tip of his chin is 6 dm and 9 cm.
5.
His smile is 2.7 dm from end to end.
6.
You can see his teeth
when he smiles. Draw them.
7.
How long are the
Giant’s teeth? ___________________________
8.
How wide are the
Giant’s teeth? ___________________________
9.
From the Giant’s left
ear to the Giant’s right ear is .62
m.
10.
The Giant’s neck is 13
cm long.
11.
Draw glasses on the
Giant’s.
12.
What is the diameter of
one lens of the Giant’s glasses? _________________
13.
The Giant’s hair should
meet the middle of his neck. Draw red
hair.
14.
How long is the Giant’s
hair from the middle of the top of his head to the end?
________________
15.
The diameter of the
gold coin is 1.5 dm. Draw the gold coin at the bottom of your
picture.
Name ___________________________
Metric Conversions
1. 30 cm = _________ dm
2. 100 cm = _________m
3. 45 dm = _________m
4. 12 dm = _________cm
5. 4 m = _________cm
6. 2 m = _________dm
7. 230 cm = _________ dm
8. 113 dm = _________ m
If 1000 m = 1 kilometer (km), then…
9. 3000 m = _________ km
10. 45 km = _________ m
*BONUS*
1 km = ____________ dm