UNIT: MEASUREMENT

Stage 1 – Desired Results (General Objectives)

Established Goals:

By the end of the unit,

 The learners will develop knowledge, skills and demonstrates understanding of the key
concept of measurement.
 Formulates real-life problems and models involving measurements and solves these
using a variety of strategies.

Essential Understandings

Students will understand that:

*Daily tasks involves measurement, conversion, estimation makes use of real numbers.
*Conversion and approximation of units of measure facilitates understanding of the
relationship between and among magnitudes of different objects.

Essential Questions
*How are different measuring devices useful?
*How does one know when a measurement is precise? active?
*Why do we need to measure?
*What is the importance of measurement?
*What does measurement tells us?
*Why are units of measure converted?

Key knowledge and skills to be acquired

Students will know the….

1. Concept of measurement.
2. Different measuring devices and their respective uses.
3. Measurement of capacity, temperature, time, angle, area, perimeter and volume of
regularly-shaped objects.
4. Appropriate measure to be used for the given object to measure.
5. Conversion of units of measure.
6. Rounding off numbers.
7. Approximation
8. Formulas in finding the area, perimeter and volume of regularly-shaped objects.
9. How to solve problems involving measurements using variety of strategies.
Students will be able to…

1. Use different tools/devices and units of measure.

2. Cite situations where measuring tools are approximately used.
3. Measure the capacity, temperature, time, angle, area, perimeter and volume of
regularly-shaped objects.
4. Determine the appropriate unit of measurement to be used.
5. Convert units of measure.
6. Round off numbers.
7. Approximate measurement by rounding off to its nearest desired value.
8. Determine the area, perimeter and volume of regularly-shaped objects.
9. Formulate and solve real-life problems applying conversion of units.
 Stage 2 – Acceptable Evidence

Approaches to Learning/Values Formation (How will this unit contribute to the overall
development of subject-specific and general approaches to learning skills?)

Organization
*Prepare the class with necessary materials
*Communication
*Listens with focus
*Asks questions to enhance/develop learning
*Guide on activities
Transfer
*Cooperates effectively in a group/pair
*Let them experience measuring
*Uses problem solving strategies
Personal Learning
*Shows eagerness towards learning

Students are prepared with necessary materials such as ruler, tape measure, objects to
measure, table for the activity and handouts. During discussion and activities, students are
encouraged to ask questions to enhance learning and clarifications. During group activity, group
mates must cooperate with each other in preparation for the individual activity. Positive
attitude and hard work towards learning are important to understand and appreciate the
significance of the lesson.

Performance Tasks/Other Evidence

Pre-assessment:
Guessing Game 1 & 2: to be given to the student before measurements will be
introduced to determine the students needed skills. (See attachment Pre-Assessment)

Formative Assessments:
Practice Exercises:Students activity worksheets for each subtopic.
Boardwork:Items will be written in the board right after the discussion. Students
will solve the assigned item and will explain his/her work to their classmate.
Activity work sheets from learner’s material.

Summative Assessments:
Project: Models (Regularly-shaped Objects)
To be assessed against criteria A, B, C and D.
Unit Test: To be assessed against criteria A.

Attachments:
Models (Project) Task Sheet
Summative/Unit Test - Measurement
 Stage 3 – Plan Learning Experiences
(Sequence of teaching and learning experiences)

Teaching and Learning Activities

W (Where are we going? Why? What is expected?)

Inform the students what are the goals for this unit, the essential questions that
they need to keep in mind and answer while studying the unit and the
summative tasks on models.

H (How will we hook and hold student interest?)

*Let the students discuss with their group mates each result of the activity that
they have undergone.
*Ask the students to answer the questions based on the activity:
What are is/are the importance/use/significance of measurement?

E (How will we equip students for expected performances?)

Each subtopic in the unit will be discussed using different strategies.
*Cooperative Learning Strategies for discussion.
*Direct Teaching
*Group activity
*Individual Activity/Practice exercises
*Project Making

R (How will we help students rethink and revise?)

Students will always be given practice exercises after discussion related to each
concept/skill and review exercises at the end of the unit.

E (How will students self-evaluate and reflect on their own learning?)

*Students will write their reflections, learning and feelings with the aid of the
essential questions every after each subtopic.

T (How will we tailor learning to varied needs, interests and styles?)

Students who learns faster than the others will help their classmates who are
having a hard time of the topic. Cooperative learning activities will be done
during the time allotted for cooperative learning. Teachers assigned must cater
all the questions that students raise during the time.

Attachments:
Pre-assessment 1 & 2 (Guessing game)
Activity 1 – Group activity
Activity 2 – Individual activity

LESSON: Measurement: Volume

 (Basic concept of measurement, measurement of length previously discussed)

Preparations:
1. Divide the class into 4 groups.
2. Assign each group to bring the following: rubics cube, drinking glass, rectangular box
and party cap. (Give as an assignment)

A. Investigation:
1. Let each group measure the dimensions of each object (rubics cube, drinking glass,
rectangular box and party cap) using ruler/tape measure. Specify the metric units to
be used. Move the objects in a clockwise manner so that other groups will be able to
measure all 4 objects.
2. Record the data of each object by group. Use (Attachment A).

B. Introduction: Conceptual Understanding

1. Discuss among the group mates the data that they have collected.
2. Present the data in the class. (To determine if they have the same measure in all
objects).
3. Each must group must present their “summary/generalization” about the concept
and significance of measurements of the dimensions in each object.

Essential Questions:
*Why do we need to measure the dimensions of each object?
*Out of the measurement of each dimension, how important it is in reality?
*What do this measurement tells us?

C. Goals for the day:

1. Demonstrate: Measuring the dimensions of each regularly-shaped object.
2. Use appropriate instrument in measuring specific object.
3. Determine the volume of the given regularly-shaped objects.
4. Understand the importance of the concept of volume.

D. Activities:
1. Handouts – Discussion (summary of the narrative concept of volume and formulae of
some regularly-shaped objects).
2. Worksheet for practice (by group) – Attachment A (Activity 1)
3. Solve problems involving volume of regularly-shaped objects (to be done individually)
- Attachment A (Activity 2).

E. Let the students write their reflections on their journal notebook by answering the
essentialquestions.
 Performance Task
Models
(Regularly-shaped objects)

Goal:
*Develops creativity of the students.
*Enhance the student’s resourcefulness in creating the model.
*Develops mathematical and analytical skills in measuring and solving the volume.

Role:
*Carpenter/ Creator / Artists

Audience:
*Teachers, schoolmates, classmates and next batch of students.

Situation:
They are advice to bring their materials in the classroom in making their own 3-D
models of regularly-shaped objects in any of the following: cube, cylinder, rectangular prism
and cone. The construction/creation, measuring and solving the volume must be done inside
the classroom.

Product Performance and Purpose:

*They will be able to create an attractive model of regularly-shaped objects that will
attract students to inspect, read and determine the dimensions and volume of the said object.
*Determine the purpose of finding the volume in real-life if they have a container/object
in their house same as the model.

Standards and Criteria for Success:

• Models must be made of recyclable materials.

• It must be well shaped and artistic that catches the eye of the viewer.
• Dimensions are exactly measured.
• Uses the right formula in finding the volume.
• Respectful and prepared at all times in case someone will ask questions in regards
with their output.
Summative Assessment – Project

Rubric: MODELS (Regularly-shaped Objects)

Criteria and Descriptor:

A. Knowledge and Understanding:40 pts.

*Correct/right units of measurement are used.

*Formulas in finding the volume of regularly-shaped objects.
*Concept of volume.

B. Application and Transfer:30 pts.

The students (by pair) create a model of regularly-shaped objects of any size using
recyclable materials (waste blocks from carpentry shop, tin cans, boxes, etc.). Let them
measure the dimensions of each object and solve for its volume. The dimension and solution in
finding the volume must be written in the body of the model/ in a creative manner.

C. Message:20 pts.
*Materials used are cheap
*Creative and Attracts next set of students to watch/inspect the model.
*Correct/exact measures
*Uses right formula

D. Personal Learning:10 pts.

*Hard work
*Creative thinker
*Artistic
*Meet deadline

TOTAL: 100 pts.

E. Project timeline:
Good for 1-2 days.
 Summative Assessment - UNIT TEST

MEASUREMENT

A. Underline the most reasonable measure.

1. average height of a 1st year student (150 mm , 150 cm , 150 m)

2. one teaspoon of cough syrup (5 ml , 5 l , 5 kl)
3. soft drink can (450 kl , 450 l , 450 ml )
4. net weight of a can of corned beef (210 mg , 210 g , 210 kg)
5. width of a room (4 cm , 4 m , 4 km)

B. Convert the following to the indicated units.

6. 70 cm = ____________ mm
7. 93 km = ____________ m
8. 78 km² = ____________ m²
9. 93 mg = ____________ g
10. 720 g = ___________ kg
11.700 ml = ____________ l
12. 35 ˚C = ____________ ˚F
13. 41 ˚F = ____________ ˚C
14. 9 months = ___________ days
15. 7 hours = ___________ seconds

C. Draw the angles with the following measures.

16. 20˚ 17. 135˚

D. Find:
18. P=?

35 m
21 m

28 m

19 A=?
6 cm

6 cm 6 cm

6 cm
E. Solve the following problems.

20. An antibiotic capsule weighs 500 mg. What is its weight in grams?

21. The greatest age recorded for a dog is 29 years for an Australian cattle-dog named Bluey.
Convert its age in terms of days.

22. Find he surface are of a cube of side 5 cm?

23. A Basketball has an inside radius of 4.5 inches. What is the volume of air inside it?
Pre-Assessment:

GUESSING GAME – World’s TALLongest!

Procedure:

1. Post the 4 sheets of bond paper with letters on the board.

2. Ask all the students to stand and listen to the questions that the teacher reads.
3. The teacher reads a question twice, then gives the go signal for the students to line up before
the letter that corresponds to their answer.
4. The trainer announces the correct answer and the participants who get the right answer stay
for the next question. Those who did not get the correct answer will be asked to sit down.
5. The game ends when all the questions have been read.

Questions:

1. The tallest building in the world is BurjKhalifa which is located in Dubai. What is its height?
A. 829.84 km B. 829.84 m C. 829.84 mi D. 829.84 yd.

2. Mt. Everest, the highest mountain in the world is found in Nepal. How tall is this mountain?
A. 1998 ft.B. 1998 km C. 1998 m D. 1998 yd.

3. According to Guiness World Records, the longest bridge in 2011 was Danyang-Kungsan of
China. How long is this bridge?
A. 1,648,000 cm B. 1,648,000 dm. C. 1,648,000 km D. 1,648,000 mm

4. National Geographic News (2007) reported that the longest river in the world is the Amazon
and not the Nile River. How long is the Amazon River?
A. 4225 km B. 4225 m C. 4225 mi D. 4225 yd.

5. The Marianas Trench, considered as the deepest part of the world’s oceans is located near
Japan. How deep is the trench?
A. 12, 023 ft. B. 12,023 km C. 12,023 m D. 12,023 yd.

6. The Great Wall of China is one of the visible man-made structures from the moon. How far
does the wall stretch?
A. 8,851,800 dm. B. 8,851,800 ft. C. 8,851,800 in D. 8,851,800 m

7. In 2006, Pluto was reclassified as a dwarf planet in the system. According to NASA, what is
the mean radius of Pluto?
A. 1151 hm. B. 1151 Gm.C. 1151 km. D. 1151 Mm

8. The tallest man in the world acknowledged by Guiness World Records in 2010 is the Turkish
Sultan Kosen. CBSNews reported last March 2012 that Kosen finally stopped growing at age 29
after undergoing treatment because his skeleton could no longer support his body. How tall is
Kosen now?
A. 8’ 5” B. 9’ 2” C. 10’ 3” D. 11’ 4”
GUESSING GAME #2 - How Long…?

Procedure: (Same as Guessing Game #1)

Questions:

(According to Ocean Conservancy, 2004)How long do the following take to decompose?

1. Paper towel
A. 2-4 weeks B. 2-4 months C. 2-4 years D. 2-4 decades

2. Orange or banana peel

A. 2-5 weeks B. 2-5 months C. 2-5 years D. 2-5 decades

3. Plywood
A. 1-3 weeks B. 1-3 months C. 1-2 years D. 1-3 decades

4. Plastic bag
A. 10-20 years B. 10-20 decades C. 10-20 centuries D. never

5. Disposable diapers
A. 450 months B. 450 years C. 450 decades D. 450centuries

6. Plastic beverage bottle

A. 450 months B. 450 years C. 450 decades D. 450centuries

7. Glass bottle
A. 1M months B. 1 M years C. 1 M decades D. 1M centuries
ATTACHMENT “A”

ACTIVITY 1: (Group Activity)

Materials Needed: Ruler/ tape measure

Different regularly-shaped objects (rubics cube, drinking glass, rectangular
box, party cap)

Instruction: Measure the dimension of the objects using metric units only. Record your results
in the table below and solve for each objects volume using its formula.

Rubics cube Drinking glass Rectangular box Party cap

length width height radius height length width height radiu height
s

Unit used

Measurement

Volume
ACTIVITY 2: (Individual Activity)

Problems Involving Volume of Regularly-shaped Objects

Instruction: Solve the following problems.

1. A cone of height 28 cm. has for its base a circle of diameter 27 cm. What is the
volume of the cone?

2. The base of a square pyramid has a side of length 46.5 cm. If the height of the
pyramid is 96.4 cm. What is the volume of the pyramid?

3. How much water can be stored in a cylindrical tank 20 ft.high that has an inside
radius of 5 ft. ?