I use this activity as a guided review of reading metric measurements in cm and mm. Each student receives one metric measurement, you can laminate and hand out individual task cards to students, or simply print and cut apart so that students can write on each card as well.
As the measurement is projected on the board, the student with that task card will come up to the board and draw a line on the ruler for to represent that measurement, and add the value. Each student will mark the measurement on their own handout as well. Advance to the next slide, and a new student will add their value to the ruler. Continue until all students have added their values to the ruler,
This introductory lab is a fun way to analyze data and the students look forward to finding the results each year. Who will be taller, boys or girls? Will we be taller than last year’s class? You can really analyze the data in multiple ways, you can also add the concept of min, max, mode, and range in addition the mean, you can look for trends, and you can talk about sample size, etc…
For this activity, I used the set of density blocks from Flinn Scientific. Each group of students had 6 blocks made of the same material. Their challenge was to identify the material using their measurement skills to calculate the mass, volume, and density of each block. This activity also reinforced the concept that the density of an object is constant.
I use these blocks as part of a density lesson as well
Prior to this set, I used blocks of scrap wood that were cut in the wood shop, but any rectangular shape works well such as chalk boxes, expo boxes, staple boxes, tissue boxes, playing cards box, dice, etc…
Prior to having the students record the measurements for the blocks, we go over the importance of how to orient the blocks before measuring. A problem that students often run into is that they end up measuring one of the sides two times, and not measuring all three of the sides. Even though the right-hand rule is not used for volume, it helps to find the L, W, & H of each block.
In the image below, Z = Length, Y= Width, and X = Height. Mathematically, it doesn’t matter which side is designated as the width, height, or length since all three sides are multiplied, but this will help students measure all three sides properly. Students should place the block in their hand and align their fingers with the three sides of the block. Once they have decided on how to orientate the block, they can record their measurements.
For this lab, you can have several stations set up around the room with 1-3 blocks at each station. I assign each block a number and using a black sharpie, write it right on to the block itself. Not all blocks have to be measured, once each student has measured 10-15 blocks, they can go back to their seats and compare their measurements with a partner. We go over the answers together as a class once everyone is done.