Name Date Module 2 Measurement Capstone: Unconventional Measurement Learning objective: Extend skills by applying concepts of measurement to real world or classroom problems. (CLO 1) Learning objective: Extend skills by applying concepts of measurement to real world or classroom problems. (CLO 1) Students will use unconventional measuring tools to measure the area and perimeter of an object, then you will convert your unconventional measurement values to conventional units for perimeter, area, and volume. Today's challenge: to learn about measurement conversion by using unconventional tools to measure an object. 1. Find an object in your house that is smaller than the size of your hand. Take a picture of the object next to your hand and place the photo here: Measure the length of the object and note the length here (what you measure here will be considered the length of the object the rest of this activity): Find a piece of furniture that has a flat rectangular area as the top and is at least as long as the length of your arm, at least as wide as the length of your leg, and at least as tall as your knee when measured from the floor. Take a picture of the furniture with you next to it and place the photo here: Use your object to measure the length of your furniture. How many of your objects does it take to measure the length of the furniture (estimate any fractional parts of the object needed)? Use your object to measure the width of your furniture. How many of your objects does it take to measure the width of the furniture (estimate any fractional parts of the object needed)? Use your object to measure the height of your furniture. How many of your objects does it take to measure the width of the furniture (estimate any fractional parts of the object needed)? 7. Using your object as your unit, what is the perimeter of the rectangular area of the furniture? Show the calculations you took to get this value, be mindful of your units. 8. Using your object as your unit, what is the area of the rectangular area of the furniture? Show the calculations you took to get this value, be mindful of your units. 9. Using your object as your unit, what is the volume of the furniture? Show the calculations you took to get this value, be mindful of your units. Unit conversions. Be mindful of units, and show your calculations, not just your answers. 10. Using your answer from number 2, create two equivalent unit conversion ratios for the length of your object to one appropriate US standard unit or Metric unit. You may use the unit of your choice, but write a one to three sentence justification for your choice. 11. Use your new unit conversion ratios from problem 10 to convert your perimeter from problem 7 to your chosen standard or metric unit. 12. Use your new unit conversion ratios from problem 10 to convert your area from problem 8 to your chosen standard or metric unit. 13. Use your new unit conversion ratios from problem 10 to convert your volume from problem 9 to your chosen standard or metric unit. 14. What did you have to do differently in order to convert perimeter, area, and volumes to your chosen units? Why? Summary/Reflection 15. What were the most challenging parts of this activity for you? 16. What resources did you use, if any, to get through this activity? 17. What do you feel you understand better about unit conversions after this activity? 18. If you started this activity over, what would you do differently during the activity, if anything? 19. What would you change about this activity if you were the teacher? 20. Thinking forward to your teaching career, how might you use the concepts learned in this activity in your future classroom