Measurement


 * Measurement Standard ||  ||   ||   ||   ||   ||
 * 1. Understand and describe the difference between surface area and ||  ||   ||
 * volume. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * |||||||||||||||| http://www.glencoe.com/sec/math/msmath/mac04/course2/webquest/unit5.php/oh ||
 * |||||||||||||| http://www.learnalberta.ca/content/mesg/html/math6web/math6shell.html ||  ||
 * |||||||||||| [| http://www.shodor.org/interactivate/lessons/sa_vol.html] ||  ||   ||
 * 2. Use strategies to develop formulas for finding circumference and ||  ||   ||
 * area of circles, and to determine the area of sectors; ||  ||   ||   ||   ||
 * |||||||| http://www.brainpop.com/math/seeall/ ||  ||   ||   ||   ||
 * 3. Estimate perimeter or circumference and area for circles, triangles ||  ||   ||
 * and quadrilaterals, and surface area and volume for prisms and ||  ||   ||   ||
 * cylinders ||  ||   ||   ||   ||   ||   ||   ||   ||
 * |||||||||||||||| http://www.aea13.org/PROGRAMS_SERVICES/CurriculumAssessment/Math/mywebquest.1/index.htm ||
 * |||||||||||||| http://www.learnalberta.ca/content/mesg/html/math6web/math6shell.html ||  ||
 * |||||||| http://www.brainpop.com/math/seeall/ ||  ||   ||   ||   ||
 * |||||||||||||| [|http://www.utdanacenter.org/mathtoolkit/instruction/lessons/6_explori...] ||  ||
 * |||||||||||||| [|http://www.learner.org/teacherslab/math/geometry/shape/roottwo/index....] ||  ||
 * |||||||||||||| [| http://www.pbs.org/teachersource/mathline/lessonplans/atmp/blazing/bl...] ||  ||
 * 4. Determine which measure (perimeter, area, surface area, volume) ||  ||   ||
 * matches the context for a problem situation; e.g., perimeter is the ||  ||   ||   ||
 * context for fencing a garden, surface area is the context for painting ||  ||   ||
 * a room. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * |||||||||||||| [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/million/mi...] ||  ||
 * 5. Understand the difference between perimeter and area, and ||  ||   ||   ||
 * demonstrate that two shapes may have the same perimeter, but ||  ||   ||   ||
 * different areas or may have the same area, but different perimeters. ||  ||   ||
 * |||||||||||||| http://www.learnalberta.ca/content/mesg/html/math6web/math6shell.html ||  ||
 * |||||||||||||| http://www.usatoday.com/educate/mathtoday/reg_activities/outofcontrol.pdf ||  ||
 * 6. Describe what happens to the perimeter and area of a ||  ||   ||   ||
 * two-dimensional shape when the measurements of the shape are ||  ||   ||   ||
 * changed; e.g. length of sides are doubled. ||  ||   ||   ||   ||   ||
 * |||||||||| [|http://illuminations.nctm.org/index_d.aspx?id=259] ||  ||   ||   ||
 * 4. Determine which measure (perimeter, area, surface area, volume) ||  ||   ||
 * matches the context for a problem situation; e.g., perimeter is the ||  ||   ||   ||
 * context for fencing a garden, surface area is the context for painting ||  ||   ||
 * a room. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * |||||||||||||| [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/million/mi...] ||  ||
 * 5. Understand the difference between perimeter and area, and ||  ||   ||   ||
 * demonstrate that two shapes may have the same perimeter, but ||  ||   ||   ||
 * different areas or may have the same area, but different perimeters. ||  ||   ||
 * |||||||||||||| http://www.learnalberta.ca/content/mesg/html/math6web/math6shell.html ||  ||
 * |||||||||||||| http://www.usatoday.com/educate/mathtoday/reg_activities/outofcontrol.pdf ||  ||
 * 6. Describe what happens to the perimeter and area of a ||  ||   ||   ||
 * two-dimensional shape when the measurements of the shape are ||  ||   ||   ||
 * changed; e.g. length of sides are doubled. ||  ||   ||   ||   ||   ||
 * |||||||||| [|http://illuminations.nctm.org/index_d.aspx?id=259] ||  ||   ||   ||
 * 5. Understand the difference between perimeter and area, and ||  ||   ||   ||
 * demonstrate that two shapes may have the same perimeter, but ||  ||   ||   ||
 * different areas or may have the same area, but different perimeters. ||  ||   ||
 * |||||||||||||| http://www.learnalberta.ca/content/mesg/html/math6web/math6shell.html ||  ||
 * |||||||||||||| http://www.usatoday.com/educate/mathtoday/reg_activities/outofcontrol.pdf ||  ||
 * 6. Describe what happens to the perimeter and area of a ||  ||   ||   ||
 * two-dimensional shape when the measurements of the shape are ||  ||   ||   ||
 * changed; e.g. length of sides are doubled. ||  ||   ||   ||   ||   ||
 * |||||||||| [|http://illuminations.nctm.org/index_d.aspx?id=259] ||  ||   ||   ||
 * 6. Describe what happens to the perimeter and area of a ||  ||   ||   ||
 * two-dimensional shape when the measurements of the shape are ||  ||   ||   ||
 * changed; e.g. length of sides are doubled. ||  ||   ||   ||   ||   ||
 * |||||||||| [|http://illuminations.nctm.org/index_d.aspx?id=259] ||  ||   ||   ||
 * 6. Describe what happens to the perimeter and area of a ||  ||   ||   ||
 * two-dimensional shape when the measurements of the shape are ||  ||   ||   ||
 * changed; e.g. length of sides are doubled. ||  ||   ||   ||   ||   ||
 * |||||||||| [|http://illuminations.nctm.org/index_d.aspx?id=259] ||  ||   ||   ||