Our Metric Measurement (4-6) Lesson Plan strengthens student understanding of the metric system. Students will be able to define metric measurement, identify the metric units used in weight, length, and volume, and convert from smaller/larger to larger/smaller units. Engage critical thinking as students consider why the metric system is used along side the standard measurement.
Sample Classroom Procedure / Teacher Instruction
- Display the following: In one column list the numbers used in standard measurement such as 12, 36, 3, 2000, 16, 4, and in another column list 10, 100, and 1000. Do not show the words metric or standard. Ask students what the difference is between the two lists.
- Allow for responses and discussion. Ask: If you had to solve math problems, which column of numbers would most likely be easier to use?
- Allow for responses and discussion. Ask students if they know what the numbers represent. Guide them to the two measurement systems and introduce metric measurement.
- Distribute Metric Measurement (4-6) content pages. Read and review the information with the students. Save the final question for the lesson closing. Use the additional resources to enhance understanding.
- Distribute Activity page. Read and review the instructions. Distribute metric rulers. Once completed with measuring length, distribute a package label to each student. Students must receive Labels 1 through 12 and complete the chart. Labels will be passed from student to student until all students have completed the activity.
- Following completion, review the correct measurements with the class. Allow students to share their responses. Ask: Why do you think manufacturers use the metric system on items sold in the United States if we only use the standard measurement?
- Allow for responses and discussion. (Most of the same packages may be sold in other countries, plus there may be people in the U.S. who are used to the metric system.)
- Distribute Practice page. Check and review the students’ responses. (Use additional resources’ worksheets for more practice.)
- Distribute the Homework page. The next day, check and review the students’ responses. For Q. 10, ask students to answer why they chose their answer.
- In closing, ask: Do you think the U.S. should switch to the metric system for its measurements? Why or why not?
Common Core State Standards: CCSS.Math.Content.4.MD.A.1, CCSS.Math.Content.5.MD.A.1, None for Grade 6
Class Sessions (45 minutes): At least 2 class sessions.
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