Metrics for Elementary and Middle Schools is designed for teachers of

these grades who want a practical down-to-earth explanation of

those problems and questions concerning the metric system

which are bothering everyone. Such questions as Why are we

changing? What is wrong with the old system? and How can l

become prepared to teach the new system? will be answered

through the format of explanation and metric activities.

This book is divided into three parts. The first part is a primer

of information designed to help a teacher in answering the many

questions that children and parents will ask. This part also

includes practice problems for all teachers involving the

mathematics of metrics. The second part consists of ideas and

activities that teachers of the nonmathematics curriculum may

incorporate into their lessons to aid in the total metric experience

of the learner. The third part deals with classroom activities that

teachers of mathematics may use. A special section is included

which uses onlv nonstandard measurement activities designed

for primary chilctren. Attention is also given in this section to the

use of metric measurements in presenting activities that are

concrete, semi-concrete, and abstract in nature. Regardless of

the age of the learner, if an understanding of the system is not

present, the starting place is with the concrete weighing,

pouring, and measuring activities. Such an approach is used in

this book.

Metrics should be taught to children as a primary system.

Conversions from the English system to metrics should not be

used or encouraged. Conversion tables which are given in

Appendices B and C are informational in nature and are not

intended for use by students. The ultimate goal of metrication is

for the student, parent or teacher to be able to conceptualize the

metric units and be able to work mathematically with them so

that when a gram, liter, or centimeter is discussed, the learner

will understand its size. This awareness of metric units can come

only from actual experiences with measurements. These ex-

periences must be of a concrete nature.