Using a conversion sheet, convert from a larger to a smaller unit within a single system of measurement using the units: yards, feet, inches; pounds, ounces; gallons, quarts, pints, cups; and hours, minutes. Only whole number measurements may be used.
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Students are asked to plan a playground for a new park within a given budget and area limit. They will analyze the best use of playground equipment using a data table of area requirements and cost. Students will convert units within a single measurement system, calculate the area of a rectangle, and perform addition/subtraction calculations involving money using decimal notation.
In this lesson students will make and complete tables to express larger unit measurements in terms of a smaller unit within one system of units. They will use the chart to make comparisons and explain their reasoning.
This activity requires students to apply their knowledge of unit conversions, speed calculation, and comparing fractions to solve the problem of which water park their class should choose to go on for their 5th grade class trip.
In this activity students practice measuring techniques by measuring different objects and distances around the classroom. They practice using different scales of measurement in metric units and estimation.
Students look for rectangular objects in the classroom or on the school campus that match the measurements for given clues. Students will estimate the measurements of the object, then take the exact measurements and use this information to determine its area and perimeter.
In this MEA, students will have the opportunity to apply what they learned about describing the changes water undergoes when it changes state through heating and cooling. Students will be asked to rank coolers based on data to solve an open-ended, realistic problem, while considering constraints and tradeoffs. In the optional twist, students will need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
This is a professional development session from the Learning Math series from Annenberg. Learners will begin to explore the questions "What can be measured?" and "What does it mean to measure something?" Learners identify measurable properties of objects such as weight, surface area, and volume, and discuss which metric units are appropriate for measuring these properties. Learners will also learn that measurement is, by its nature, approximate. Finally, learners will consider how to make measurements using nonstandard units. This session features a number of problems for learners to solve and open-ended questions to discuss, videos that demonstrate measurement techniques, and an interactive activity that asks learners to construct shapes using different size triangles to foster understanding of area and perimeter. There are also nine homework problems in which learners are asked to generate different measurements, graph measurements, and evaluate the appropriateness of the measurements generated using a data chart. Many of the professional development activities can be used directly in the classroom.
"Students work in small groups to read a recipe involving fractions, halve the recipe's values, and make a batch of fudge. The importance of selection of appropriate measuring tools is taught. Abbreviations for capacity measuring tools are reviewed"( from the Beacon Lesson Plan Library).
A time-lapse video showing differential growth rates for touch-treated seedlings and control seedlings. This would be appropriate for lessons about plant growth responses to environmental stress and graphing growth rate. Plants were grown in a vermiculite soilless medium with calcium-enhanced water. No other minerals or nutrients were used. Plants were grown in a dark room with specially-filtered green light. The plants did not grow by cellular reproduction but only by expansion of existing cells in the hypocotyl region below the 'hook'. Video contains three plants in total. The first two plants to emerge from the vermiculite medium are the control (right) and treatment (left) plants. A third plant emerges in front of these two but is removed at the time of treatment and is not relevant except to help indicate when treatment was applied (watch for when it disappears). When that plant disappears, the slowed growth rate of the treatment plant is apparent. Treatment included a gentle flexing of the hypocotyl region of the treatment seedling for approximately 5 seconds. A rubber glove was used at this time to avoid an contamination of the plant tissue. Some video players allow users to 'scrub' the playback back and forth. This would help teachers or students isolate particular times (as indicated by the watch) and particular measurements (as indicated by the cm scale). A graph could be constructed by first creating a data table and then plotting the data points from the table. Multiple measurements from the video could be taken to create an accurate graph of the plants' growth rates (treatment vs control). Instructions for graphing usage: The scale in the video is in centimeters (one cm increments). Students could observe the initial time on the watch in the video and use that observation to represent time (t) = 0. For that value, a mark could be made to indicate the height of the seedlings. As they advance and pause the video repeatedly, the students would mark the time (+2.5 hours for example) and mark the related seedling heights. It is not necessary to advance the video at any regular interval but is necessary to mark the time and related heights as accurately as possible. Students may use different time values and would thus have different data sets but should find that their graphs are very similar. (Good opportunity to collect data from real research and create their own data sets) It is advised that the students collect multiple data points around the time where the seedling growth slows in response to touch to more accurately collect information around that growth rate slowing event. The resulting graph should have an initial growth rate slope, a flatter slope after stress treatment, and a return to approximately the same slope as seen pre-treatment. More data points should yield a more thorough view of this. This would be a good point to discuss. Students can use some of their data points to calculate approximate pre-treatment, immediate post-treatment, and late post-treatment slopes for both the control and treatment seedlings. This video was created by the submitter and is original content. Full screen playback should be an option for most video players. Video quality may appear degraded with a larger image but this may aid viewing the watch and scale for data collection.
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