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Table of Contents Teaching and Learning the Metric System Unit 1

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Table of Contents Teaching and Learning the Metric System Unit 1 Table of Contents Teaching and Learning The Metric System Unit 1 1 - Suggested Teaching Sequence 1 - Objectives 1 - Rules of Notation 1 - Metric Units, Symbols, and Referents 2 - Metric Prefixes 2 - Linear Measurement Activities 3 - Area Measurement Activities 5 - Volume Measurement Activities 7 - Mass (Weight) Measurement Activities 9 - Temperature Measurement Activities 11 Unit 2 12 - Objectives 12 - Suggested Teaching Sequence 12 - Metrics in this Occupation 12 - Metric Units For Forestry 13 - Trying Out Metric Units 14 - Managing With Metrics 15 Unit 3 16 - Objective 16 - Suggested Teaching Sequence 16 - Metric-Metric Equivalents 16 - Changing Units at Work 18 Unit 4 19 - Objective 19 - Suggested Teaching Sequence 19 - Selecting and Using Metric Instruments, Tools and Devices 19 - Which Tools for the Job? 20 - Measuring Up in Forestry 20 Unit 5 21 - Objective 21 - Suggested Teaching Sequence 21 - Metric-Customary Equivalents 21 - Conversion Tables 22 - Any Way You Want It 23 Testing Metric Abilities 24 Answers to Exercises and Test 25 Tools and Devices List References 1 UNIT OBJECTIVES The student will demonstrate these skills for the Linear, Area, Volume or Capacity, Mass, and 1 Temperature Exercises, using the metric terms and measurement devices listed here. SUGGESTED TEACIDNG SEQUENCE EXERCISES SKILLS Area Volume or Capacity Mass Temperature 1. These introductory exercises may require Line~ (pp. 7. 8) (pp. 9. 10) (p. 11) two or three teaching periods for all five (pp. <'·· 4) (pp. 5. 6) areas of measurement. 1. Recognize and use the millimetre (mm) square cubic centi­ gram (g) degree Celsius 3 unit and its symbol for: centimetre metre (cm ) {"C) 2. Exercises should be followed in the order 2 centimetre (em) (cm ) kilogram (kg) given to best show the relationship 2. Select, use, and read the cubic metre between length, area, and volume. appropriate measuring metre (m) square (m3) instruments for: metre 3. Assemble the metric measuring devices (m<) litre (I) (rules, tapes, scales, thermometers, and 3. State or show a physical reference for: millilitre (ml) measuring containers) and objects to be measured.* 4. Estimate within 25% height, width, or the area of capacity of the mass of objects the temperature of 4. Set up the equipment at work stations of the actual measure length of objects a given surface containers in grams and kilo· the air or a liquid for use by the whole class or as individu­ grams alized resource activities. 5. Read correctly metre stick, metric measurements a kilogram scale A Celsius thermometer tape measure, and on graduated and a gram scale 5. Have the students estimate, measure, and ' metric rulers volume measur- record using Exercises 1 through 5. ing devices 6. Present information on notation and make Table 1 available. 7. Follow up with group discussion of RULES OF NOTATION activities. 1. Symbols are not capitalized unless the unit is a proper name (mm not MM). 2. Symbols are not followed by periods (m not m.). 3. Symbols are not followed by an s for plurals (25 g not 25 gs). 4. A space separates the numerals from the unit symbols (4 I not 41). *Other school departments may have devices which 5. Spaces, not commas, are used to separate large numbers into groups of three can be used. Metric suppliers are listed in the reference digits ( 45 271 km not 45,271 km). section. 6. A zero precedes the decimal point if the number is less than one (0.52 g not .52 g). 7. Litre and metre can be spelled either with an -re or -er ending. ~""" VOCAnQNALEDUCATOON Information Sheet 1 2 METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES Quantity Metric Unit Symbol Useful Referents Multiples and Submultiples Prefixes Symbols Length millimetre mm Thickness of dime or paper 1 000 000 = 106 mega (meg'a) M clip wire 3 centimetre em Width of paper clip 1000=10 kilo (k-ilo) k 2 metre m Height of door about 2 m 100 = 10 hecto (hek'to) h kilometre km 12-minute walking distance 10 = 101 deka (dek'a) da Area square Area of this space Base Unit 1 = 10° centimetre cm2 0.1 = 10 -l deci ( des'f) d D 2 0.01 = 10- centi (sen'ti) c square metre m2 Area of card table top 0.001 = 10-3 milli <ffik[) m 6 hectare ha Football field including sidelines 0.000 001 = 10- micro (mi'kro) f.1 and end zones Volume and millilitre ml Teaspoon is 5 ml Capacity litre 1 A little more than 1 quart Table 1-b cubic centimetre cm3 Volume of this container co cubic metre m3 A little more than a cubic yard Mass milligram mg Apple seed about 10 mg, grain of salt, 1 mg gram g Nickel about 5 g kilogram kg Webster's Collegiate Dictionary metric ton ( 1 000 kilonams) t Volkswagen Beetle Table 1-a 3 LINEAR MEASUREMENT ACTIVITIES 3. Choose a partner to stand at your side. Move apart Metre, Centimetre, Millimetre so that you can put one end of a metre stick on your partner's shoulder and the other end on I. THE METRE (m) your shoulder. Look at the space between you. A. DEVELOP A FEELING FOR THE SIZE OF A METRE 1. Pick up one of the metre THAT IS THE WIDTH OF A METRE! sticks and stand it up on the floor. Hold it in place with one hand. Walk around the B. DEVELOP YOUR ABILITY TO ESTIMATE IN IviETRES stick. Now stand next to the stick. With your other Now you will improve your ability to estimate in metres. hand, touch yourself where Remember where the length and height of a metre was on your the top of the metre stick body. comes on you. For each of the following items: THAT IS HOW HIGH A METRE IS! Estimate the size of the items and write your estimate in the ESTIMATE column. Measure the size with your metre stick and write the answer in the MEASUREMENT column. Decide how close your estimate was to the actual measure. If 2. Hold one arm out straight your estimate was within 25% of the actual measure you are a at shoulder height. Put "Metric :rvJarvel." the metre stick along this arm until the end hits the How Close end of your fingers. Where Estimate Measurement Were You? is the other end of the (m) (m) metre stick? Touch your­ 1. Height of door knot> self at that end. from floor. 2. Height of door. 3. Length of table. THAT IS HOW LONG A :METRE IS! 4. Width of table. 5. Length of wall of this room. 6. Distance from you to wall. a3C£NT£R '"" VOCATIQNAL 'OUCATION Exercise 1 (continued on next page) 4 II. THE CENTIMETRE (em) III. THE MILLIMETRE (mm) There are 100 centimetres in one metre. If there are 4 metrP~ and There are 10 millimetres in one C'PntimPtrP. \;\,Then a measurement is 3 centimetres, you write 403 em [ ( 4 x 100 em) + 3 em = 400 em 2 centimetres and 5 rnillirnetres, you write 25 rnm [ ( 2 x 10 rnrn) + 3 ern]. + 5 rnm = 20 rnrn + 5 rnrn]. There are 1 000 rnrn in 1 rn. A. DEVELOP A FEELING FOR THE SIZE OF A CENTLMETRE A. DEVELOP A FEELING FOR THE SIZE OF A !\IILLil\1ETRE 1. Hold the metric ruler against the width of your thumbnail. Using a ruler marked in rnillirnetres, measure: How wide is it? ern 1. Thickness of a paper clip wire. rnm 2. Measure your thumb from the first joint to the end. 2. Thickness of your fingernaiL rnm em 3. Width of your fingernail. rnm 3. Use the metric ruler to find the width of your palm. em 4. Diameter (width)of a coin. rnm 4. Measure your index or pointing finger. How long is 'it? 5. Diameter (thickness) of your pencil. mm em 6. Width of a postage stamp. mm 5. Measure your wrist with a tape measure. What is the distance around it? ern 6. Use the tape measure to find your waist size. ____ ern B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLil'v1ETRES B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES You are now ready to estimate in rnillimetres. For each of the following items, follow the procedures used for estimating in You are now ready to estimate in centimetres. For each of the metres. following items, follow the procedures used for estimating in How Close metres. Estimate Measurement Were You? How Close (mm) (mm) Estimate :Measurement Were You? 1. Thickness of a (em) (em) nickel. 1. Length of a paper 2. Diameter (thickness) clip. of a bolt. 2. Diameter (width) 3. Length of a bolt. of a coin. 4. Width of a sheet 3. \Vidth of a of paper. postage stamp. 5. Thickness of a board 4. Length of a or desk top. pencil. 6. Thickness of a 5. \Vidth of a sheet button. of paper. Exercise 1 5 AREA MEASUREMENT ACTIVITIES B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE Square Centimetre, Square Metre CENTIMETRES You are now ready to develop your ability to estimate in square centimetres. \VHEN YOU DESCRIBE THE AREA OF SOiv1ETHING, YOU ARE SAYING HOW l'VIANY SQUARES OF A GIVEN SIZE IT TAKES TO Remember the size of a square centimetre. For each of the COVER THE SURF ACE. following items, follow the procedures used for estimating in metres. 2 I. THE SQUARE CENTIMETRE (cm ) How Close Estimate l\1easurement Were You? 2 2 A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE (cm ) (cm ) 1. Take a clear plastic grid, or use the grid on page 6. 1. Index card.
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