UNIT X UNIT 4 | 157 C Look at the metric ruler. Identify a millimeter and a centimeter on the ruler. Then answer the questions. 1. You need to measure the length of a paper clip. Will you use meters, centimeters, or millimeters? 2. You need to measure the width of a paper clip. Will you use meters, centimeters, or millimeters? 3. You need to measure a person’s height. Will you use meters, centimeters, or millimeters? Choose the unit of measurement for each sentence. 1. To measure the volume of a bottle of water, I use (liters / centimeters). 2. To measure how heavy my backpack is, I use (grams / deciliters). 3. To measure how tall my friend is, I use (liters / meters). E Making connections Make a list of things in your classroom that you can measure. Will you use meters, centimeters, or millimeters? D length width UNIT 4 157 CON22_3_SE_U04_156-157_CM.indd 157 30/10/2020 13:46 DIFFERENTIATED INSTRUCTION Scaffold Help students develop their academic vocabulary around metric measurement by providing language frames. Then have students use measurements you have already recorded and say descriptive sentences about the measurements. The _____ is _____ millimeters/centimeters/meters long. My water bottle holds _____ milliliters of water. The _____ is _____ millimeters/centimeters longer than the _____. Amplify Discuss the relationships between meters, decimeters, centimeters, and millimeters on page 156. Have students revisit measurements they have taken and convert them to other units. Then have students write complete sentences about what they discover. FORMATIVE ASSESSMENT Write: Identify units of measurement Write three units of metric measurement. C Learn content-area vocabulary Ask a student volunteer to identify a centimeter on the ruler on page 156. Then help students identify a millimeter. Ensure that students understand the difference. Ask: If I wanted to measure the height of my plant, which unit would I use? Elicit centimeter and guide students to explain why. (Millimeters are for measuring much smaller objects.) Have students work in pairs to complete Activity C. ANSWERS 1. centimeters; 2. millimeters; 3. meters D Identify content-area vocabulary Review with students the metric measurements for volume and weight on page 156. Use gestures and visuals to explain that we use grams to measure the weight of solid objects and liters to measure the volume of liquids. Have students complete Activity D independently then share their answers in a class discussion. ANSWERS 1. liters; 2. grams; 3. meters E Make connections Have students work together to make a class list of items to measure. Give them the opportunity to discuss in small groups which measurement units will be appropriate for different items. ANSWERS Sample answers: desks—meters; pencils—centimeters; erasers—centimeters; tacks—millimeters Practice Book p. 84 Assessment Program p. 70 COMMUNICATE UNIT 4 / CONNECT TO MATHEMATICS
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