Unit Lesson Plan
Unit Conversions
Guess and Check: Length, Weight, Volume, and Temperature
5th grade Unit
Krista Roop
November 18th, 2009
Teaching Elementary and Middle School Math
Main Assumption: Students are already familiar with converting within units (meters to
centimeters, inches to feet, grams to kilograms, ounces to pounds, etcetera).
Day 1:
Purpose/Objectives – To understand how to appropriately guess and measure length,
volume, and weight of rectangular shapes.
Viriginia SOL – The student will estimate and then use actual measuring devices with
metric and U.S. Customary units to measure
a. length – inches, feet, yards, centimeters, and meters;
b. liquid volume – cups, pints, quarts, gallons, and liters; and
c. weight/mass – ounces, pounds, grams, and kilograms.
Materials/Resources/Manipulatives – Worksheet (attached), rulers, scales, calculators,
binder, book, backpack, a pack of note cards, 1 gallon milk jug
Procedure –
a. Worksheet (attached) – 30 minutes
Students get into groups of three to work on the worksheet. First they are
to estimate their measures and write them down in the space provided.
Next, students will use a ruler and the scale in order to find the lengths and
weights in inches and ounces/pounds. Students will compare the lengths
and weights of the different objects in groups. Length will be taken in
respect to the longest side of the object.
b. Problem posed for class discussion – 15 minutes
How many gallons would a 25 ft x 75 ft swimming pool hold? (Teacher
has a one gallon milk jug in the room and a picture of the swimming pool.)
Students discuss the idea of volume verse weight as started on the
worksheet. An actual answer does not need to be reached, but the logic
and reasoning behind their process should be solid.
c. The “Fill it up” project is assigned. ( Due one week from day assigned).
Explanation and Rubric attached.
Assessments –
a. Informal listening to group discussion
b. Completion of worksheet
c. “Fill it up” project
Day 2:
Purpose/Objectives – To appropriately estimate and measure length, volume, and weight
of an object of any shape. To compare volume and weight and understand the
difference between the two.
Virginia SOL’s – 4.10 To students will
a. estimate and measure weight/mass, using actual measuring devices, and
describe the results in U.S. Customary/metric units as appropriate, including
ounces, pounds, grams, and kilograms;
b. identify equivalent measurements between units within the U.S. Customary
system (ounces and pounds) and between units within the metric system
(grams and kilograms); and
c. estimate the conversion of ounces and grams and pounds and kilograms, using
approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the
weight of a paper clip; 1 kilogram is a little more than 2 pounds).
Materials/Resources/Manipulatives – rulers, scales, water (water fountain), calculators,
tennis ball, baseball, basketball, volleyball, football, coffee mugs
Procedures –
a. Worksheet (continued from Day 1, on the back; see attached) – 30 minutes
Students get into groups of three to work on the worksheet. First they are
to estimate their measures and write them down in the space provided.
Next, students will use a ruler and the scale in order to find the lengths and
weights in inches and ounces/pounds. Students will compare the lengths
and weights of the different objects in groups. Length will be taken in
respect to the longest side of the object.
b. Class discussion about volume verse weight continued and expanded on from
Day 1 – 10 minutes
c. Students will journal about relationships between length, weight, and volume,
how they are related and what the units mean. With time left, students will
work on “Fill it up” project and ask any questions.
Assessments –
a. Informal assessment listening to class discussion
b. Turning in worksheet for completion
c. Journal completion
Day 3:
Purpose/Objectives – To be able to estimate and measure in various units. Students will
be able to convert ounces to grams and pounds to kilograms.
Virginia SOL’s – 4.10 Students will
d. estimate and measure weight/mass, using actual measuring devices, and
describe the results in U.S. Customary/metric units as appropriate, including
ounces, pounds, grams, and kilograms;
e. identify equivalent measurements between units within the U.S. Customary
system (ounces and pounds) and between units within the metric system
(grams and kilograms); and
f. estimate the conversion of ounces and grams and pounds and kilograms, using
approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the
weight of a paper clip; 1 kilogram is a little more than 2 pounds).
Materials/Resources/Manipulatives – Calculator, scale, ruler, binder, book, backpack,
note cards, tennis ball, baseball, basketball, volleyball, football, clear plastic cup
(ounce cups), water from fountain.
Procedure –
a. Introduction into the importance of conversions using an example on money.
– 5 minutes
Students will go to http://money.howstuffworks.com/currency.htm , read the
page and watch the video. We will discuss as a class how conversations
between units are just as important as money conversions between countries.
b. Students will take previous two days worksheets with measures on it to
complete the assignment. – 30 minutes
Students will be shown that one paper clip is about one gram and that it takes
about 28 paper clips to make up one ounce. (Show students a plastic ounce
cup filled with water verse a paper clip to introduce how much larger an ounce
is than a gram). Students will also be shown that a pinky nail is about a
centimeter and that from the knuckle to the end of your thumb is about an
inch. Students will discuss the difference between these units and why there
are 2.54 centimeters in every inch and 28 grams in an ounce.
Students are to fill in the rest of the blanks by making appropriate conversions
on the worksheet.
c. Students will be shown the website http://www.unitconversion.org/ and
practice using it in order to help make conversions quickly.
d. Students will make note cards depicting the different conversions of length,
volume, and weight/mass by drawing a picture and for example stating the
length in inches and centimeters and writing what one inch equals.
Example of note card:
Length
1 inch = 2.54 cm,
72 x 2.54 = 182.88 cm
= 72 inches = 182.88 centimeters
Assessments –
a. Informal assessment by listening to class discussion during group work
b. Worksheet handed in for correctness
c. Examples that the students put on their note cards
d. Homework on conversions ( unit scramble; see below)
UNIT SCRAMBLE
Directions
1. Cut the squares apart.
2. Match equivalent expressions or sentences.
3. You should get a new 4x4 square.
100 grams
400 inches
5.3 ounces
100 cm
10 cm
20 kg
8.8 lbs
P
600 inches
6 cm
60 kg
50 kg
10 inches
35 lbs
1.6 ounces
5 lbs
28 grams
1016 cm
0 inches
4 grams
500 inches
L
13 kg
.5 meters
900 inches
O
5,000 kg
150 grams
15 inches
.5 kg
16 kg
45 grams
800 cm
K
H
10 ounces
2 lbs
1.5 kg
40 cm
3 feet
N
50 feet
32 ounces
110 lbs
4 inches
36
J
G
D
500 grams
39 inch
150 ounces
1 lb
12 inches
.9 lbs
M
F
25.4 cm
15 cm
200 inches
I
30 grams
.03 kg
1 foot
1 ounce
E
1500 grams
C
2 kg
4 kg
10 grams
3 cm
B
.4 meters
3.5 ounces
A
9 lbs
44 lbs
1 cm
8 meters
Day 4:
Purpose/Objectives – Students will be able to estimate and measure the temperature of
objects used on a daily basis including the weather and body temperature.
Students will also be able to express their findings and make comparisons.
Virginia SOL’s – 5.11 The student will choose an appropriate measuring device and unit
of measure to solve problems involving measurement of
e) temperature – Celsius and Fahrenheit units. (Problems will include
estimating the conversion of Celsius and Fahrenheit units relative to
familiar situations (water freezes at 0o C and 32o F, water boils at 100o C
and 212o F, normal body temperature is about 37o C and 98.6o F).
Materials/Resources/Manipulatives – thermometer, worksheet (attached), ice, water from
fountain, warm water
Procedure –
a. Students will turn in homework.
b. Frosty the Snowman is read. – 5 minutes
Questions are posed for discussion:
- What was Frosty’s temperature when he was all put together?
- Why did Frosty melt?
- How warm do you think it was outside when Frosty melted?
c. Students will get into groups of 4 and each group will predict in Fahrenheit
the temperature of ice, water from fountain, warm water, body temperature,
inside, and outside temperature. – 2 minutes
d. Half of the groups will start with measuring the inside and outside temperature
using the thermometer while the other groups work on the remaining
measures. The groups will switch after 5 minutes. – 10 minutes
e. Class discussion will involve each group explaining their findings and how
they varied from their predictions. – 10 minutes
f. Students will visit the following two websites. – 5 minutes
http://www.essortment.com/all/temperatureconv_rczy.htm has a great story
about why we use different units in different problems, countries, or
situations.
http://www.usatoday.com/weather/wtempcf.htm has a great picture comparing
Fahrenheit and Celsius in the same picture.
g. Students will go back and convert their Fahrenheit measures to Celsius. – 10
minutes
h. The Frosty questions will be posed again to see if the answers have changed
from their original guesses. – 3 minutes
Assessment –
a. Completion of worksheet
b. Informal assessment in class discussion
Day 5:
Purpose/Objective – Students will be assessed on their understanding of length, volume,
weight, and temperature.
Virginia SOL’s – 5.11 The student will choose an approximate unit of measure to solve
problems involving measurement of length, volume, weight, and temperature.
Materials/Resources/Manipulatives – test (attached)
Procedure –
a. Students will take attached test – 30 minutes
b. Students will spend remainder of time (15 minutes) working on their “Fill it
up” project which is due the next day.
Assessment –
a. Test
b. “Fill it up” project which is due the next day. (If time after test and people are
ready to present their 2 minute presentation we will start to get some done).
Description and Rubric
“Fill it Up” Project
Choose any object that can be filled.
Weigh the object 5 times, each time filling it with something different (examples: water,
paper clips). Be sure to count how many items fill the object.
Compare weights and give explanations for why they are different.
Express each weight using 2 different units.
Create a poster expressing your findings.
Present a 2-3 presentation showing your poster.
RUBRIC
Appropriate filled object
5 items used to fill the object
Number of items it took to fill
container shown
Each weight expressed using 2
units
Explanation of findings
Creative Poster
2-3 minute presentation
TOTAL
10
10
10
20
15
10
10
85
Estimation and Find It: Unit Conversions Worksheet
Length (the longest side)
Object
Calculator
Binder
Backpack
Pack of note cards
Guess
Inches
Centimeters
How many centimeters are in one inch? ____________________
Weight
Object
Guess
Pounds and
Ounces
Kilograms and
grams
Calculator
Binder
Backpack
Pack of note cards
How many grams are in an ounce? ______________________
Volume
If each of these objects were hollow and filled with water, which one would hold the
most water?
What is the difference between weight and volume?
Estimation and Find It: Unit Conversions Worksheet
Continues
Length (the longest side)
Object
Golf ball
Tennis ball
Baseball
Basketball
Volleyball
Football
Coffee Mug
Guess
Inches
Centimeters
How many centimeters are in one inch? ____________________
Weight
Object
Guess
Pounds and
Ounces
Kilograms and
grams
Golf ball
Tennis ball
Baseball
Basketball
Volleyball
Football
Coffee Mug
How many grams are in an ounce? ______________________
Volume
Given an ounce of water as a reference, how much water would fill the coffee mug?
Estimate: ________
Ounces: ________
Grams: ________
List the objects used on both sides of this worksheet in order from lightest to heaviest.
Is this the same order as from smallest to largest volume? Why or why not?
Guess and Check: Conversion from Fahrenheit to Celsius
Worksheet
Make a guess for the temperature of the following objects.
After you make a guess, measure them with the thermometer in degrees Fahrenheit.
Object
Ice
Water from Fountain
Warm Water
Body Temperature
Inside Temperature
Outside Temperature
oF
Guess
Water Freezes at: ________ oF
Water Boils at: ________ oF
and
and
__________ oC
__________ oC
How are Fahrenheit and Celsius related?
Visit http://www.essortment.com/all/temperatureconv_rczy.htm
What are two reasons for learning unit conversions?
1.
2.
Visit
http://www.usatoday.com/weather/wtempcf.htm
What is the conversion to go from Fahrenheit to Celsius?
What is the conversion to go from Celsius to Fahrenheit?
Now, go back and convert your measures of Fahrenheit to Celsius.
oC
Temperature, Length, Weight, and Volume:
Unit Conversion Test
1. Number pictures (circle which number) from coldest to hottest and match
their temperature in Fahrenheit. The convert to Celsius.
Options: 65oF, 18oF, 104oF
1, 2, 3,
1, 2, 3
1, 2, 3
_____ oF _____ oC
_____ oF _____ oC
_____ oF _____ oC
2. Number pictures from shortest to longest in length. Match their lengths in
cm and convert to inches.
Options: 42 cm, 1280 cm, 9 cm
1, 2, 3,
1, 2, 3
1, 2, 3
_____ cm _____ in
_____ cm _____ in
_____ cm _____ in
3. Number pictures from lightest to heaviest in weight. Match in pounds and
then convert to kilograms.
Options: 1 pound, .2 pounds, 4000 pounds
1, 2, 3,
1, 2, 3
1, 2, 3
____ lbs ____ kg
____ lbs ____ kg
____ lbs ____ kg
Temperature, Length, Weight, and Volume:
Unit Conversion Test
Page 2
4. What is the difference between weight and volume?
5. Conversions, fill in the blanks!
1 oC = ______ oF
2 inches = _______ cm
3 ounces = ______ grams
4 kilograms = _______ lbs
Conversion chart:
1 inch = 2.54 cm
1 ounce = 28 grams
0oC = 32oF
1 kg = 2.2 pounds
Extra Credit:
What is the weight (within 5 ounces) and the volume (within 5 jellybeans) of
the jar of jellybeans?