unit 3, lesson 2: anchoring units of...

Unit 3, Lesson 2: Anchoring Units of Measurement

2.1: Estimating Volume (10 minutes)

Setup: Students in groups of 2. 2 minutes of quiet think time, followed by partner and whole-class discussion.

Lesson GoalsKnow approximate and relative sizes for standard units of length: inch, foot, yard,mile, millimeter, centimeter, meter, kilometer.Know approximate and relative sizes for standard units of volume: cup, quart,gallon, milliliter, liter.Know approximate and relative sizes for standard units of weight and mass: ounce,pound, ton, gram, kilogram.

Required Materialsscissorsrulersstringyardsticksmeter sticksquart-sized bottlepre-printed slips, cut from copies ofthe blackline masterhousehold items

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GRADE 6 MATHEMATICS

Open Up Resources(openupresources.org)

Unit 3: Unit Rates and Percentages, Lesson 2: Anchoring Units of Measurement 1

Student task statementEstimate the volume of the tiny salt shaker.

Possible responses

Answers vary. Sample responses:

ounce; 3 teaspoons; 15 milliliters; 15cubic centimeters

GRADE 6 MATHEMATICS



2.2: Cutting String (Optional, 10 minutes)

Setup:

Students in groups of 2. Distribute scissors and string. Assign each group one of the following lengths: 1 centimeter, 1 foot, 1 inch, 1meter, or 1 yard.

Student task statementYour teacher will assign you one of the following lengths: 1 centimeter, 1 foot, 1 inch, 1 meter, or 1 yard.

Estimate and cut a piece of string as close to your assigned length as you can without using a measurementtool.

Possible responses

Answers vary.

GRADE 6 MATHEMATICS



2.3: Card Sort: Measurements (Optional, 25 minutes)

Setup:

Students arranged in groups of 4–6 in two dimensions. Explain the sorting protocol. Distribute sets of cards. Students sort units based onthe attribute they measure, have their work reviewed, and then sort the rest of the cards. Students rearranged into new groups fordiscussions.

GRADE 6 MATHEMATICS



Student task statementYour teacher will give you some cards with the names of different units of measurement and other cards withpictures of objects.

1. Sort the units of measurement into groups based on the attribute they measure. Pause here so yourteacher can review your groups.

2. Match each picture card that has “L” in the top right corner with the closest unit to the length of theobject.

3. Match each picture card that has “V” in the top right corner with the closest unit to the volume of theobject.

4. Match each picture card that has “WM” in the top right corner with the closest unit to the weight or massof the object.

Your teacher will assign you a new group to discuss how you matched the objects. If you disagree, work toreach an agreement.

Possible responses

1. Length: 1 inch, 1 foot, 1 yard, 1mile, 1 millimeter, 1 centimeter, 1meter, 1 kilometer; Volume: 1 cup,1 quart, 1 gallon, 1 milliliter, 1 liter;Weight and Mass: 1 ounce, 1pound, 1 ton, 1 gram, 1 kilogram

2. 1 inch: thumb, quarter, hockeypuck; 1 foot: ruler, shoe, licenseplate, football; 1 yard: from chest tohand, baseball bat; 1 mile: running10 minutes; 1 millimeter: dime 1centimeter: pinky finger, golf tee; 1meter: from chest to fingers,baseball bat and ball; 1 kilometer:walking 10 minutes

3. 1 cup: measuring cup, school milkcarton; 1 quart: sports drink bottle,small paint can; 1 gallon: large milkjug, large paint can; 1 milliliter:raindrop, 1s cube, artificialsweetener; 1 liter: water bottle,1,000s cube

GRADE 6 MATHEMATICS



Lesson Synthesis (5 minutes)What are some common units of measurements? What everyday objects can we use asbenchmarks for those units?

2.4: So Much in Common (Cool-down, 5 minutes)

Setup: None.

4. 1 ounce: slice of bread, birthdaycard, mouse; 1 pound: loaf ofbread, peanut butter, crayons,sweatshirt, crow; 1 ton: car, horse;1 gram: paperclip, dollar bill,raisins; 1 kilogram: textbook,bananas, guinea pig

Anticipated misconceptions

Students may struggle to sort objectsthat weigh 1 pound versus 1 kilogram.Tell them one object that matches witheach unit and have them decide theother objects by comparison.

GRADE 6 MATHEMATICS



Student task statementLin and Elena have discovered they have so much in common.

1. They each walk 500 units to school. Who walks500 feet, and who walks 500 yards? Explainyour reasoning.

2. They each have a fish tank holding 20 units ofwater. Whose tank holds 20 gallons, and whoseholds 20 cups? Explain your reasoning.

Possible responses

1. Lin walks 500 feet, and Elena walks500 yards.

2. Elena’s fish tank holds 20 gallons,and Lin’s fish bowl holds 20 cups.

3. Lin’s brother weighs 40 pounds,and Elena’s brother weighs 40kilograms.

GRADE 6 MATHEMATICS



3. They each have a brother who weighs 40 units.Whose brother weighs 40 pounds, and whoseweighs 40 kilograms? Explain your reasoning.

GRADE 6 MATHEMATICS



unit 3, lesson 2: anchoring units of...

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