Course: Math 10, Workplace and Apprenticeship Metric and Imperial Measure
Stage 1 – Desired Results
Outcome: WA 10.3 and WA 10.4 Demonstrate using concrete, pictorial models, and symbolic representations,
understanding of measurement systems including including units in the SI, Imperial and US customary
systems of measurement (10.3 and 10.4)
Indicators: -Describe relevant situations in which the SI and/or Imperial systems are used
-Use strategies to approximate and convert a wide variety of units between the SI and Imperial systems
-Use a wide variety of instruments to measure and record in both the SI and Imperial systems
-Apply knowledge and skill to solve relevant problems involving linear measurement .
Enduring Understandings:
Students will understand that…
Essential Questions:
Depending where you live and on the task that you are
doing there are different units of measurement appropriate
for that task.
How does what we measure influence how we measure
How does how we measure influence what we conclude
What units measure which quantities
Why does more than one measurement system exist.
Students will know:
Students will do:
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Vocabulary of SI and Imperial units of measure.
History of the SI and Imperial systems of
measurement.
SI system is based on decimals and the Imperial
system is based on fractions.
Relationships between SI prefixes and powers of 10
Strategies for the conversion of units within a system
and to bridge systems.
The uses of various tools for measuring and
recording
Performance Tasks:
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Generalize, explain, and apply strategies to convert
measurements between the SI and Imperial systems.
Measure and record linear measures with
appropriate tools and units of measure.
Provide approximate measurement to and from both
SI and Imperial systems.
Conversions within the same system of
measurement.
Stage 2 – Assessment Evidence
Formative (Pre-assessment, Self, …) :
1)Building Design (finished cement floor)
Floor is to have - infloor heating system
- poured concrete floor
- finished flooring

Calculate (with appropriate units) from a set of blue
prints and building specifications:
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Length and cost of piping to be installed for
in floor heating system

Using calipers and sample of piping calculate
the volume and cost of coolant required for
the infloor heating system

Volume and cost of concrete for the poured
floor

Area required for finished flooring and a cost
analysis for various types of flooring.
2) Grain volume (bins of various size and shapes or grain
trailers)

Using the appropriate tools measure and record
the dimensions of a storage or transport container

Calculate the volume of the container in both SI
and Imperial units.
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Calculate the weight and value of various grains
that could be in such a container.
Homework questions
Unit review
Performance tasks
Informal questioning/checking for understanding
Journal writing
Observations
Summative
Unit tests
Quizes
Performance Task(s)
Stage 3 – Learning Plan
Learning Activities:
1. Walking activity;
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Select a destination and ask students how far they think the distance is, what tools could be used to measure
the distance and what time would it take to walk the distance.
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Discuss appropriate units for measurements.
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Measure the distance using a trundle, pedometer, measuring tape, odometer
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Record the walking time
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Discuss appropriateness and accuracy of measuring devices.
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Calculate the speed of the trip and meaning-full units
2. Jigsaw the history of measurement
 Teacher downloaded articles on the history of measurement, origins of SI and Imperial units of
measure
 Students work in small groups to design and develop an oral and/or visual presentation on the
history of measurements.
3. Using base 10 sets or Cubic centimeter lab explore the relationships between units of measuring surface
area and volume.
 Discuss situations where these different units of volume are appropriate
 Solve problems involving conversion between SI units of volume
 Conversion between SI, Imperial, and US customary units of volume
4. Linear units of measure.
 Students measure a given object in various Imperial and SI units of linear measure.
 Students measure diameters of personally relevant 3D objects using calipers
 Students measure thicknesses of personally relevant 3D objects using a micrometer
 Discuss the relevance of use of precision instruments such as micrometers and calipers.
 Compare and contrast these measurements
 Students develop a method of conversion between SI and Imperial units
 Use developed methods to problem solve unit conversions.
5. Analyze various food items to compare and convert SI and Imperial units of weight measure.
 Students develop conversion factors based on weight labeling on various packaging
 Introduce tables of conversion factors
 Use tables of conversion factors to solve problems in unit conversions in both the SI and Imperial
systems.
 Students perform a unit conversion task relevant to self and family at home and present problem
to class.
 “Guess the weight” students guess masses of a variety of items in both the SI and Imperial
systems.
6. Performance task of building construction.
7. Performance task on grain volume.
8. Learner generated examples
 Students create their own examples of problems to be solved by their classmates.