Michelle Lee
7/17/15
Communicating Mathematically:
How Does the United States Measure Up?
Project Overview
“Communicating Mathematically” is designed to involve students in hands-on activities that will
enable them to gain an understanding of metric mass and capacity. While metric length is not a third
grade curricular goal, it will be explored by students as it directly relates to the overall goals of this
project and will be utilized throughout the school year. The United States, Liberia, and Myanmar are the
only countries in the world who still use the customary measurement system (Andrei, 2011). Since
customary measurement is what these students are exposed to in their everyday lives, history of the
global system of measurement and reasons why communicating units accurately for global
communication in math, science, and other content areas will be discussed. To encourage critical
thinking, students will work in collaborative groups to brainstorm problems that could occur when
people working in different parts of the world are using different measurement systems, and create a
video to show and explain their ideas. Students will use their knowledge of the metric system and an
online conversion calculator to convert recipes to metric measures in the classroom, and create these
recipes with parents and with students in other classes to bring awareness of the metric system to the
community.
This project fosters global knowledge as student learn to communicate with metric
measurement, the history of measurement systems, differences in the US system versus the global
system, and how these differences can create global issues. Global skills are fostered as students use
comparative thinking and collaborate to consider problems that could occur due to ineffective
communication in mathematics. The project fosters global attitudes as students develop an openness to
a new way of thinking, self-awareness, and comfort in unfamiliar situations.
Targeted Grade Level(s)
This unit is designed for third grade students, but could easily be adapted for fourth or fifth grade by
adding the additional measurement content.
Project Length
Approximately two weeks.
Project Learning Goals
Students will be able to:
 identify items that can be measured using liquid volume units (milliliter and liter) and mass
units (gram and kilogram)
 understand the relative size of milliliters and liters; grams and kilograms
 estimate capacity and mass based on unit size
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7/17/15
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classify units of capacity, mass, and length as customary or metric
compare customary units to metric units of measures
solve estimation problems for capacity and mass
imagine problems that could occur due to a lack of units or inaccurate unit usage
predict the impact of inaccurate unit usage on mathematical communication
Essential Questions
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What types of problems are solved with measurement (Key, n.d.)?
How do you choose the appropriate unit of measurement?
How do units within a system relate to each other?
When is using an estimate appropriate and what strategies help estimate measures (Key, n.d.)?
How do tools for measuring wet and dry ingredients in the United States (capacity and mass) differ
from those used in most other parts of the world?
Why do you think the United States has resisted changing to the metric system?
What is the importance of a common system of measurement within a culture and why is it
important to compare measures using the same type of unit?
What are the benefits and drawbacks of a world-wide system of measurement?
What problems might occur because of different systems of measurement?
Enduring Understandings
Students will understand that:
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Objects have distinct attributes that can be measured (Key, n.d.).
Standard units provide common language for communicating measurement (Key, n.d.).
The choice of measurement depends on the measurable attribute and the degree of precision
desired (Key, n.d.).
Global communication requires internationally accepted systems.
National and State Standards
3rd Grade Common Core Math
3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving
masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem.
Standards for Mathematical Practices
MP2 Reason abstractly and quantitatively.
MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with mathematics.
MP5 Use appropriate tools strategically.
MP6 Attend to precision.
Michelle Lee
7/17/15
3rd Grade Common Core ELA
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
W.3.10 Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
NC Essential Standards for Social Studies
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
ICT Integration
 Videos through Discovery Education to see real world examples of measurement usage.
 Online measurement conversion calculator.
 Use of iPad to create video (other online option could be used).
Optional:
 Animoto video to show items measured using different measurement.
 Use of technology to word process recipes and create an online recipe book.
 Communicating with a partner classroom to compare measurements in the classroom via Skype.
 ePals collaborative project to share recipes with a class in another country.
Proposed Calendar of Activities and Exchanges
Note: A blog/journal prompt is included for each day of instruction. If you do not currently
have a class blog, it is recommended that you review chapter four in Connected from the Start:
Global Learning in the Primary Grades by Kathy Cassidy (2013). New bloggers may want to have
students write the journal prompts and create a blog post from their responses as a whole
class. Classrooms of experienced bloggers can have students post their own blog response
each day in place of a journal entry. Suggestions for posting pictures of students measuring
classroom items are included on Days 2-4, but pictures and/or video posts would be
appropriate and interesting for other classrooms to view on all days of instruction. I am using
the “edublogs” platform with my third grade students, also listed in the resources section. Each
day of instruction should begin with a short discussion of the previous days blog/journal
response so students can hear others thinking and make connections with their own learning.
Prior to
Day 1
SI Teachers Kit: Obtain a free set of metric education resources for your classroom by
contacting TheSI@nist.gov (include your name, school, subject, grade level, phone number,
and mailing address).
*Read Super Sand Castle Saturday by Stuart Murphy. This is a great bridge from K-2
nonstandard to standard measurement, and connections can be made to the need for a
universal measurement system. The book can be purchased or watched for free on you tube
Michelle Lee
7/17/15
at https://www.youtube.com/watch?v=tjR-ErpywWM
Day 1
*Read the book Millions to Measure” by David Schwartz. This book gives a brief overview of
the history of measurement development. There are several spots in this read aloud where a
think/pair/share would be beneficial for students. Notes in the back of the book should be
reviewed in advance by teacher and used to enhance discussion. The PDF article Toward a
Metric America: The United States and the Metric System by NIST can be found at
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&
source=web&cd=3&ved=0CDQQFjAC&url=http%3A%2F%2Fwww.nist.gov%2Fpml%2Fwmd%
2Fmetric%2Fupload%2F1136a.pdf&ei=Q4iVVaL3BMvmoATi47aQBg&usg=AFQjCNEgViBrE4d4HjoWIOT3Mv4J-azpg&bvm=bv.96952980,d.cGU and has excellent in-depth notes for
background knowledge, as well. Students are not required to learn the customary units of
measure in third grade, however this is the current “language of measurement” for most
students because of life experiences. Understanding the two are different systems that
perform the same function will help avoid confusion and misconceptions.
*Watch NASA’s Real World video "US Standard System of Measurement vs. Metric System".
The mathematics concepts in this video are most appropriate for 5th-8th grade, but the
history and examples of tools are appropriate and interesting for 3rd grade students.
*Show students world map of countries not using the metric system at
http://www.zmescience.com/other/map-of-countries-officially-not-using-the-metric-system/
Day 2-4
*Blog/Journal prompt: What types of problems can be solved with measurement? Share one
time you had to measure something and how you measured it.
*Instruction on capacity and mass using your school’s required instructional curriculum. It is
recommended that students have multiple hands-on experiences measuring capacity and
mass. Using food coloring in water makes it easier for students to read glass measuring cups,
beakers, and eye droppers. Regular classroom items can be measured using balance scales.
A homework option is to have students bring a kitchen item from home that has a metric
measurement on the label to share.
*Online resources to supplement instruction:
 Brain Pop Jr. lesson on grams and kilograms.
https://jr.brainpop.com/math/measurement/gramsandkilograms/preview.weml
 On the Scale, a Weighty Tale by Brian Cleary
 The Metric Kitchen webpage has a brief overview of prefixes and how they impact the
base measurement word http://www.jsward.com/cooking/cooking-metric.shtml
Day 5
* Blog/Journal prompt suggestions:
-How do you choose the appropriate unit of measurement?
-How do units within a system relate to each other?
-When is using an estimate appropriate and what strategies help estimate measures?
Each day, have students photograph each other measuring a classroom item using the unit
explored that day to share with others on the blog post.
Comparing Customary to Metric measurement
*Watch Discovery Education video "Measurement: Understanding Units of Length, Weight,
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7/17/15
and Volume" which shows different ways in zookeepers use the standard and metric systems
of measurement at Busch Gardens.
* Read Pastry School in Paris: An Adventure in Capacity by Cindy Neuschwander. Discuss the
problem students had when they used the wrong unit of measure.
*Compare a chocolate chip cookie recipe using customary measurement to the metric
chocolate chip cookie recipe found at http://www.nist.gov/pml/wmd/metric/metriccookies.cfm.
*Students work in small groups to measure ingredients to make a no-bake recipe. Two
options are included:
No-bake Cookies http://www.education.com/activity/article/no-bake-cookies/
Lemonade http://www.education.com/activity/article/summer-lemonade/
Homework option: Find a recipe using customary measurement and bring a copy to class. If
this is not assigned for homework, teacher will need to have a collection of simple recipes for
student use in tomorrow’s lesson.
Day 6
Day 7
*Blog/Journal prompt: How do tools for measuring wet and dry ingredients in the United
States (capacity and mass) differ from those used in most other parts of the world?
*Read Oh, No, Toto! by Katrin Hyman Tchana. Discuss Cameroonian foods in book and
differences between Toto’s market and ours. Demonstrate how to use the online conversion
calculator (see below) using recipe for egussi soup found in the book.
*Students work with partners to rewrite recipes with metric measures using an online
conversion calculator at
http://www.globalgourmet.com/food/resources/index.html#axzz3elO3772d. If technology
is available, typing and illustrating the recipes for a class cookbook is an excellent extension
and could be shared with international partners. (Students will continue to work on creating
a product that is visually appealing and mathematically accurate during writing time on Days
7 & 8).
* Blog/Journal prompt: What is the importance of a common system of measurement within
a culture and why is it important to compare measures using the same type of unit?
*Discuss global impact different measurement systems can have on communication using
the “Mars Project” information from Day 1 and the problem the children encountered in
Pastry School in Paris read aloud.
*Students collaborate to imagine a problem that might occur due to use of different
measurement systems and create video (or other presentation).
Optional: It would add interest and additional cultural awareness if the students’ problems
had to be in a transaction between an American and an international company.
Day 8
*Blog/Journal prompt: What are the benefits and drawbacks of a world-wide system of
measurement?
*Students present their video from Day 7 showing a problem that could occur due to the use
of different measurement systems. Class should take a few minutes to discussion how
realistic each problem is and how the problem could have been avoided (focus on clear
communication and understanding other cultures).
Michelle Lee
7/17/15
Day 9
Day 10
*Blog/Journal prompt: Students write an explanation of learning to post with these videos.
*Students have been working on their recipes from Day 6 during writing time. Have each
team present recipes in class. Recipe should be taken home to share with parents.
Optional: Scan recipes before they are sent home to share with parents. A class recipe book
would be a welcome addition to the classroom library. Scanned images could be posted on
the class blog to share with international partner classrooms.
*Blog/Journal prompt: Why do you think the United States has resisted changing to the
metric system?
Using one or both of the no-bake recipes from Day 5, students become the experts to work
with another class to make a no-bake recipe using metric tools. This would be a great time
to send an invitation to another third grade classroom in the building to come and “cook”
with you. Alternately, you could invite parents to come to school and have their students
lead them with the metric tools.
*Blog/Journal prompt: Reflect on the experience of teaching other students/parents.
Project Assessment with Scoring Rubric
Super
Work!
Determines unit of
capacity needed (liter
or ml) and measures
accurately. Estimates
when appropriate.
Determines unit of
mass needed (gram or
kg) and measures
accurately. Estimates
when appropriate.
Demonstrates an
understanding of the
need for consistent units
to communicate
mathematical ideas.
Applies knowledge to
create a real world
problem scenario
related to ineffective
communication of units.
Uses collaborative work
skills effectively during
partner, group, and
leadership assignments.
ALWAYS
*Chooses correct unit.
*Measures accurately.
*Estimates when
appropriate.
ALWAYS
*Chooses correct unit.
*Measures accurately.
*Estimates when
appropriate.
ALWAYS
*Correct units from
within the same system
present in calculations
and journal entries.
Creative, realistic
problem. Fully
developed mistake and
explanation of impact on
communication.
ALWAYS
1. Follow rules for
communication.
2. Considerate of other
Right
on
Track
Needs
More
Work!
1-2 errors in required
measurement skills
3 or more errors in
measurement skills.
1-2 errors in required
measurement skills
3 or more errors in
measurement skills.
*Units missing 1-2
times.
*Units used are from
within the same system.
Problem realistic.
Mistake developed but
impact on
communication not
explicit for audience.
Generally cooperative,
but needs to be
reminded 1-2 times
about appropriate
*Units missing 3 or
more times.
*Units used are not from
the same system.
Problem may be
realistic or unrealistic.
Mistake and impact are
missing or not fully
developed.
Ineffective
communication with
team and/or
inconsiderate of team
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7/17/15
Demonstrates selfawareness of own
culture, openness to
new ideas, and respect
for differences in other
cultures (moving
towards othersawareness).
points of view.
3. Completes
individual tasks and
seeks feedback
from team.
Understands metric
system is used almost
exclusively in other
cultures. Shows
acceptance and respect
for differences of others.
behaviors during
collaborative work.
members. Needs
reminders to complete
individual tasks.
Knows metric system is
used almost exclusively
in other cultures but
does not understand
“why they don’t do it like
us”. Respectful but may
not show acceptance of
differences.
Knows metric system is
used almost exclusively
in other cultures but
thinks others should
change to be “like us”.
May not show respect
or acceptance of
differences.
Resources
Children’s Literature:
Cleary, B. P. (2008). On the scale, a weighty tale. New York: Scholastic.
Murphy, S. (1998). Super sand castle Saturday. New York: Harper Collins.
Neuschwander, C. (2009). Pastry school in Paris: An adventure in capacity. New York: Henry
Holt and Company.
Schwartz, D. M. (2006). Millions to measure. New York: Harper Collins.
Tchana, K. H. & Pami, L. T. (1997). Oh, no, Toto! New York: Scholastic Trade.
Technology Tools:
EduBlogs. (2015). edublogs. Retrieved from http://edublogs.org/
Forkmedia. (2010, June 1). Cooking Resources. Retrieved from The Global Gourmet:
http://www.globalgourmet.com/food/resources/index.html#axzz3elO3772d
Books/Documents:
Cassidy, K. (2013). Connected from the start: Global Learning in the primary grades (pp. 43-63). Virginia:
Powerful Learning Press. Retrieved from http://shop.plpnetwork.com/connectedkids/
Key School. (n.d.). Concepts of elementary mathematics: Enduring understandings & essential questions
[powerpoint file]. Retrieved from
http://www.keyschool.org/documents/concepts%20of%20elementary%20mathematics.pdf
Office of Weights and Measures/Metric Program National Institute of Standards and Technology. (1997).
Toward a metric America: The United States and the metric system. Retrieved from
http://www.nist.gov/pml/wmd/metric/upload/1136a.pdf.
Michelle Lee
7/17/15
Videos:
BrainPop. (2015, July 9). Grams & Kilograms. Retrieved from Brain Pop Jr.:
https://jr.brainpop.com/math/measurement/gramsandkilograms/preview.weml
Espresso Education. (2011). Measurement: Understanding Units of Length, Weight, and Volume. [Full
Video]. Available from https://app.discoveryeducation.com/search?Ntt=measurement
Murdock, L. (2015, February 8). Super Sand Castle Saturday [Video file]. Retrieved from
https://www.youtube.com/watch?v=tjR-ErpywWM
NASA. (2015, July 9). US standard system of measurement vs. metric system. Retrieved from NASA
eClips:
http://www.nasa.gov/audience/foreducators/nasaeclips/search.html?terms=metric&category=
0100&disp=grid
Websites:
National Institute of Standards and Technology. (2015, May 8). Education Resources on the Metric
System. Retrieved from NIST: http://www.nist.gov/pml/wmd/metric/education.cfm
National Institute of Standards and Technology. (2015, May 20). Metric Chocolate Chip Cookies.
Retrieved from NIST: http://www.nist.gov/pml/wmd/metric/metric-cookies.cfm
Andrei, M. (2011, Mar 2). Map of countries officially not using the metric system. Retrieved from ZME
Science: http://www.zmescience.com/other/map-of-countries-officially-not-using-the-metricsystem/
Levin, B. (2012, Aug 16). Lemonade Recipes. Retrieved from Education.com:
http://www.education.com/activity/article/summer-lemonade/
Lipoff, S. (2012, Aug 16). "No-Bake" Cookies. Retrieved from Education.com:
http://www.jsward.com/cooking/cooking-metric.shtml
Metric Kitchen. (2015, July 9). Cooking with the metric system. Retrieved from jsward.com:
http://www.jsward.com/cooking/cooking-metric.shtml