McKenzie Sargent, Nicole Carson, and Emily Du Mond
Time, Volume, Length, Area, & Mass
References:
Math Standards (There were no Science Standards):
Measurement and Data 1.MD (1st grade): Measure lengths indirectly and by iterating length
units.
1. Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
2. Express the length of an object as a whole number of length units, by laying multiple copies of
a shorter object (the length unit) end to end; understand that the length measurement of an object
is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts
where the object being measured is spanned by a whole number of length units with no gaps or
overlaps.
3. Tell and write time in hours and half-hours using analog and digital clocks. Represent and
interpret data.
4. Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less
are in one category than in another.
3.MD
Measure and estimate liquid volumes and masses of objects using standards of units grams,
kilograms, and liters. Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units.
Grade 3
Students recognize area as an attribute of two-dimensional regions. They measure the area of a
shape by finding the total number of same size units of area required to cover the shape without
gaps or overlaps, a square with sides of unit length being the standard unit for measuring area.
Students understand that rectangular arrays can be decomposed into identical rows or into
identical columns.
By decomposing rectangles into rectangular arrays of squares, students connect area to
multiplication, and justify using multiplication to determine the area of a object.
Science Content (Direct Instruction):
1) Even though our standards are all math ones, math is used a lot in science to assess or do
experiments and calculate data. Weighing objects, seeing how long they are, knowing how long
something has been going on (before a chemical reaction occurs for example), and more are part
of experiments that help scientists to discover more or compare. Having our students learn how
to use balance beams, graduated cylinders, and correctly identifying measurements will help
them with future experiments.
2) Time is an ongoing sequence of events taking place in the past present and future. Length is
the measurement or extent of something from end to end. The size of a surface is its’ area.
Volume is the amount of space an object occupies. Mass is the amount of matter in an object.
Matter is the substance or substances of which any physical object consists or is composed.
3) Area = Width x Height, Volume = Mass/ Density
Objective(s) of Activity:
1) Student will be able to understand and know how to measure time, length, area, volume
and mass.
2) Student will be able to reasonably estimate length, mass and volume using rulers, balance
beams, and graduated cylinders.
3) Student will be able to effectively measure mL in a graduated cylinder accounting for the
meniscus.
Materials:
Crayons
Glue bottle
Pencil
Scissors
Eraser
Book
Ruler
Graduated cylinders
Rocks
Change (pennies, quarters etc.)
Fruit snacks
Balances
Paperclips
Magnifying glasses
Various other objects
Length Activity Procedure:
1. Look at each object and estimate what its length in centimeters (cm) is.
2. Take the ruler and find the length in centimeters (cm) for each object.
3. Now look and estimate what the lengths are in inches (in.)
4. Take the ruler and find the length in inches (in.) for each object
5. Talk to the other group members about what was observed.
Mass Activity Procedure:
First the students will get their balances ready; the rest of the items will be in place as put by the
teacher beforehand. I want the students to check their balances before they start weighing to see
if they are correctly balanced. Then the students will estimate the weight of various coins and
then weigh them for their actual weight. If anything surprises the students I have a spot for them
to write down their observations and compare the coins weights. Then I have them estimate the
weight of various objects such as, rocks, paperclips, and a slinky before they actually weigh
them. Again if anything surprises them there is a space for them to record “strange”
observations. The students in this activity are practicing estimation and coupling it with finding
the actual weight of objects.
.
Volume Activity Procedure:
Item 1
Estimation
Original
Volume
Volume WIth
item
Volume of item
How far off was
your
estimation?
Part one:
1.
Copy the chart above into your notes.
Item 2
Item 3
Item 4
2.
Estimate the volume of each object.
3.
Record your estimations in your data table.
Part two:
1. Measure and pour 70 mL of water into the graduated cylinder, making sure to measure from
the bottom of the meniscus.
2.
Add one of the items.
3.
Record the volume in mL.
4. Subtract the answer you got in number 3 from the original 70mL. That is the volume of the
item.
5.
Remove the item from the graduated cylinder.
Repeat for each of the items. Make sure to record your data in the data table.
Assessment Questions:
1.
2.
3.
4.
5.
Which is greater 4 cm or 2 inches? 2 inches
What is the formula for area? W x H
List 3 units used to measure mass? Including answers: Tons, pounds, ounces, grams,
If you start with 30 ml and add in object into the graduated cylinder that raises the water
height to 37 ml what is the volume of the object? 7mL
If you spend 3,900 minutes doing homework how many minutes do you spend on it? 65
minutes
Expanding Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Can you find length of an object from knowing the area?
Which is more useful for measuring small objects inches or centimeters?
If two objects have the same area do they always have the same perimeter?
Can you find the area with just a length of one side?
Would the mass of an object be different on Mars than the Moon?
What is another way to measure volume besides using a graduated cylinder?
Why do they weight elephants in tons?
Does volume account for the weight of the object?
What would happen if different countries followed a different calendar?
What would happen if we did not account for leap years?
Safety Considerations:
With each and all of the activities they students should not have to take any safety precautions.
Reading and Writing Integration:
We did not have a book or integration for our topic.
Other References:
The mass activity worksheet was made up by Emily Du Mond with ideas from Dr. Wade and
inspired by: http://www.sciencespot.net/Pages/classmetric.html
The length activity worksheet was from: http://loryevanspage.blogspot.com/2011/07/debbiedillers-chapter-8-measurement.html -The length activity was unable to attach to this document.
Estimate and Verify Masses
**In order to get proper measurements make sure your balance is balanced. If you are not sure
how to do this check with your partner or the teacher.
First estimate how much you think each object will weigh. When you actually weight the item it
may be a smaller weight than a gram. If so, use more than one of that item to weigh against a
gram and then divide.
Weigh the difference between pennies, quarters, nickels, and dimes. Do any of the
measurements surprise you? If so, why?
Estimated weight of item:
Actual weight of item:
1 Penny: ____g(s)
1 Penny:
____g(s)
1 Nickel: ____g(s)
1 Nickel:
____g(s)
1 Dime:
1 Dime:
____g(s)
1 Quarter:
____g(s)
____g(s)
1 Quarter: ____g(s)
Were there any measurements that surprised you?
.
.
.
Now also estimate the weight of the following items and then find the actual measurements:
Estimated weight of item:
Actual weight of item:
1 Crayon:
1 Crayon:
____ g(s)
1 Box of Crayons:
___g(s)
1 Magnifying Glass:
1 Glue Stick:
1 Rock:
____g(s)
____ g(s)
1 Paper Clip:
1 Slinky:
___g(s)
____g(s)
____g(s)
_____g(s)
1 Box of Crayons:
____g(s)
1 Magnifying Glass: _____g(s)
1 Glue Stick:
1 Rock:
_____g(s)
1 Paper Clip:
1 Slinky:
_____g(s)
______g(s)
_____g(s)
Were there any measurements that surprised you?
___________________________________________________________________________
.
.