UNIT X 156 | UNIT 4 We use units of length that are standard. In the metric system, the meter is a standard unit of length. Other metric units are smaller parts of a meter. They are in multiples of ten. 1 meter (m) = 10 decimeters (dm) 1 meter (m) = 100 centimeters (cm) 1 meter (m) = 1,000 millimeters (mm) We can also use standard units to measure weight and volume. In the metric system, gram is the standard unit for weight, and liter is the standard unit for volume. weight volume milligram milliliter centigram centiliter decigram deciliter gram liter Metric Units of Measurement A Read the informational text. B Compare the measurements. 1. Mara’s box is 5 centimeters wide. David’s box is 5 millimeters wide. Which is wider? 2. A baby mouse is 2 centimeters long. A baby frog is 10 millimeters long. Which is longer? 3. Louisa’s sign is 85 centimeters tall. Paul’s sign is 2 meters tall. Which is taller? How can we measure using the metric system? ? ESSENTIAL QUESTION UNIT 4 156 CONNECT TO Mathematics CON22_3_SE_U04_156-157_CM.indd 156 30/10/2020 13:46 Instructional Routine: Mathematics p. Txxxii Metric Units of Measurement A • Use graphics to learn new concepts Tell students to look at the ruler and describe it. Point out the two units of measurement: centimeters and inches. Use a meter stick to measure an object. Say: This desk is 76 centimeters tall. Have students measure other objects and use the sentence frame This _____ is _____ centimeters tall/long to describe them. • Listen actively to build academic vocabulary Use the vocabulary routine for meter, gram, weight, liter, and volume. Play the audio and direct students to listen closely for the new words as they follow along. Then replay the audio to build comprehension of the content. B • Reinforce math vocabulary Use gestures and classroom objects or people to help students understand metric units of measurement relative to one another. For example, say: A ruler is 30 centimeters long. It is 3 decimeters long. Share metric weight comparisons you find in an online resource. • Interpret data Read aloud the first item in Activity B. Think aloud to compare the two measurements. Hold up a ruler and use gestures to support your explanation. Say: I know that 1 centimeter is equal to 10 millimeters. So 5 centimeters must be wider than 5 millimeters. That means that Mara’s box is wider. • Exchange information Once students have completed Activity B, ask volunteers to share their answers. Guide students to discuss and reconcile inconsistencies. ANSWERS 1. Mara’s box is wider. 2. A baby mouse is longer. 3. Paul’s sign is taller. Essential Question: How can we measure using the metric system? Use academic language Read aloud the Essential Question and elicit answers. Direct students to use rulers or other measuring devices to illustrate their explanations. ANSWERS We can measure by using tools that show metric measurements. PRACTICE EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Measurements can be challenging for students to work with if they do not have concrete examples. Provide students with rulers or measuring tapes and give them the opportunity to take measurements of their feet, legs, hands, fingers, etc. Help them create charts that show benchmark measurements (e.g., 1 centimeter, 1 meter) with examples. Amplify Give students the tools and opportunity to take measurements of their heights using both metric and standard measures. Challenge them to determine their height in feet and meters, inches and centimeters. Then direct students to create a class bar graph that reflects each students’ height in both systems. Have students study the graph and describe the data they see. For example, Three people in our class are the same height. They are all 130 centimeters tall. UNIT 4 / CONNECT TO MATHEMATICS
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