4.

2(E) represent decimals,

including tenths and
hundredths, using concrete
and visual models and money
Deliverable: Use money to
represent the cost of element
of the cooler, tie into TEKS
Math 4.8 C.

4.8(A) identify relative sizes of

measurement units within the
customary and metric systems
Deliverable: If we could not
use a ruler, how could we
estimate the size of an object.
4.8(B) convert measurements
within the same measurement
system, customary or metric,
from a smaller unit into a
larger unit or a larger unit into
a smaller unit when given
other equivalent measures
represented in a table
Deliverable: Foldable: convert
measurements in the metric
system

Exceeding
2

Satisfactory
1

Unsatisfactory
0

Multiply decimals to
the hundredth place
using money and
visual models.

Use and understand

decimals to the
hundredths place
using money and
concrete and visual
models

Understand place
values of whole
numbers up to a
1,000

Uses all appropriate

types of metric units
and explains why
they choose that
specific unit to
measure with
Convert metric
measurements into
any other metric
unit, not worrying
about where you
start

Identify appropriate
types of metric units
used in your project

Does not
demonstrate
appropriate uses of
the metric system

Convert metric
measurements into
one unit smaller or
larger depending on
which unit you start
with

Does not
demonstrate
understanding of
conversions in
metric units

4.8(C) solve problems that deal

with measurements of length,
intervals of time, liquid
volumes, mass, and money
using addition, subtraction,
multiplication, or division as
appropriate

Finds the volume of

their cooler, using
the length width and
height

Solve problems that

use measurements of
length, time, liquid
volumes, mass, and
money using addition
and subtraction

Demonstrates
knowledge of which
unit of measurement
to use and the tools
needed

Able to classify
different types of
matter based on
physical properties
and relative density

Measure, compare,
and contrast between
mass, size, volume,
and the ability to sink
or float as it applies to
the cooler

Measure and record

mass, size, volume,
and the ability to
sink or float

Deliverable: How much will it

cost to create your cooler?
Reflect on ways you could
make this cooler less
expensive, and ways you could
add new elements to the
cooler without a significant
cost increase.
What will weigh as a finished
product. How much weight can
your cooler hold without
sinking?
4.5(A)* measure, compare,
and contrast physical
properties of matter,
including size, mass,
volume, states (solid, liquid,
and gas), temperature,
magnetism, and the ability to
sink or float
Deliverable: Students will
determine cooler base
structure after experimenting
with mass, size and volume.

4.5(A)* measure, compare, and

contrast physical properties of
matter, including size, mass,
volume, states (solid, liquid,
and gas), temperature,
magnetism, and the ability to
sink or float
Deliverable: Understand
temperature causes states of
matter to change, how does
that affect your cooler?Science Cut Ups, apply the
information to their cooler.

4.5(B)* predict the changes

caused by heating and cooling
such as ice becoming liquid
water and condensation
forming on the outside of a
glass of ice water
Deliverable: Students what
material will insulate their
cooler after experimenting with
temperature.

Demonstrates and
explains how matter
changes states, and
where these
changes occur
based on
temperature

Demonstrates and
explain how matter
changes states, and
how these changes
are effected by
temperature

Explains how
changes to the
states of matter
happen in your
cooler

Students choose
insulating materiel
for their cooler and
explains their
reasoning of why
this demonstrates
an understanding of
heating and cooling

Students choose
insulating material for
their cooler that
demonstrates
understanding of
heating and cooling

Students choose
insulating material
for their cooler, but
do not demonstrate
an understanding of
heating and cooling