eMINTS National Center

Elementary Traditional Lesson Plan

Weigh-to-Go Pumpkins!
by Julie Phelps Objectives: Students will estimate the weight and circumference of objects. Students will accurately weigh and measure objects using standard and U.S. customary measurements. Anticipatory Set: Students will go to a website (Pumpkin Nook: http://www.pumpkinnook.com/giants/club1000.htm) and see how big pumpkins weighing over 1000 pounds look. Students will look at the teachers pumpkin and discuss the estimated weight of the pumpkin. Input: Students will look up the definitions for mass, circumference, estimate, customary and metric measurement in their math text glossary or in an online math glossary (http://instruction.aaps.k12.mi.us/EM_parent_hdbk/glossary.html). Students will complete a textbook page or worksheet on measurement such as one created on Math Work (http://www.scottbryce.com/mathwork/read_tape.html) and the class will go over the answers together. On the board, students will record their estimates of the teachers pumpkins weight and circumference and guess how many lines are on the shell. Modeling: The teacher will model for students how to correctly use the scale to weigh objects by demonstrating with a pumpkin. Then the teacher will define circumference and show how to measure the circumference of a pumpkin with a tape measure or string. The teacher will show how to subtract to find the difference between the estimate of the pumpkins weight and circumference and the actual weight and circumference. The teacher may demonstrate measuring length accurately in SMART Notebook by using the ruler in the Gallery math-picture section. Check for Understanding: The teacher will show the following sites to the class on the SMART Board. Students can take turns answering the questions from these sites: Measure It! (http://www.funbrain.com/measure/index.html): Find multiplechoice questions for choosing the correct measurement. Precise Measurements (http://www.harcourtschool.com/activity/elab2002/grade_5/025.html): Drag the ruler to a line to type in the measurement and check it. Teacher-created SMART Notebook Templates: Access these templates on student machines from a shared folder. They may include different shapes or lines to measure with the ruler in the Gallery.

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Guided Practice: Given a worksheet with pictures of different sizes of pumpkins, students will estimate the width of the pictures and measure them with a ruler. They will record the actual width of each picture and find the difference between their estimates and actual measurements. The teacher will check an answer after a student completes an item to see if the student understands how to accurately measure and find the differences in actual and estimated measurements. Students will measure in both customary measurement and metric measurement. To create a worksheet using different sizes of pumpkin pictures, the teacher may get pumpkin clip art from http://www.backyardgardener.com/pump/. Independent Practice: Guessing Inches (http://www.harcourtschool.com/teacher_resources/math/grade_03/ g3_measure.html) provides a recording sheet for writing down the guesses and actual measurements of various objects, selected by the teacher. Students will write the difference between their estimates and measurements on the back of the sheet. They may do the same activity with the weight of various objects. Optional: Students can do the activity using metric measurement as well.

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Elementary Constructivist Format

Weigh-to-Go Pumpkins!
by Julie Phelps Standards (Performance, Knowledge and NETS-S): Performance Standards Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas. Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Knowledge Standards (Math) 1. Addition, subtraction, multiplication and division; other number sense, including numeration and estimation; and the application of these operations and concepts in the workplace and other situations. 3. Data analysis, probability and statistics. NETS-S Technology research tools Students use technology tools to process data and report results. What concepts do you want students to understand after completing this lesson? After their experiences predicting and finding the actual weights and lengths of objects, students will improve their skills in estimation and accuracy in the measurement of weight and length using U.S. customary units and metric units. Essential Question: Using U. S. customary and metric measurement, what factors indicate the best estimate of an objects weight or length? Criteria for Success (How will you know students have gained the understanding of the concepts?): Students will make more accurate estimations in weight and length of objects to show a better understanding of what the standards of measurement represent. Resources (What resources will you and your students use?):

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To ensure a variety of sizes, each student will bring a pumpkin to class. Students will need U. S. customary and metric tape measures and scales. Giant Pumpkin Records (http://www.pumpkinnook.com/giants/club1000.htm) displays photos of pumpkins weighing over 1,000 pounds and the largest pumpkin in the world. Estimating the Weight of Pumpkins (http://www.pumpkinnook.com/giants/weight.htm) explains how the OTT (Over the Top) method and circumference measurements help estimate the weight of a pumpkin. Metric Conversion Chart (http://thegarden.neonexus.com/Omega/Misc/metric.htm) tells what number to multiply by to convert metric to U.S. customary measurements and the reverse. Create a Graph (http://nces.ed.gov/nceskids/Graphing/) creates area, bar, line or pie graphs. Measure It! (http://www.funbrain.com/measure/index.html) offers multiple-choice questions for choosing the correct measurement. Precise Measurements (http://www.harcourtschool.com/activity/elab2002/grade_5/025.html) allows students to drag the ruler to a line, type in the measurement and check it. Guessing Inches (http://www.harcourtschool.com/teacher_resources/math/grade_03/ g3_measure.html) provides a recording sheet to write down the guesses and the actual measurements of various objects around the classroom. Metric Scavenger Hunt (http://www.harcourtschool.com/teacher_resources/math/grade_03/ g3a_measure.html) provides Find-Me cards which allow students take turns finding objects in the classroom that equal the metric lengths written on each card. Engage: Capture the students attention, stimulate their thinking and help them access prior knowledge. Discuss the weights of heavy objects. Students may refer to the Guinness Book of World Records for facts on objects that are the largest, longest or heaviest. See Guinness online at http://www.guinnessworldrecords.com/. Guess the weight of the heaviest pumpkin in the world and show pictures of pumpkin record holders at http://www.pumpkinnook.com/giants/club1000.htm. Ask some questions to foster thinking about measurement, circumference and estimation. Possible questions include the following: o When would it be better to estimate the weight or measurement of an object?
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o o o o o

When would you need to know the exact weight or measurement of something? If you know the length of something will it help you estimate the weight? If you know the measurement of an object, how will that fact help you estimate the measurement of another object? When determining the weight or length of objects, how can you make the most accurate measurements? What is the best way to measure the size of a pumpkin or other round object?

Explore: Give students time to think, plan, investigate and organize collected information. 1. In small groups, have students look at the different-sized pumpkins gathered. Have students try to put them in order from lightest to heaviest by holding each pumpkin. Mark each pumpkin with a name or letter before recording the guesses. Next to the name of each pumpkin record an estimate of its weight in pounds and ounces. Weigh each pumpkin and record the actual weight next to the estimate. Record the difference between the estimated weight and the actual weight. Have students work with a partner to help weigh and measure each pumpkin and discuss the reasons for the given estimates. 2. Have students do the same activity again, but with circumference, measuring the widest part of the pumpkin. First, estimate the pumpkins circumferences by putting them in order from the smallest to largest. Then, record the estimated circumference in inches for each pumpkin. Finally, using a tape measure or string find and record the actual measurement of each circumference. Record the differences for estimates and actual measurements. If students do not try it unprompted, suggest counting the lines on the shell of a pumpkin to help make an estimate of the circumference. 3. After students experience estimating and measuring the weight and circumference of one group of pumpkins, have them trade pumpkins with other students who are not in their groups. For Round Two, have students repeat the first two steps and see if their new estimates are more accurate after some experience in weighing and measuring. Explain: Involve students in an analysis of their explorations. Reflective activities clarify and modify their understanding. Possible activities might include the following: 1. Create graphs to show the differences between estimation and actual measurement from the first round compared to the second round of estimating, weighing and measuring. Use software such as Excel or an online graph generator like Create a Graph (http://nces.ed.gov/nceskids/Graphing/). 2. After a group discussion, have students write conclusions that explain why estimates were more accurate in Round Two. Ask if their graphs support their conclusions. Their conclusions should include the reasons they chose their estimates. For example, seeing a pumpkin that looks about the same size or has about the same number of lines as another pumpkin may have
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helped in estimating the circumference of it. 3. Have each group make questions to quiz another group. Have groups exchange questions and answer the questions received. Sample questions might include the following: Estimate the weight and circumference of Pumpkin A. What is the actual weight of Pumpkin A? What is the difference between your estimate and the actual weight? How much do you think pumpkins A, B and C will weigh together? More than ten pounds, less than ten pounds, equal to ten pounds? Will six books weigh more or less than pumpkins A, B and C? 4. Have students write reflections on their groups performance on the quiz it received. Elaborate: Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real-world situation. Possible activities might include the following: Use the OTT method of measuring a new group of pumpkins to estimate weight. This method of measuring the size in inches includes a chart that estimates the weight based on the measurement. Test the OTT method explained at http://www.pumpkinnook.com/giants/weight.htm with pumpkins already weighed to see how close the estimate is to the actual weight. Estimate, weigh and measure the circumference of other objects using the findings about pumpkins (i.e. squash). Explain the accuracy of the new object estimates. Ask students what factors might help make the estimates more accurate (i.e. knowing the measurements of a similar object). Optional Activity One: Repeat the above activities using metric measurement or use a conversion chart (http://thegarden.neonexus.com/Omega/Misc/metric.htm) to calculate the metric measurements. Ask students if they are as accurate at estimating the weight or length of objects using metric measurements. Have students explain why they are more or less accurate with metric measurements. Optional Activity Two: Cut open pumpkins and weigh seeds or measure the thickness of the shell to draw conclusions about how those components might affect the weight of a pumpkin. Evaluate: Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools developed by teachers target what students must know and do. Consistent use of scoring tools improves learning. The scoring guide for this unit should consist of criteria that evaluate the following: Accuracy and readability of the graph. Accuracy of measurements. Accuracy calculated in the differences between the estimations and the measurements. Cooperative work in groups. Written conclusions include factors that would have a bearing on the estimate. Include more points for more in-depth explanations and more factors given. Give the most weight to this part of the evaluation. The eMINTS staff has adapted this form from materials available at this website: http://www.mdk12.org/instruction/curriculum/science/5emodel.html.
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