Read Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 for Free Online

items such as boxes (for example, empty cereal boxes), cylinders (empty paper towel rolls), circles (paper plates), and also pencils, erasers, notecards, spools of threads—any items that students can estimate and weigh; reproducible, “Recording the Metric Monster Mass,” for each group of students; digital camera for the teacher to photograph the metric monsters.
Preparation
In the days before the actual activity, encourage students to bring items from home that they will use to build their metric monsters; you may also collect a variety of items ahead of time. ( Note: Items should be nonbreakable, safe, and easy to manage in the classroom; for example, discourage students from bringing in glass containers.)
Procedure
Day 1
1. Explain the activity to your students: They will be creating a Metric Monster out of common materials.
2. Encourage them to brainstorm what kinds of items they might use to create their Metric Monster. Students should then decide what items they need and what items each student will bring to class. ( Note: You may want to give students a few days to bring items into class before moving on to Day 2 of the activity.)
Day 2
1. Explain that kilograms and grams are units of measurement used for measuring mass in the metric system. Mass is the amount of matter in an object. Ask your students if they can name some objects that might be measured in kilograms and grams. Offer some examples, such as those provided in the Background.
2. Hand out copies of the reproducible and explain that it contains spaces to record each item students use in making their Metric Monster. It also contains spaces for the estimated mass of each item, the actual mass of each item, and the difference between them.
3. Make sure that students have enough materials. If necessary, provide some that you brought to class.
4. Instruct students to record the name of each item they use for their Metric Monster in the first column on the reproducible. They are to estimate the weight of each item in grams or kilograms and record the estimated mass in the second column. Next they should weigh each item and record its actual mass in the third column. Finally, they are to find the difference in the values of the estimated and actual mass and record the difference in the fourth column.
5. Encourage students to create their Metric Monsters. Take pictures of their monsters and print them. ( Note: Be sure to follow the guidelines of your school for taking pictures in class.)
Day 3
1. Distribute the pictures of students' Metric Monsters.
2. Instruct students to attach the pictures to their sheet, “Recording the Metric Monster Mass.”
Closure
Discuss the mass of your students' monsters. Ask questions such as the following: How did your estimates of the mass of various items compare to the actual mass of the items? Did the accuracy of your estimates improve as you found the actual mass? Why might this have been? Which monster had the greatest mass? Which had the least? How does the mass of the Metric Monster of one group compare to the mass of another group's Metric Monster? Display the “Recording the Metric Monster Mass” sheets and photos.
Activity 2: A Lot of Water
The teacher presents five containers partially filled with water to the class. Students will estimate the amount of water in each container. The teacher and student volunteers will verify the results by finding the capacity. Students will then write and solve word problems based on the results.
Materials
Unlined paper for each student; a dark nonpermanent marker; five clear containers of various shapes and sizes, such as a milk container, water bottle, soda bottle, vase, and glass; three 1-liter beakers for the teacher.
Preparation
Label the containers 1 through 5 with the nonpermanent marker. Use the marker to draw a line on each container to indicate the amount of water you will pour into the container. Then fill each container to the line.
Procedure
1. Explain that liters are the