```MetricsAngela Smith                   Julia Ward Howe Elementary                               920 N. Lorel                               Chicago IL  60644                               (312) 534-6060Objective:To familarize intermediate grades 4-6 with the metric system.Materials Needed:Tools of measurement (one for each group of 4 students):Tape measuresRulers (metric and standard)Measuring cupsBalance scalesSmall manipulatives (paper clips, bingo chips, etc.)Large & small beakers or cylinders marked with metric units of measurementsAssorted sized cupsMeter sticksStrategy:Begin by having the class split into small groups of four students.  Make sure that each group has a set containing the "tools of measurement" listed above.  All of the sets will contain the same items except one assessment item.Next, invite one person from each group (or the entire class, if you prefer) to come to a main desk or centrally located table.  Simply ask them to measure the items on the table.  Do not specify whether they're to use the metric, or standard (U.S.) form of measurement.Have the rest of the class measure various items in the classroom (i.e. desks, chairs, etc.) including parts of their own bodies (i.e. head, arms, wrist, etc.) while waiting. After a short time, discuss the ways students used the tools of measurement, and how they measured; pointing out the different ways of measuring.  For example, a marble could be measured in inches, millimeters, or weighed in ounces or grams. Also discuss the problems they might have incurred determining a fraction of an inch.  Talk about the "base 10" system the metric system uses in the terms mentioned in the performance assessment below.  After making comparisons of the two systems of measuring, launch into your study of the metric system by explaining the prefixes associated with the word METER, and then let them open their bags of small manipulatives and begin using the METRIC SYSTEM ONLY to discover the ease of using this way of measuring.  Explain how the meter stick works while having them measure desk, chairs, blackboards, etc.  Explain how the scales are used when weighing smaller objects such as paper clips, bingo chips, etc.  Show the ways of using liquid measurements by using the assorted containers to pour liquids (such as water or colored water) into the beakers or cylinders marked with metric units. Performance Assessment:Your assessment should be brief and in the form of a quiz on the following vocabulary: LENGTH                                              WEIGHT      CAPACITY
Kilo  + meter = kilometer or 1000 Meters            Kilograms   Kiloliters
*Hecto + meter = Hectometer or 100 Meters          * Hectograms  Hectoliters
*Deka  + meter = Dekameter or 10   Meters          * Dekagrams   Liter
*Deci  + meter = Decimeter or .1 (1/10) Meter      * Decigrams   Deciliters
Centi + meter = centimeter or .01 (1/100) Meters  * Centigrams  Centiliters
Milli + meter = Millimeter .001(1/1000) Meters      Milligrams  Milliliters

* Not as commonly used

Ask them to find the one item you placed in their bags that is a particular size
or weight.  You will know, because you have placed the pre-measured item in the
bag.  For example, if a penny weighs 3g, groups 1 & 4 will have only 1 penny in
their bags.  While groups 2 & 3 will have only 1 marble that weighs 3g.  Your
"hands-on" assessment question will be, "Find the item in your bag that weighs
3g."
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