50 ◆ Problem Types Across the Curriculum
Measurement
Measurement problems involve knowing different units in the customary
and metric system. Students have to understand length, mass, capacity,
time and distance by the end of fifth grade. Here are a few of the problem
types with some suggestions on teaching them (see Figures 3.16 and 3.17).
First and probably most important and least done, is that when we are
teaching measurement problems, we should actually have students mea-
sure. They should use real material or paper to do the actual measurement
and cutting. Look at the following problems. For the first problem, I would
give the students a 15-inch piece of material and have them prove it by
acting out the problem. Then I would have them draw their model. For
the second problem I would give them 2 feet of butcher paper and have
them act out the problem by measuring and cutting the paper. These kinds
of activities give students concrete experiences so that they can relate to
the problem. I find that we rarely do this, but if we did, they would
understand basic units and conversion problems so much better.
Marta was going to make tablecloths for her little cousins’ doll tables.
She needed to cut 2-inch pieces from a 15-inch piece of material. How
many can she make? Will she have any left over? Can you use the
tape measure to help her?Figure 3.16
Figure 3.17
Claire had 2 feet of material. She needed to cut five 6-inch pieces. Does
she have enough material? If not, how much more does she^ need?Next is a problem about mass (see Figure 3.18). Students have no idea
about mass because we don’t discuss it in our daily lives. They are more likely
to know about units of measurement in the customary system (just barely).
Have the students act out this problem on the scale. There is no way that you
should be doing a measurement unit without a scale. Students should also think
about what is the best way to figure this out. Here a table would be great!