South Carolina ETV
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Metric Magic (Grades 6-7)
Master Teacher
Deb Childs
Time Allotment
One 90-minute class period. Preferable during the week of Oct. 10 (National Metric Week)
Overview
In this lesson the student will construct a "metric machine" as a kinestic aide in converting from one unit to another in grams, liters, or meters.
The student will complete a metric activity on the Internet and view about five minutes of a video on the metric system. Students will build on their previous understanding of multiplying and dividing by powers of ten.
Subject Matter
Mathematics
Learning Objectives
Students will be able to:
- convert from one unit to another within the metric system
- practice multiplying and dividing by powers of ten mentally
- apply the prefixes used in converting between two units of metric measurement
South Carolina Standards
These Standards can be found online at Office of Curriculum Standards.
Measurement VB1: Compare and convert units of measure for length, weight/mass, and volume within the metric system.
Measurement VA1: Explain the relationship between the metric system and the base-ten number system.
Media Components
Video
Math Vantage Patterns, Lesson 2: "Patterns with Tens" (about 4-5 minutes of the tape). This video provides examples of patterns found in our decimal number system and the similar patterns found in the metric measurement system.
Web Site
"Quia" (Pronounced Key-uh. Short for Quintessential Instructional Archive.) provides a variety of educational services. Go to the site at Metric Measurement Web site and click on the game that says "Matching." There is an index to the terms. Students can play several rounds of a metric matching game.
Materials
- scissors (1 per student)
- tape
- sticky notes (1 per student)
- meter stick
- one 1-liter bottle
Prep for Teachers
Cue the Math Vantage video to the first clip of Lesson 2, where a large penny rolls across the screen. You will hear "The US has been first in many things. . . ."
Fill a plastic jar with skittles, M&Ms or a candy of your choice. Note the gram weight of the package on a large post-it note hidden from view. (May use one or more bags.)
Bookmark the Web site on the computer for the students.
Make a transparency of Activity Sheet 1: "Metric Machine Practice."
Make copies of the template for the "Metric Machine" on heavy paper. (There are six machines to a page. Each student makes one machine.)
When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of the video segments, Web sites, or other multimedia elements.
Introductory Activity
This activity will allow students to begin recognizing the ball park weight of a milligram, gram or kilogram. Students seem to have a better grasp of meters and liters, but have a meter stick and a
1 liter bottle available.
Step 1: Bring out a jar of candies. Let students pass it around the classroom. Remind them that a kilogram is about the weight of a hard cover textbook (perhaps their math book) or an adult size tennis shoe; a gram is about the weight of a jumbo (2 inch) paper clip; a milligram is the weight of a feather or some other object that is so light you cannot feel it in your hand.
Step 2: Ask the students to write their name on the underside of the sticky note. Ask them to make a good guess of the weight of the candies and write their answers on a post-it note (in large print). If anyone asks, tell him or her the weight does not include the weight of the jar, which is very light. Let them know that the person whose guess is closest to the actual weight will get to keep the candy.
Step 3: Have each student put his/her guess on the board in numerical order. Take out a larger post-it note with the correct answer and let a stu-dent put that note in the proper place. Once all students agree on the place, announce the actual weight and allow students to determine the winner.
Step 4: Remind the students of the illogic pattern of numbers in the standard system. (Length: 1 ft = 12 in.; 1 yd = 36 in.; 1 mile = 5280 ft. (1760 yds). Mass: 16 oz = 1 Lb; 2000 Lb = 1 ton. Liquid capacity: 8 fl oz = 1 cup; 2 cups = 1 qt; 4 qts = 1 gal.) Explain that the metric system is based on multiples of ten.
Learning Activities
Step 1: Provide students with a Focus for Media Interaction, ask them to look for something else based on 10 just like the metric system is based on 10 (money). PLAY. PAUSE after the Math Vantage logo. You will hear "The moving decimal point shows us how powers of 10. . . . "
Provide students with a Focus for Media Interaction, ask them to look for what 1000 liters is equal to, what centi- means, and what milli- means (1000 liters = 1 kL. Centi- means 1-one hundredth, milli- means 1-one thousandth.). (This segment moves fast, you may need to replay if students are unable to give correct responses). RESUME. PAUSE after large tennis shoes with "move over Bigfoot" on the screen. You will hear, "But now, with the metric system, there is a logical and common language. . . . "
Provide students with a Focus for Media Interaction, ask them to look for ways we already use the metric system in daily life. (tools, running distances, camera lens) RESUME. PAUSE after the camera. You will hear "So the place value of a number depends on. . . . "
Provide students with a Focus for Media Interaction, ask them what do we need to do before we go metric? (practice). STOP at person on treadmill and credits.
Wrap up question: What are some other things that you can think of that will help the US go metric? (May want to discuss dual labeling of groceries, distance signs on the interstate, educating the general public.)
Step 2: Distribute the Metric Machine Template, then build a metric machine: Cut out the three strips. Cut out the "window" between DEKA and DECI. Discard the strip that is blank and to the right of the two approximately three centimeter sections that are patterned. Tape the two patterned strips to the back of the metric units strip using tape. Put them about a "thumb's" distance from either side of the window. Then slide the GRAM METER LITER strip between the patterned slats and the strip with the window, so that the word GRAM METER or LITER shows through the window. (Note to teacher: You may wish to make a transparency of the metric units for demonstration purposes.)
Step 3: Review multiplying and dividing by powers of 10. Ask students to multiply 3 by 10 (30). 31 by 10 (310). 314 by 10 (3140). Ask them to multiply 3.14 by 10 (31.4). What about 31.4 times 10? (314). Ask them to divide 3.14 by 10 (.314). Ask them what to do if they wish to divide .314 by 10 when there are no more numbers to move the decimal past. (Add a zero in front of the 3 so they have a place to move the decimal to the left.) Ask what would be the quotient of .314 divided by 10? (.0314) Ask students where the decimal goes in a whole number (a number without a decimal) if they need to use one. (After the ones place, or in the back).
Step 4: Teach students how to use the metric machine. Show them that the strip underneath is to differentiate which base unit they are using, i.e., grams (kg, g, mg); meters (km, m, cm, mm); or liters (kL, L, mL). Tell them the L is usually capitalized or italicized so it does not look like a one. The prefixes are for changes from one unit
to another. Ask students to put their left index finger on the centi- prefix and their right index finger on the milli- prefix. It would take one jump right to go from cm to mm. Therefore the decimal jumps one place right when going from centi- to milli-. It would take one jump left to go from milli- to centi-. Therefore the decimal goes one jump left to convert from milli- to centi-. This is the same as multiplying or dividing by 10. Have them put their left index finger on the open window (which could represent grams, meters, or liters) and their right index finger on the milli- unit. How many jumps would they have to make to get from one to the other? (3) That is how many places you move the decimal. If you jump to the right the decimal jumps to the right. If you jump to the left the decimal jumps to the left. Repeat the demonstration for the kilo prefix and jump to the window spot. Illustrate an example going from one end of the machine to the other and then back.
Step 5: Practice using the metric machine with Activity Sheet 1. (See answer sheet.)
Step 6: (Note to teacher: If you have an AverKey, walk the students through the Internet activity.) Tell students: Go to the bookmarked site. Click on "matching" box. Use the cursor to click on matching pairs. If you are right, a colored star appears. If you are wrong, the card is unclicked and you try again using one of the same cards or a different card. When you finish, you can play a new matching game. If you have trouble, you can click on the list of terms. You can use your metric machine to do the activity.
Provide students with a Focus for Media Interaction, tell them that after they play the game several times, you will ask them the following: What is the Celsius temperature at which water boils or freezes? What do the prefixes kilo-, hecto-, deka-, deci- centi- and milli- mean? What are the base units for length, volume and mass.
Allow the students to do the matching game for approximately 5 to 10 minutes. After students have played ask the questions you mentioned. (Boiling 100 and freezing 0 point of water. Kilo- 1000; hecto- 100; deka- 10; deci- 1/10; centi- 1/100, milli- 1/1000. Base unit for length, meter; for volume, liter; for mass, gram.)
Culminating Activity
Step 1: Tell students about the mnemonic device to help memorize the order if they lose their machine. "King Henry Doesn't Mind Drinking Chocolate Milk," "King Henry Doesn't Mind Dirty Coffee Mugs," etc.
Step 2: Tell students to find an adult this weekend who will allow them to demonstrate the metric machine. The student's assignment is to teach the adult how to use the metric machine.
Cross-Curricular Extensions
English/Writing: Write a persuasive paragraph on why the US should convert to the metric system.
Economics: Research and report on the other countries (besides the US) that are not using the metric system.
Science: Interview a scientist or pharmacist to find out how that person uses the metric system in their job.
Social Studies: Research and report on how the metric system originated. Research and report on the backgrounds of those for whom metric units are named.
Community Connections
Invite a pharmacist to talk about the measurement used in common medications.
Invite a scientist to discuss how he uses the metric system in his work.
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