Materials Needed: piece of string, straw, red pipe cleaner, five graduated cylinders or beakers, water, ruler, tape measure, access to computer
Station 1 - Thermometer Reading – Students record the temperature of their classroom at the floor level and the ceiling level and answer questions. There is an integer math connection in some of the questions. On the next page, students are asked to adjust the temperature readings by sliding a red pipe cleaner up or down the thermometer with an attached straw. There are questions which use common core wording (increase, decrease, rise, fall, climb) and adding or subtracting integers. There are three worksheets labeled A, B, and C which increase in difficulty. Great for differentiation!
Station 2 - Ruler Reading – Students measure the items (illustrations) in inches and record the length to the nearest ½ in. Then, they measure a piece of string in inches and record the length to the nearest ¼ in. They are then asked to fill in a conversion chart, going from inches to feet or feet to inches. Next, students are asked to estimate various items (illustrations), measure and record the difference between the two numbers. If you have actual items that you would like to use instead of the picture, that would be just as good! Finally, students are asked to estimate the length of items (round to the nearest ¼ in.) that are commonly found in most classrooms. Then measure with a tape measure and calculate the difference.
Station 3 – Triple Beam Balance Reading (Technology Connection)- This is an excellent way to introduce the triple beam balance and an even better activity if you don’t have one! It is an interactive activity where the students manipulate the beams of the triple balance to weigh several items. Upon completion, you can use the actual triple balance to record the weight of actual items!
Station 4 – Beaker/Graduated Cylinder Reading - Students are asked to fill graduated cylinders with water to the following amounts (in mL): 70, 30, 90, 20, 50. Then they fill in the amount with colored pencil on the worksheet. Then students are asked to distribute the water in the cylinders so that each of the containers has the same amount of liquid and record the amount in each cylinder. Lastly, they find the mean of the original numbers. See the math connection??! I have found this to be an exceptional way for the students to conceptualize the concept of "mean".
Station 5 – Measurement Word Problems – Students complete measurement word problems. Then, using the chart provided, they write the correct comparison symbol <, >, or = in each box to satisfy the equation.