This lesson develops students’ familiarity with standard units of length, volume, weight, and mass through the tactile experiences of measuring objects. The main idea is that it takes more of a smaller unit and less of a larger unit to measure the same quantity. This idea is an important foundation for converting units of measurement using ratio reasoning in the next lesson (MP7).
Lesson overview
 3.1 Warmup: Width of a Paper (5 minutes)

3.2 Activity: Measurement Stations (35 minutes)
 Includes "Are you Ready for More?" extension problem
 There is a digital applet in this activity.
 Lesson Synthesis
 3.3 Cooldown: Which Measurement is Which? (5 minutes)
Learning goals:
 Generalize (orally and in writing) that it takes more of a smaller unit or fewer of a larger unit to measure the same quantity.
 Given a measurement in one unit, estimate what would be the same amount expressed in a different unit, and explain (orally) the reasoning.
Learning goals (student facing):
 Let’s measure things.
Learning targets (student facing):
 When I know a measurement in one unit, I can decide whether it takes more or less of a different unit to measure the same quantity.
Required materials:
 graduated cylinders
 rulers
 meter sticks
 teaspoon
 gallonsized jug
 quartsized bottle
 blank paper
 tray
 litersized bottle
 internetenabled device
 salt
 baseten blocks
 household items
 preassembled polyhedra
 inch cubes
 scale
 metal paper fasteners
 straightedges
 cuisenaire rods
 materials assembled from the blackline master
Required preparation:
 For the first activity, prepare to display or distribute 6cm and 9cm Cuisenaire rods, which are often colored dark green and blue, respectively.
 If Cuisenaire rods are not available, small and large paper clips can be substituted.
 For the second activity, identify where each station will be and set up the following materials:
 For Station 1:
 From the first page of the blackline master(See additional Materials section of the this lesson), print the net for the 2in by 2in by 4in box onto card stock, cut it out, and assemble it.
 Provide at least twenty inch cubes, one centimeter cube, and thirty 10cm rods. The centimeter cube and 10cm rods can come from a set of baseten blocks or Cuisenaire rods. However, baseten blocks are preferable so students can see how one rod is composed of ten centimeter cubes. Wooden inch cubes are available inexpensively at craft stores.
 For Station 2:
 Identify something in the classroom that is about 20 feet long. Prepare a way to communicate to students that this is the object they are supposed to measure (but do not give away its length).
 Provide rulers and at least 2 meter sticks.
 For Station 3:
 Prepare a way for students to be able to watch this video https://vimeo.com/184901230.
 Provide an empty gallonsized jug, quartsized bottle, and litersized bottle for comparison.
 For Station 4 (there are 3 different options):
 If students will weigh objects on a real scale: Set up the scale and provide common household items for students to weigh. Note: The scale must be able to output in grams, kilograms, ounces, and pounds for this option to work.
 If students will use the digital scale simulation: Prepare a way for students to access this widget http://ggbm.at/eQQVYB7D.
 If students will use the paper scale simulations: Print pages 2–13 of the blackline master onto cardstock and cut out the scale images and output wheels. Make sure to cut out the two white windows on the base of each scale where the output wheels are supposed to show through. Assemble the paper scale simulations using metal fasteners so the output wheels can rotate behind the scale images.
 For Station 5:
 On a tray for catching spills, provide a 100ml graduated cylinder, a teaspoon, a straightedge for leveling off the teaspoon, and a small bowl with at least \(\frac12\) cup of salt.
Glossary:
 Access the complete Grade 6 glossary.
Standards
 This lesson builds on the standard:CCSS.2.MD.A.2MS.2.MD.2
 This lesson builds towards the standard:CCSS.6.RP.A.3.dMS.6.RP.3d
IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics, and is copyright 20172019 by Open Up Resources. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). OUR's 6–8 Math Curriculum is available at https://openupresources.org/mathcurriculum/.
Adaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Adaptations to add additional English language learner supports are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without the prior and express written consent of Illustrative Mathematics.
This site includes public domain images or openly licensed images that are copyrighted by their respective owners. Openly licensed images remain under the terms of their respective licenses.