WALT: Use appropriate scales, devices, and metric units for length, area, volume and capacity, weight

Oranges
Measuring is about making a comparison between what is being measured and a suitable measurement unit. Central to the development of measuring skills is lots of practical measuring experience. Also important is the reality that measurement is never exact.
Required Resource Materials:
  • Oranges
  • Measuring equipment including; rulers, scales, measuring jugs.
Activity: Complete the questions below:
  1. How can you measure an orange?weight length,width,capacity. Think of the attributes of an orange eg juice.
  2. Choose two of these attributes of an orange to measure and carry out the task. Write up a proposal for your investigation, including details on:
    • Attribute being measured
                      Juice and insides
    • Equipment required
                       Knife chopping board cup spoon
    • Method (step by step)
                       Cut orange
                      Squeez juice
                      Measure juice
                      Peel out insides
                      Measure insides
                      How will you present your results?
       Google doc
    • Write up your results
  1. What were successful/unsuccessful approaches to measuring each of your chosen Attributes? Why? I think that squeezing all of the juice out of the orange was a bit of both as it made a mess but we got most of the juice in a container.
  2. With the inside of the orange I think it didn’t go very well because first using a spoon didn’t work but then we tried a knife and it kinda worked.
  3. Choose 4 other objects to measure in the class - use 4 different measurements eg measure the length of something and the weight of something else. Write up your results in a table.
scissors-weight compare with four highlighters  highlighters are just hever  
Pencil-length=17cm        
book-width= 20.5cm           
drink bottle-capacity=  760ml

my next step is to have a teacher conference and find a new goal .

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