Cubic Units of Measurement
Resource Overview Quantile® Measure:
480Q
Skill or Concept:
Model the concept of the volume of a solid figure using cubic units. (QT‐M‐630)
Excerpted from:
Gourmet Learning 1937 IH 35 North Suite 105 New Braunfels, TX 78130 www.gourmetlearning.com © Gourmet Learning
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Unit 1 - Lesson 6
Measurement
Student Expectation: Students will create models of cubic cm, cubic dm, cubic in and cubic ft
Checking for Understanding—Part I Measuring Volume with Concrete Models “Cubic Units of Measurement”
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Teacher note: So that students have a thorough understanding of how cubic units are created, each student will create 1 each of the following units: cubic centimeter (cm3), cubic decimeter (dm3), cubic inch (in3) and cubic foot (ft3). As an optional extension if time allows, students can create a cubic yard and cubic meter in their groups. These cubic units will be used in the 2nd part of the Checking for Understanding. Group size: two to four students per group for discussion; individual for creating units Materials: metric and customary rulers; cardstock; poster board; tape; optional: cubic unit stencils page Before class: Gather a metric and customary ruler and piece of cardstock for each student. Gather 1 roll of tape for each group. Due to time constraints, you may opt to create and laminate stencils of a square cm, square dm, square in, and square ft before class. Directions: Use the Instructional Strategy below to guide students through this activity.
Questioning Technique Instructional Strategy Ask: How many sides does a cube have? (6) Ask: What are some facts about a cube? (Every side is a square. Every edge is the same length. The corners are all 90º.) Say: Create a 1-centimeter square on your cardstock. (Circulate or observe students to ensure that they are creating a 1-cm square. If you see students that are well adept at making the squares, enlist their help in going to other groups.) Say: Cut out this 1-centimeter square, and use it as a pattern to make five more centimeter squares for a total of six. Say: Tape them together to create a cube. When all the students are finished . . . Ask: What unit of measurement have you just created? (a cubic centimeter) Say: Write “cm” on one of the sides so that you will remember the measurement used to create this cube. Repeat this process for cubic decimeter, cubic inch, and cubic foot. If any students finish more quickly than others, they may make a yard square or meter square using poster board. Then 6 of each squares may be taped together to make a cubic square and cubic meter. (Each student does not need one of these; they are for display purposes only!) Ask: What is the smallest cube we made? (cubic centimeter) What is the largest cube we all made? (cubic foot) Ask: Can you think of a cube that would be smaller than a cubic centimeter? (a cubic millimeter) Can you think of a cube that would be larger than a cubic foot? (Answers will vary: a cubic yard; a cubic meter; a cubic mile.) Gourmet Curriculum Press, Inc.©
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Unit 1 - Lesson 6
Measurement
Student Expectation: Students will use their new cubic square models to review volume
Checking for Understanding—Part II Measuring Volume with Concrete Models “Hokey Pokey Volume Shuffle”
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Teacher note: In this activity, students will play a game of Hokey Pokey (renamed the Volume Shuffle) to review their skills in creating volumes of given cubic units. Group size: whole class Materials: example round, transparency page 19; index cards; individual cubic units that were made in Checking for Understanding–Part I (If you opted not to create the cubic units, you can still do this activity with inch cubes and centimeter cubes.) Before class: Write one number on each index card starting with 2 and going through the number of students in the class. Place the cards in a container and shake them well. Directions: • Teach the students the song below. It is sung to the tune of “Hokey Pokey.” Before students begin singing each round, call out one of the 4 cubic measurement units for them to use in the song. • Students will stand in a circle with the 4 cubes that they made in front of them. (If you did not make the cubes, substitute with cubic inch and cubic centimeter blocks.) • Choose one student to stand in the middle of the circle. (His/Her blocks can be placed on the teacher’s desk for now.) To play the game: • Blindfold the student (or have the student close his/her eyes) in the center of the circle. • Students in the circle will sing the song. • The student in the center will turn around, with an arm outstretched, pointing at the students in the circle. • When the singing stops, the student in the circle that is being pointed to will select a card from the container. This card will tell the volume of the object that he/she needs to make with the cubic units sung about in the song. • The student who chose the card will quickly select students to come to the center with their correct cubic units and, working together, create an object with the given volume. The rest of the circle will check the work. • When finished, the card will be returned to the container. Call out a different unit of measurement, and sing another verse of the song. The person who was chosen is now in the center, and the original person from the center will take his/her cubes and return to the circle. A sample of one round of play has been provided on the next page. Song: Put your cubic in; put your cubic out. Put your cubic in, and shake it all about! Let’s do the Volume Shuffle, and turn yourself around. It’s YOUR turn to make something now!
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Gourmet Curriculum Press, Inc.©
Unit 1 - Lesson 6
Measurement
Student Expectation: Students will use their new cubic square models to review volume
Checking for Understanding—Part II—Example Round Measuring Volume with Concrete Models “Hokey Pokey Volume Shuffle” The students stand in a circle and sing: Put your cubic centimeter in; Put your cubic centimeter out. Put your cubic centimeter in, and shake it all about! Let’s do the Volume Shuffle, and turn yourself around. It’s your turn to make something now!
Raymond is currently in the center of the circle. When the song ended, he was pointing at Phyllis. Phyllis drew a card with 13 written on it. She got 12 other students together, and they created the following with their 13 cubic centimeters:
The teacher asks one of the students still in the circle: “What is the volume of this figure?” (Answer: 13 cubic centimeters) The teacher could opt to ask for an additional arrangement of the volume. Phyllis now goes to the middle. Raymond joins the circle. The teacher chooses another measurement, and the song begins again. Gourmet Curriculum Press, Inc.©
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