I.
II.
III
IV,
Topic Area
Estimating and measuring in metric units.
Introductory Statement
Students will become familiar with metric units by
estimating and measuring in a �Metric Olympic�
setting.
Math SkillsMath Skills
Science Processes
a. Measuring in Metric a. Estimating
Units. b. Predicting
Materials (per class)
2-3 paper plates or pie pans
3-5 paper or plastic drinking straws
2 bags of marbles
3 meter sticks and meter tapes
cotton puff balls
large sponge
IX. What the Students Will Do
After all the stations have been completed by all
teams, each student should find the score, which is the difference between the estimates and the actual measurement for each event. This should be entered in the last column. Then each student totals the num- bers in the score column. The winner is the one with the lowest score. You may wish to discuss how a lowscore shows accuracy.
large mixing bowl or bucket
liter measuring set
centimeter graph paper
balance scale with weights
Student Worksheets
Awards may be presented to the winners. There
are forms in the student worksheet section which may
be duplicated for this purpose.
XI. Extension
V.
VII.
Key Question
�How closely can you match your estimate and
your actual measurement in metric units?�
ManaQement Suggestions
1.
Establish fair ground rulesahead of time.
2. Be consistent in guiding rules that determine
fairness in measurement. For Example: Do I get
a practice turn?
You may wish to use one or both of the self-explan-
atory extended activities: Metric Scavenger Hunt or
Mini-Metric Olympics II. Mini-Metric Olympics II
requires the computation of percent of error and is
appropriate for the upper grades.
Following are other investigations that require
estimation and measurement:
a.
b.
3. Measure to the nearest whole unit.
4. Teacher needs to announce when teams will rotate
to the next station.
C.
5. Estimated time to complete activity is two (2) fifty
minute class periods.
VIII.
Procedure
d.
1. Work in small groups (5) including a team captain.
2. There are a total of six stations with a different
task at each station. Each station should have a
task card with complete instructions and materials
available. Each group is assigned to one station.
MATH
+ SCIENCE: A SOLUTION 19
@ 1987 AIMS Education Foundation
Each captain may read the instructions to his team.
It is extremely important that before each activity
begins, each student estimates and records his/her
estimate on his/her student score sheet. Captains
should check all members on the team before
beginning any activity.
After each team member performs the activity,
he/she measures and records his/her actual length,
mass, volume or area.
How many liters of water will fill your bathtub?
Draw a cartoon and record your data.
Draw a cartoon and record your data.
Select five or more containers of assorted sizes
and shapes. Can you arrange them in order from
least to greatest and predict their volume accu-
rately? Make a diagram and table of your results.
Select five or more objects of various sizes and
shapes. Can you arrange them from lightest to
heaviest and estimate their mass accurately? Or-
ganize and illustrate your data.
Estimate the distance of a trip to school and back
home in metric units. Draw a map to scale that
illustrates how far you walk or ride to school. You
may choose to do this with a partner and do a
combined map so that you can make comparisons.
MATH SCIENCE: A SOLUTION
20
1987 AIMS Education Foundation
MATH SCIENCE: A SOLUTION
1987 AIMS Education Foundation
The Flame
MATH SCIENCE: A SOLUTION 22 1987 AIMS Education Foundation
MATH SCIENCE: A SOLUTION
AIMS Education Foundation
MATH SCIENCE: A SOLUTION
24 1987 AIMS Education Foundation
3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
76
77
78
79
70
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
76
77
78
79
70
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
MATH SCIENCE: A SOLUTION
26
1987 AIMS Education Foundation
27 1987 AIMS Education Foundation
MATH SCIENCE: A SOLUTION
1987 AIMS Education Foundation
SCIENCE: A SOLUTION 29
1987 AIMS Education Foundation
MATH SCIENCE: A SOLUTION
1987 AIMS Education Foundation
MATH SCIENCE: A SOLUTION
1987 AIMS Education Foundation