Measurement Activities M3.1
1. Use a hand span or foot length to measure the length of the streamer for each body part. Which unit of measure required the greatest number to measure each body part? Choose another arbitrary unit of measure that will require more to measure the same body parts, and one that will require less. Record results as a graph to aid comparisons. 2. Select other items to measure; for example, desk length, width, width of classroom, own height, arm span, length or width of netball court and so on. Each time, have students select an arbitrary unit of measure to measure with. Record results and discuss findings. Results may be recorded in graph form or as a tally. 3. Using string or wool, cut two equal lengths. Use one length to make a long, thin shape and the other to make a shape which is almost circular. Use tiles or counters to see which needs the most to cover the surface. M3.2
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1. Using paper streamers, measure two or three different body parts (each student to measure the same body parts as other class members). Order the streamers from shortest to longest. Check to see if each student is in the same position each time. 2. Growing plants, measuring growth rates and predicting future growth rates allows a comparison of length with time over a daily or weekly period. 3. Collect a number of cardboard packages—cereal boxes, cake mix, etc. —and record the volume of each box by filling the box with sand, rice or beans. Measure the volume by cupfuls. Cut the boxes open and compare their surface areas. Check to see whether the box with the largest surface area also has the largest volume. 4. To measure volume by displacement there are three methods that may be used. Each is detailed as an example activity. (a) Select a large, clear container with a wide opening. Partly fill with water. Mark the water level in the wide container. Place an object (scissors, golf or tennis ball, stone etc.) into the water and mark the new water level. Measure the difference. (b) Select a large, clear container with a wide opening. Place the object in the bottom of the container. Partly fill with water and mark the water level. Measure the differences. (c) Select a suitably large, clear container and place it in a larger container. Fill the smaller container carefully to the top. Slowly place the object. Measure the overflow. 5. Choose a number of large, different objects; for example, chair, bin. Pick up one object at a time then order them from lightest to heaviest. Choose a number of smaller, different objects. Pick up one object at a time then order them from lightest to heaviest. Always swap the objects to the other hand when lifting to help in testing their mass. Repeat this activity many times using different objects. Use balance scales to check findings.
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• 186 • New Wave Maths Book D – Teachers Guide
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