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STANDARD 4.9 - All students will develop an understanding of and will use measurement to describe and analyze phenomena.
 

Note - Internet links at bottom of page

Descriptive Statement: Measurement helps describe our world using numbers. We use numbers to describe simple things like length, weight, and temperature, but also complex things such as pressure, speed, and brightness. An understanding of how we attach numbers to those phenomena, familiarity with common measurement units like inches, liters, and miles per hour, and a practical knowledge of measurement tools and techniques are critical for students’ understanding of the world around them.
 
Topic/Unit

Timeline

 Cumulative Progress Indicators Objectives Suggested Activities Materials Evaluation
Measurement

Timeline

  1. 4th Q
  2. All year
 Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students will:
  1. Use estimated and actual measurements to describe and compare phenomena.
  1. Estimate the areas of irregularly shaped objects
  2. Describe objects using the estimated and actual measurements
  1. See page 473.
  2. See "Estimation" examples on pages 53, 132, 157, 343, 493, 498, and 499. 
  1. See teacher’s edition for a list of materials needed for this activity
  2. Same as #1
  1. Self assessment
  2. Same as #1
Timeline
  1. All year
  2. All year
  1. Read and interpret various scales, including those based on number lines and maps.
  1. Interpret various scales used on maps
  2. Read various types of number line scales as are found in thermometers and box-and- whisker plots
  1. See pages 80, 197, and 355 for samples.
  2. See pages 33, 105,115 for samples.
  1. See teacher’s edition for a list of materials needed for these examples
  2. Same as #1
  1. Self assessment
  2. Same as #1
Timeline
  1. All year
  2. All year
  1. Determine the degree of accuracy needed in a given situation and choose units accordingly.
  1. Determine the degree of accuracy needed in a given situation
  2. Distinguish between area and volume in problem situations
  1. These are found throughout the text. For example, see pages 92 #29, 367 #28, 451 #18 for samples.
  2. These are found throughout the text. For example, see pages 482 #7-#11, 483 #18, 503 #15.
  1. See teacher’s edition for a list of materials needed for these examples
  2. Same as #1
  1. Self assessment
  2. Same as #1

 
 
Topic/Unit

Timeline

 Cumulative Progress Indicators Objectives Suggested Activities Materials Evaluation
Measurement

Timeline

  1. All year
  2. 1st Q
  1. Understand that all measurements of continuous quantities are approximate.
  1. Compare the measurements of an object done with different measuring instruments and by different people
  2. Explain why all measurements of circles done with pi are approximate
  1. For example, have several students do the exercises in lesson 2-1 and compare measurements.
  2. See page 54.
  1. Compass, protractor
  2. See teacher’s edition for a list of materials needed for this activity
  1. Group assessment
  2. Same as #1
Timeline
  1. 4th Q
  2. 4th Q
  1. Develop formulas and procedures for solving problems related to measurement.
  1. Explain procedures for solving a variety of problems related to measurement
  2. Discover ways of finding the area of composite figures
  1. All lessons in chapter 11 have real-life problems relating to measurement.
  2. See Lesson 11-2.
  1. See teacher’s edition for a list of materials needed for these activities
  2. Centimeter graph paper, scissors, compass, math journal
  1. Group assessment
  2. "On Your Own" examples, teaching resources provided by the publisher
Timeline
  1. 1st Q
  2. 3rd Q
  3. 4th Q
  1. Explore situations involving quantities which cannot be measured directly or conveniently.
  1. Explore ways of determining the sum of the measures of the angles of a polygon and the measures of each angle of a regular polygon
  2. Measure distances indirectly using the concept of similar triangles
  3. Explore ways of calculating the areas of irregular plane shapes
  1. See Lesson 2-6.
  2. See Lesson 8-6.
  3. See Lesson 11-2.
  1. Hot Page software, Investigations software "Mission: Mars", math journal
  2. Hot Page software, math journal
  3. Centimeter graph paper, scissors, compass, math journal
  1. "On Your Own" examples, teaching resources provided by the publisher, Hot Page record sheet
  2. Same as #1
  3. "On Your Own" examples, teaching resources provided by the publisher

 
 
Topic/Unit

Timeline

 Cumulative Progress Indicators Objectives Suggested Activities Materials Evaluation
Measurement

Timeline

  1. 3rd Q
  2. All year
  1. Convert measurement units from one form to another, and carry out calculations that involve various units of measurement
  1. Explore dimensional analysis as a method for converting units
  2. Solve real-life problems requiring the conversion of various units of measurement
 
  1. See Lesson 8-2.
  2. These are found throughout the text. For example, see pages 162 #12, 356 #16, 483 #16-#18. 
  1. Math journal
  2. See teacher’s edition for a list of materials needed for these examples
  1. "On Your Own" examples, teaching resources provided by the publisher
  2. Self assessment
Timeline
  1. 4th Q
  2. All year
  1. Understand and apply measurement in their own lives and in other subject areas
  1. Investigate real-life situations involving measurement
  2. Apply measuring skills to science- related activities and other disciplines
  1. All lessons in chapter 11 contain measurement-related problems and situations.
  2. These are found throughout the text. For example, see pages 27 #16, 57 #26, 116 #6, 177 #6, 253 #26, 264 #14.
  1. See teacher’s edition for a list of materials needed for these lessons
  2. Same as #1
  1. Self assessment
  2. Same as #1
Timeline
  1. All year
  2. 4th Q
  1. Understand and explain the impact of the change of an object’s linear dimensions on its perimeter, area, or volume.
  1. Predict the perimeter, area and volume of an object after a change in its dimensions
  2. Employ models or technology to explore how a change in the dimensions of an object affect its surface area and volume
  1. See Work Together on page 173.
  2. See Lessons 11-6 and 11-9.
  1. See teacher’s edition for a list of materials needed for these activities
  2. Hot Page software, spreadsheet software, math journal
  1. Self assessment
  2. "On Your Own" examples, teaching resources provided by the publisher, Hot Page record sheet

 
 
Topic/Unit

Timeline

 Cumulative Progress Indicators Objectives Suggested Activities Materials Evaluation
Measurement
 
 

Timeline

  1. 1st Q
  2. 1st Q
  3. 4th Q
  4. 2nd Q
  1. Apply their knowledge of measurement to the construction of a variety of two-dimensional and three-dimensional figures.
  1. Construct perpendicular lines
  2. Construct parallel lines
  3. Construct three-dimensional models
  4. Draw three dimensional figures
  1. See Lesson 2-8.
  2. See Lesson 2-10.
  3. See Lesson 11-2.
  4. See page 228 #29.
  1. Tracing paper, compass, straightedge, Investigations software "Geometry", math journal
  2. Same as #1
  3. Centimeter graph paper, compass, scissors
  4. See teacher’s edition for a list of materials needed for this example 
  1. "On Your Own" examples, teaching resources provided by the publisher, group assessment
  2. Same as #1
  3. Same as #1
  4. Group assessment

 
Resources

Roller Coaster Statistics

How Far is Your Commute?  -calculating distances "as the crow flies".

Buffon's Needle Experiment  - involves dropping a needle on a lined sheet of paper and determining the probability of the needle crossing one of the lines on the page. The remarkable result is that the probability is directly related to the value of pi.

Find the Area of the Shape