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These activities are to be completed before the students are able to complete the drill and practice on the website. All other sections: history, concept of unit, conversion table, can be viewed by the student at any time during their studying of this website. This site enforces the material that should be covered in a sixth grade math class.
PRIOR TO WEB SITE ACTIVITIES:
Review the measurement objectives that correspond to the history, concept of the specific unit of measurement, or drill and practice activity that will be chosen.
This means that you have already provided students with the following:
- Hands-on Practice that develops an understanding of the concept.
- Time spent on reviewing the history or at least mentioning history of the chosen concept.
- Time to work through problems with the teacher and/or student partner.
Here are some suggested student activities. I did the majority of these lessons with my students.
Overview: Students will be able to measure length by inches, feet, and yards, to measure to fractions of inches, and change one unit of length to another.
Objective: The students will change length measurements by jumping and throwing objects and measuring the distance between the starting point and the ending point.
Materials: Butcher paper, Masking tape, Ink pad, Paper towels, Yard Sticks, Balloons
Prior Knowledge Needed: Students must know how to multiply and divide.
1. Students will be put into 4 different groups.
2. The class will count off 1,2,3,4 until all students have counted off.
3. All students who are number 1 will be in the 1st group, number 2 will be in the 2nd group, and so on.
4. Have students come up with a team name of their group.
Presentation of Content
1. Explain the relationships between inches, feet, and yards.
2. Explain how to convert length measurements.
3. Explain how the computations are to be completed on the worksheet.
1. Explain how groups will rotate into four different centers.
2. Describe briefly the four centers and demonstrate the games. Explain that general rules and tell them that each individual game rules will be posted.
3. Students within the group will need to help other members when measuring.
C. Guided Practice
1. The teacher will monitor students and help them if they need help.
2. Make sure that the students are obeying all the rules and recording their measurements.
Individual Student Mastery
Students will complete their worksheets
The students will be evaluated on the group's teamwork effort and on their individual worksheet. Their computations and conversions must be accurate.
1. With feet on starting line, long jump as far as possible.
2. Measure the distance form starting line to the closest place to the starting line that your body touched.
1. Mark your index finder using the ink pad.
2. Reach as high as your can and mark the paper. This is your base mark
3. Remark your index finder using the ink pad. Jump up and mark as high as you can. This is your jump mark.
4. Measure the distance between the base mark and the jump mark and record the distance.
1. With feet on the starting line, throw the balloon or airplane as far as possible.
2. Measure the distance from where the balloon or airplane first hits the ground to the starting line.
Objective: Student will be able to compare and measure the capacities of assorted containers by using units of cups, pints, quarts, and gallons.
Materials: Measuring cups, Assorted containers that hold cups, pints, quarts, and gallons, buckets of water, Rice/Cereal
Prior Knowledge Needed: Adding Fractions and Mixed Fractions
Introductory Activity: Have a container marked off at a pint and ask the students to estimate how many cups it will take to fill that pint with cereal/rice. Write estimations down on the chalkboard. Fill up the pint, 1/4 cup - 1 cup at a time, write down how 1/4, 1/2, to 1 cup it took to fill up the pint. Add up all the measurements and it should equal two cups. Discuss how you added fractions to get 2 cups.
Concept Development Activities: Allow student to do exploratory experiences filling up various sized containers with cup measures. You can change the measures to pints, quarts, and ounces. Have them figure out how many cups will it take to fill up a pint, quart, and a gallon. Then have them find out how many pints it will take to fill up a cup, quart, and a gallon, and so on until all measurements are found.
After they are through, discuss their findings and check their work using the capacity conversion chart.
Guided Practice: Go over the rules on how to convert capacities and practice converting problems with the students. Allow students to do some on their own while you monitor and help students that are having trouble.
Independent Practice: Create a worksheet that contains problems to help them convert between units of capacity.
Evaluation: Check worksheet and determine whether or not students grasp the concept of conversion.
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