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Hydromania's Measurement Unit
and the Oregon Benchmarks

The following chart travels through the Measurement Unit, tying it to the Oregon Benchmarks 2000 (this will link you to the Oregon Public Education Network website) that are addressed by that unit. Sometimes only parts of a particular benchmark will be applicable to a Hydromania unit, but we thought it best to cite the entire benchmark for easier reference to these state goals. Please note also that because a lesson can be taught and expanded on at many levels of thoroughness, benchmarks were included assuming the most thorough coverage of the topic. Therefore, each teacher will want to review the listed benchmarks in order to see for her/himself which ones are in agreement with their plans. Hopefully you will find this to be a helpful and timesaving tool as you help students rise to the challenge of meeting these goals.

Curriculum Topic Common Curriculum Goals (CCG)/
Content Standards (CS)		 Grade 5 Benchmarks
Topic III:
Measurement 		Science: Scientific Inquiry
  • CCG: Conduct procedures to collect, organize, and display scientific data.
  • CS: Conduct procedures to collect, organize, and display scientific data.
  • Students will select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
  • Students will recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.
Science: Scientific Inquiry
  • CCG: Analyze scientific information to develop and present conclusions.
  • CS: Analyze scientific information to develop and present conclusions.
  • Analyze, interpret, and summarize data from investigations.
  • Students will analyze and interpret data related to the question or hypothesis.
  • Students will explain why the data from one person's investigation might differ from the data of others performing the same investigation.
  • Students will analyze data to determine possible questions from further investigation.
Mathematics: Measurement
  • CCG: Determine appropriate units, tools, and techniques to measure to the degree of precision and accuracy desired in particular situations.
  • CS: Units and Tools: Determine and use appropriate standard and nonstandard units and tools of measurement to measure to the degree of accuracy desired in particular situations.
  • Select the appropriate units and tools to measure length (cm.), perimeter, weight (g.), area (sq. cm.), volume (ml.), time, temperature, money, and angle.
  • Understand and apply the concept of division of a surface into unit squares.
Mathematics: Measurement
  • CCG: Apply direct methods of measurement in metric, U. S. customary, and other systems.
  • CS: Direct Measurement: Describe, estimate, and use measures of length, perimeter, weight, time, temperature, money, and capacity.
  • Measure length, perimeter, weight, area, volume, time, temperature, and angle using standard and nonstandard units of measurement.
  • Using any customary U. S. or metric units, students will read measurements from illustrations of rulers, clocks, scales, and thermometers.
Mathematics: Measurement
  • CCG: Apply indirect methods of measurement (e.g. formulas, estimates).
  • CS: Indirect Measurement:
    >> Measure quantities indirectly using algebra, geometry, or trigonometry.
    >> Develop and use formulas and procedures to solve problems involving measurement.
  • Make and use estimates of length, weight, capacity, angle, money, and time.
  • Students will estimate length, weight, or capacity in any U. S. customary or metric units.
Mathematics: Algebraic Relationships
  • CCG: Use mathematical expressions and algebraic operations to solve equations.
  • CS: Expressions and Equations: Recognize and use mathematical expressions and algebraic operations to solve problems; use a variety of methods and tools to solve equations.
  • Use variables and open sentences to express algebraic relationships.
  • Emphasis is on simple, single-step relationships. Open sentences model single operations-- addition, subtraction, multiplication, and division of whole numbers
Mathematics: Algebraic Relationships
  • CCG: Represent patterns and mathematical relationships using symbols, graphs, numbers and words.
  • CS: Representations of Mathematical Relationships: Observe, analyze, and explain relationships; recognize, create, extend, and reproduce patterns and use patterns and functions to describe problems.
  • Represent how a change in one quantity can result in a change in another.
  • Recognize, create, describe, and extend a wide variety of numeric and geometric patterns.
  • Patterns could be generated in a variety of ways, including: addition, subtraction, multiplication, and division of whole numbers; arrangement of two- or three-dimensional geometric figures; relationships among component parts of geometric figures.
Mathematics: Mathematical Problem Solving
  • CCG: Identify problems and select information to solve them.
  • CS: Conceptual Understanding: Understand and formulate problems, selecting pertinent information to solve them.
  • Use pictures, models, diagrams, and symbols to show main mathematical concepts in the problem.
  • Select and use relevant information in the problem to solve it.
Mathematics: Mathematical Problem Solving
  • CCG: Develop and apply problem-solving strategies accurately to solve problems.
  • CS: Processes and Strategies: Develop and apply problem-solving strategies accurately to solve problems.
  • Select and use appropriate mathematical strategies. Apply graphic and/or numeric models to solve the problem.
Mathematics: Mathematical Problem Solving
  • CCG: Communicate solution process in an easily understood manner.
  • CS: Communication: Communicate solutions and reasoning in an easily understood manner.
  • Communicate the solution with clear reasoning applicable to the problem.
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