MODULE 2 TOPIC A LESSON 1METRIC UNIT CONVERSIONS4.MD.1 and 4.MD.2
LESSON 1 OBJECTIVE
Express metric length measurements in terms of a smaller unit
Model and solve addition and subtraction word problems involving metric length
FluencyLesson 1 Convert Units 2 min.Convert
Units
• 100 cm = _______ m
200 cm = ________m
• 300 cm = ________m
• 800 cm = ________m
1
2
3
8
FluencyLesson 1 Convert Units 2 min.Convert
Units
• 1 m = _______ cm
• 2 m = ________cm
• 3 m = ________cm
• 7 m = ________cm
100
200
300
700
METER AND CENTIMETER BONDS 8 MINUTES
Materials: Personal white boards
150cm
1 m ?
FluencyLesson 1 Convert Units 2 min.
How many centimeters are in a meter?
100 cm
FluencyLesson 1 Convert Units 2 min.
150cm
1 m 50cm
FluencyLesson 1 Convert Units 2 min.
120cm
1 m ?20 cm
FluencyLesson 1 Convert Units 2 min.
105 cm
1 m ?5 cm
FluencyLesson 1 Convert Units 2 min.
FluencyLesson 1 Convert Units
2 m
1 m ? cm100 cm
Write the whole as an addition sentence with mixed units.
1 m + 100 cm = 1 m + 1 m = 2 m
3 m
2 m ? cm100 cm
Write the whole as an addition sentence with mixed units.
2 m + 100 cm = 2 m + 1 m = 3 m
FluencyLesson 1 Convert Units
6 m
5 m ? cm100 cm
Write the whole as an addition sentence with mixed units.
5 m + 100 cm = 5 m + 1 m = 6 m
FluencyLesson 1 Convert Units
? m
2 m 100 cm
3 m
Write the whole as an addition sentence with mixed units.
2 m + 100 cm = 2 m + 1 m = 3 m
FluencyLesson 1 Convert Units
? m
100 cm 5 m
6 m
Write the whole as an addition sentence with mixed units.
100 cm + 5 m = 1 m + 5 m = 6 m
FluencyLesson 1 Convert Units
Application Problem8 minutes
Martha, George, and Elizabeth sprinted a combined distance of 10,000 m. Martha sprinted 3,206 m. George sprinted 2,094 m. How far did Elizabeth sprint? Solve using a simplifying strategy or algorithm.
Application ProblemLesson 1
Concept Development 32 minutes
Objective: You will understand the lengths of 1 centimeter, 1 meter, and 1 kilometer in terms of concrete objects and objects you know.
We’ve got this!
Concept DevelopmentLesson 1Problem 1
Centimeter cm
Width of a staple
Width of a paper clipWidth of a
pencil
Concept DevelopmentLesson 1Problem 1
Meter mHeight of a countertop
Width of your arms stretched wide
Width of a door
Concept DevelopmentLesson 1Problem 1
Kilometer Km
Distance of several laps around a track
Distance of your home to the nearest town
Concept DevelopmentLesson 1Problem 1
Make a chart documenting what types of objects are measured in centimeters, meters, and kilometers.
Centimeter Meter Kilometer• Length of a
staple• Fingernail• Length of a
base ten block
• Length of a countertop
• The outstretched arms of a child
• Distance from the school to the train station
• Four times around the soccer field
Concept DevelopmentLesson 1Problem 1
Compare the sizes and note the relationships between meters and kilometers as conversion equivalencies.
Concept DevelopmentLesson 1Problem 1Problem 1
1 km = 1,000 m
km m
1 1,0002 _____________________
3 _____________________
7 ______________________
70 _______________________
Distance
2,0003,0007,00070,00
0
Concept DevelopmentLesson 1Problem 1
Problem 1
How many meters are in 2 km?2000 m
How many meters are in 3 km?3000 m
How many meters are in 4 km?4000 m
Concept DevelopmentLesson 1Problem 1
7,000 m
HOW MANY METERS ARE IN….
Concept DevelopmentLesson 1Problem 1
7 km
20,000 m
HOW MANY METERS ARE IN….
Concept DevelopmentLesson 1Problem 1
20 km
70,000 m
HOW MANY METERS ARE IN….
Concept DevelopmentLesson 1Problem 1
70 km
PROBLEM 1 CONTINUEDWrite 2,000 m = ____ km on your board.
If 1,000 m = 1 km, 2,000 m = how many kilometers?
2 km
Concept DevelopmentLesson 1Problem 1
km m
1 1,000? 8,000
? 9,000
? 10,000
Distance
Concept DevelopmentLesson 1Problem 1
8
10
9
8 m
HOW MANY KILOMETERS ARE IN….
Concept DevelopmentLesson 1Problem 1
8,000 meters
10 km
HOW MANY KILOMETERS ARE IN….
Concept DevelopmentLesson 1Problem 1
10,000 meters
9 km
HOW MANY KILOMETERS ARE IN….
Concept DevelopmentLesson 1Problem 1
9,000 meters
PROBLEM 1 Compare kilometers and meters.
1 ____ is 1,000 times as much as 1 ______.
1 km is 1,000 times as much as 1 meter.
**A kilometer is a longer distance because we need 1,000 meters to equal 1 kilometer.**
Concept DevelopmentLesson 1Problem 1
1 km 500 m = _____ m
Let’s convert the kilometers to meters. 1 km is worth how many meters?
1,000 meters
1,000 meters + 500 meters is equal to ____ meters.1, 500 meters
Concept DevelopmentLesson 1Problem 1PROBLEM 1
1,300 m
HOW MANY METERS ARE IN….
Concept DevelopmentLesson 1Problem 1
1 km 300 m
5,030 m
HOW MANY METERS ARE IN….
Concept DevelopmentLesson 1Problem 1
5 km 30 m
2 km 500 m
HOW MANY KILOMETERS ARE IN….
Concept DevelopmentLesson 1Problem 1
2,500 m
We made 2 groups of 1,000 meters, so we have 2
kilometers and 500 meters.
5 km 5m
HOW MANY KILOMETERS ARE IN….
Concept DevelopmentLesson 1Problem 1
5,005
We made 5 groups of 1,000 meters, so we have 5
kilometers and 5 meters.
Talk with your partner about how
to solve this problem.
2 km 500 m
HOW MANY METERS ARE IN….
Concept DevelopmentLesson 1Problem 2
5 km + 2,500 m
We can’t add different units together. We can rename the kilometers to meters before
adding.
Simplify or use the algorithm?
Simplify
5 kilometers equals 5,000 meters, so
5,000 m + 2,500 m = 7,500 m
PROBLEM 2 CONTINUED
1 km 734 m + 4 km 396 m = Simplify Strategy or Algorithm? Simplify strategy because 7 hundred and 3 hundred meters
are a kilometer. 96+34 is easy since the 4 will get the 96 to 100 meters. Then I have 6km 130 m. But, there are three renamings and the sum of the meters is
more than a thousand. Is your head spinning? Mine is!
Concept DevelopmentLesson 1Problem 2
We are going to try it mentally then check it with the algorithm, just to make sure.
Choose the way that you want to set up the algorithm. If you finish before the two minute work time is up, try solving it a different way.
We will also have two pairs of students solve the problem on the board.
One pair will solve it using the simplying strategy. The other pair will solve it using the algorithm. Let's get to
work!
Concept DevelopmentLesson 1Problem 2
Algorithm
Simplifying Strategy
1 km 734 m + 4 km 396 m
1 km 734 m+ 4 km 896 m
5km 1130 m
+ 1 km 130 m 6 km 130 m
Concept DevelopmentLesson 1Problem 2
ALGORITHM EXAMPLES
1 km 734 m + 4 km 396 m
ALGORITHM EXAMPLE
Concept DevelopmentLesson 1Problem 2
1 km 734 m + 4 km 396 m
SIMPLIFYING STRATEGY
1 km + 4 km = 5 km734 m + 396 m = 1130 m
730 4 = 1130 m
1 km + 4 km = 5 km1130 m = 1 km 130 m
5 km + 1 km 130 m = 6km 130 m
Concept DevelopmentLesson 1Problem 2
1 km 734 m + 4 km 396 m
734 + 396 m = 1130 m
700 34 300 96
5km + 1 km 130 m = 6km 130 m
1 km 734 m + 4 km 396 m
SIMPLIFYING STRATEGY
Concept DevelopmentLesson 1Problem 2
10 km – 3 km 140 m =
Concept DevelopmentLesson 1Problem 3
PROBLEM 3SUBTRACT MIXER UNIT OF LENGTH USING THE ALGORITHM OR MIXED UNITS OF LENGTH.
Simplifying Strategy or Algorithm?
Definitely using the algorithm. There are no meters in the number so
you would have to subtract.
It really is like 10 thousand
minus 3 thousand 140.
• Choose the way you want to set up the algorithm. If you finish before the two minutes is up, try solving the problem a different way.
• Let’s have two pairs of students work on the board. One pair using the algorithm and one pair recording a mental math strategy.
10 km – 3 km 140 m =
Concept DevelopmentLesson 1Problem 3
PROBLEM 3SUBTRACT MIXER UNIT OF LENGTH USING THE ALGORITHM OR MIXED UNITS OF LENGTH.
ALGORITHM STRATEGY: SOLUTION A
Look at solution A. How did they set up for the algorithm?
10 km – 3 km 140 m =
Concept DevelopmentLesson 1Problem 3
PROBLEM 3SUBTRACT MIXER UNIT OF LENGTH USING THE ALGORITHM OR MIXED UNITS OF LENGTH.
ALGORITHM STRATEGY: SOLUTION B
What did they do for solution B?
10 km – 3 km 140 m =
Concept DevelopmentLesson 1Problem 3PROBLEM 3
SUBTRACT MIXER UNIT OF LENGTH USING THE ALGORITHM OR MIXED UNITS OF LENGTH.
ALGORITHM STRATEGY: SOLUTION C
What happened in C?
10 km – 3 km 140 m =
Concept DevelopmentLesson 1Problem 3PROBLEM 3
SUBTRACT MIXER UNIT OF LENGTH USING THE ALGORITHM OR MIXED UNITS OF LENGTH.
MENTAL MATH STRATEGY: SOLUTION D
They used a number line to show a
counting up strategy.
10 km – 3 km 140 m =
Concept DevelopmentLesson 1Problem 3PROBLEM 3
SUBTRACT MIXER UNIT OF LENGTH USING THE ALGORITHM OR MIXED UNITS OF LENGTH.
MENTAL MATH STRATEGY: SOLUTION E
They counted up from 3 km 140 m to 4
km first and then added 6 more km to
get to 10 km.
PARTNER DEBRIEF
With your partner, take a moment to review the solution strategies on the board.
Talk to your partner why 6 km 840 m is equal to 6,840m. Did you say that…
The number line team showed it because they matched kilometers to meters.
You can regroup 6 kilometers as 6,000 meters. You can regroup 6,000 meters to 6 kilometers. Both are the same amounts, but represented using different units, either
mixed units or a single unit.
Concept DevelopmentLesson 1Problem 3
PROBLEM 4SOLVE AN APPLICATION PROBLEM USING MIXED UNITS OF LENGTH USING THE ALGORITHM OR SIMPLIFYING STRATEGIES.
Sam practiced his long jump in P.E. On his first attempt, he jumped 1 meter 47 centimeters. On his second jump, he jumped 98 centimeters. How much further did Sam jump on his first attempt than his second?
Concept DevelopmentLesson 1Problem 4
Take 2 minutes with your
partner to draw a tape model to
model this problem.
PROBLEM 4
Your diagram should show a comparison between two values. How can you solve for the unknown? Subtract 98 cm from 1 m 47cm Will you use the algorithm or a simplifying strategy? Like before, there will be two pairs of students that show their
work on the board as you work at your desks.
Concept DevelopmentLesson 1Problem 4
1st
2nd
1 m = 100 cm 1 m 47 cm= 147 cm
147 cm - 98 cm 49 cm
1 m 47 cm
98 cm x
Concept DevelopmentLesson 1Problem 4
ALGORITHM SOLUTION A
1 m 47 cm – 98 cm =
1m = 100 cm
100 cm – 98 cm = 2 cm
47cm + 2 cm = 49 cm
MENTAL MATH SOLUTION B
Concept DevelopmentLesson 1Problem 4
147 cm – 98 cm = 49 cm
100 47 2
47 cm + 2 cm = 49 cm
MENTAL MATH STRATEGY C
Concept DevelopmentLesson 1Problem 4
+ 2 + 47
98 cm 1 m 1 m 47 cm
Sam jumped 49 cm further on his first attempt than his second attempt.
Concept DevelopmentLesson 1Problem 4
MENTAL MATH SOLUTION D
PROBLEM SET (10 MINUTES)
Do your personal
best To complete the problem
set in 10 minutes
Lesson 1 Problem Set Problems 1 and 2
What pattern did you notice for the
equivalencies in Problems 1 and 2 of the Problem
Set?
How did converting 1 kilometer to
1,000 meters in
Problem 1a help you
solve Problem 1b?
Lesson 1 Problem Set Problem 3
How did solving
Problem 2 prepare you to solve
Problem 3?
For Problem 3, Parts c and d, explain how you found your answer in terms of the smaller of the two units. What challenges
did you face?
When adding and subtracting mixed
units of length, what are two ways that you
can solve the problem? Explain your
answer to your partner.
Lesson 1 Problem Set Problems 4 and 5
Look at Problem 4 in Concept
Development. How did you draw
your tape diagram? Explain
this to your partner.
Lesson 1 Problem Set Problem 6 and 7
How did the Application Problem connect to
today’s lesson?
How did solving Problems 1,2, and 3 help you to solve the rest of the
Problem Set?
What new math
vocabulary did we use today to
communicate precisely?
Complete the Exit Ticket.
Homework
Module 2 Lesson 1
Module 2 Lesson 1
Module 2 Lesson 1
Module 2 Lesson 1
Module 2 Lesson 1
MODULE 2 TOPIC A LESSON 2METRIC UNIT CONVERSIONS4.MD.1 and 4.MD.2
LESSON 2 OBJECTIVE
Express metric mass measurements in terms of smaller units.
Model and solve addition and subtraction word problems involving metric mass.
FLUENCY PRACTICE (12 MINUTES)
Materials: Personal White Boards
1 m = ___ cm
1 meter is how many centimeters?
100 centimeters
1,000 g = ___ kg
1,000 g is the same as how many kilograms?
1 kg
1 meter
100 centimeters
1,000 grams 1 kilogram
FluencyLesson 2
FLUENCY PRACTICE CONTINUED
1,000 grams 1 kilogram
FluencyLesson 2
2,000 g = ____ kg
3,000 g = ____ kg
7,000 g = ____ kg
5,000 g = ___ kg
2
3
7
5
2kg
1 kg __ g
Number Bonds
1000
1 KG + 1, 000 G = 1 KG + 1KG = 2 KG
FluencyLesson 2
3kg
2 kg __ g
Number Bonds
1000
2 KG + 1,000 G = 2 KG + 1KG = 3 KG
FluencyLesson 2
5 kg
4 kg __ g
Number Bonds
1,000
4 KG + 1,000 G = 4 KG + 1KG = 5 KG
FluencyLesson 2
UNIT COUNTING (4 MINUTES)
Count by 50 cm in the following sequence and change directions when you see the arrow.
• 50 cm• 100 cm• 150 cm• 200 cm• 250 cm• 300 cm
• 250 cm• 200 cm• 150 cm• 100 cm• 50 cm• 0 cm
You did it!
FluencyLesson 2
UNIT COUNTING (4 MINUTES)
Count by 50 cm in the following sequence and change directions when you see the arrow.
• 50 cm• 1 m• 150 cm• 2 m• 250 cm• 3 m
• 250 cm• 2 m• 150 cm• 1 m• 50 cm• 0 m
You did it!
FluencyLesson 2
UNIT COUNTING (4 MINUTES)
Count by 50 cm in the following sequence and change directions when you see the arrow.
• 50 cm• 1 m• 1 m 50
cm• 2 m• 2 m 50
cm• 3 m
• 2 m 50 cm• 2 m• 1 m 50 cm• 1 m• 50 cm• 0 m
You did it!
FluencyLesson 2
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
540 cm + 320 cm = _______
Say 540 cm in meters and centimeters.
5 meters
40 cm
Say 320 cm in meters and centimeters.
3 meters
20 cm
Materials: Personal white boards
FluencyLesson 2
5 m 40 cm + 3 m 20 cm = _______ Add the meters: 5 m + 3 m = 8 meters
Add the cm: 40 cm + 20 cm = 60 cm The sum is 8 m 60 cm.
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
420 cm + 350 cm = _______
Say 420 cm in meters and centimeters.
4 meters
20 cm
Say 350 cm in meters and centimeters.
3 meters
50 cm
Materials: Personal white boards
FluencyLesson 2
4 m 20 cm + 3 m 50 cm = _______ Add the meters: 4 m + 3 m = 7 meters
Add the cm: 20 cm + 50 cm = 70 cm The sum is 7 m 70 cm.
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
650 cm - 140 cm = _______
Say 650 cm in meters and centimeters.
6 meters
50 cm
Say 140 cm in meters and centimeters.
1 meter
40 cm
Materials: Personal white boards
FluencyLesson 2
6 m 50 cm - 1 m 40 cm = _______ Subtract the meters: 6 m - 1 m = 5
meters
Subtract the cm: 50 cm - 40 cm = 10 cm The difference is 5 m 10 cm.
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
780 cm - 210 cm = _______
Say 780 cm in meters and centimeters.
7 meters
80 cm
Say 210 cm in meters and centimeters.
2 meter
10 cm
Materials: Personal white boards
7 m 80 cm - 2 m 10 cm = _______ Subtract the meters: 7 m - 2 m = 5
meters
Subtract the cm: 80 cm - 10 cm = 70 cm The difference is 5 m 70 cm.
APPLICATION PROBLEM ( 8 MINUTES)
The distance from school to Zoie’s house is 3 kilometers 469m. Camie’s house is 4 kilometers 301 meters farther away. How far is it from Camie’s house to school? Solve using simplifying strategies or an algorithm.
School Zoie’s house
Camie’s house
ApplicationLesson 2
ALGORITHM SOLUTION
3,469 m + 4,301 m
7,770 m
Application ProblemLesson 2
MENTAL MATH SOLUTION
7 km = 7,000 m 7,000 m + 770 m = 7,770 m
OR
469 + 301 = 470 + 300 = 770 m
300 1 3 km + 4 km = 7 km 7km 770 m Camie’s house is 7 km 770 m from school.
Application ProblemLesson 2
CONCEPT DEVELOPMENT (30 MINUTES)Materials:
Teacher: 1- L water bottle, small paper clips, dollar bill, dictionary, balance scale or weights.
Student: Personal White Board
Concept DevelopmentLesson 2Problem 1
This bottle of water weighs 1 kilogram. We can also say that it has a mass of 1 kilogram. This is what a scientist would say.
Experiments make me thirsty. Please give me a kilogram of
H2O please!
Concept DevelopmentLesson 2Problem 1
The dictionary weighs about 1 kilogram.
The mass of this small paper clip is about 1 gram.A dollar bill weighs about 1 gram too.
1 kilogram = 1 gram
Concept DevelopmentLesson 2Problem 1
If the mass of this dictionary is about 1 kilogram, about how many small paperclips will be just as heavy as this dictionary?
1,000!
Concept DevelopmentLesson 2Problem 1
Let’s investigate using our balance scale.
Take a minute to balance one dictionary and 1,000 small paperclips on a scale.
OR use a 1 kg weight. Also balance 1 small paperclip with a 1 gram weight.
oror
Concept DevelopmentLesson 2Problem 1
How many grams are in 2 kilograms?
2000 g
How many kilograms is 3,000 g? 3 kg
Let’s fill in the chart all the way up to 10kg.
Gram
Concept DevelopmentLesson 2Problem 1
MASS REFERENCE CHART
kg g
1 1,000
2
2,000
3 3,000
4 4,000
5 5,000
6 6,000
7 7,000
8 8,000
9 9,000
10 10,000
Concept DevelopmentLesson 2Problem 1
MASS: RELATIONSHIP BETWEEN KILOGRAMS AND GRAMS
kg g
1 1,000
2 _____
3 3,000
4 _____
_____ 5,000
_____ 6,000
7 _____
8 _____
_____ 9,000
10 _____
Concept DevelopmentLesson 2Problem 1
COMPARE KILOGRAMS AND GRAMS. 1 kilogram is 1,000 times as much as 1 gram.
= 1,000 x A kilogram is heavier because we need 1,000g to equal 1
kilogram.
Concept DevelopmentLesson 2Problem 1
1 kilogram is equal to how many grams?
1,000 grams
1,000 grams plus 500 grams is equal to how many grams?
1,500 grams.
Concept DevelopmentLesson 2Problem 1
Let’s convert 1 kg 500 g to grams.
1 kilogram 300 grams is equal to how many grams?
1,300 grams
Concept DevelopmentLesson 2Problem 1
Let’s convert 1 kg 300 g to grams.
Did I hear someone say 530 grams? Let’s clarify that.
5 kilogram is equal to how many grams?
5,000 grams
5,000 grams plus 30 grams is equal to how many grams?
5,030 grams.
Concept DevelopmentLesson 2Problem 1
Let’s convert 5 kg 30 g to grams.
Wrong answer!
2 kg 500 g
We made two groups of 1,000 grams, so we have 2 kilograms and 500 grams.
Concept DevelopmentLesson 2Problem 1
2,500 grams is equal to how many kilograms?
5 kg 5 g
We made five groups of 1,000 grams, so we have 5 kilograms and 5 grams.
Concept DevelopmentLesson 2Problem 1
5,005 grams is equal to how many kilograms?
Concept DevelopmentLesson 2Problem 2
8kg + 8,200 g =______
Problem 2Add mixed units using the algorithm or simplifying strategies
Talk with your partner about how to solve this problem.
We can’t add different
units together.
We can rename the kilograms to grams before
adding.We can
rename 8kg to 8,000 g.
8,000 g + 8,200 g = 16,200g
Or we can rename
8,200 g to 8 kg 200
g
8 kg + 8kg 200 g = 16 kg 200g
Concept DevelopmentLesson 2Problem 2
8kg + 8,200 g =______
Problem 2Add mixed units using the algorithm or simplifying strategies
Will we use the algorithm or a simplifying strategy?
A simplifying strategy!
8,000 g + 8,200 g = 16,200g
There is no regrouping and we can add the numbers easily
mentally.
Why?
8 kg + 8kg 200 g = 16 kg 200g
Now try:
25 kg 537 g + 5 kg 723 g = ____
Should we use a simplifying strategy or the algorithm?
Discuss your strategy with a partner. I think the algorithm because the
numbers are too big.
There is regrouping and the numbers are not easy to
combine.
I think I can use a simplifying strategy.
Concept DevelopmentLesson 2Problem 2
Choose the way you want to tackle the problem and work for the next two
minutes on solving it.
If you finish before the two minutes, try solving the problem another way.
Let’s have two pairs of students
work on the board. One pair will solve
using the algorithm and the other pair will try
and use a simplifying strategy.
Concept DevelopmentLesson 2Problem 2
25 kg 537 g + 5 kg 723 g = ____
ALGORITHM SOLUTION A
25 kg 537 g + 5 kg
723 g 30 kg 1,260 g
30 kg + 1 kg 260 g =
31 kg 260 g
25,537 g + 5,723 g
31,260 g
31 kg 260 g
ALGORITHM SOLUTION B
25 kg 537 g + 5 kg 723 g = ____Concept DevelopmentLesson 2Problem 2
SIMPLIFYING STRATEGY C
25 kg 537 g + 5 kg
723 g 30 kg 1,260 g
30 kg + 1 kg 260 g =
31 kg 260 g
25,537 g + 5,723 g
31,260 g
31 kg 260 g
SIMPLIFYING STRATEGY D
25 kg 537 g + 5 kg 723 g = ____
Concept DevelopmentLesson 2Problem 2
PROBLEM 3SUBTRACT MIXED UNITS OF MASSING USING THE ALGORITHM OR A SIMPLIFYING STRATEGY.
10 kg – 2 kg 250 g =
There are no grams in the number, so it is best to use the algorithm because there is a lot of regrouping involved.
A simplifying strategy can be used as well.
Concept DevelopmentLesson 2Problem 3
A simplifying strategy or the algorithm? Discuss with a partner.
Choose the way you want to solve the problem.If you finish before the two minutes are up, try solving the
problem a different way.
Let’s have two pairs of students work on the board. One pair will solve using the algorithm and the other pair will try and
use a simplifying strategy.
10 kg – 2 kg 250 g =Concept DevelopmentLesson 2Problem 3
ALGORITHM SOLUTION A ALGORITHM SOLUTION B
9 0 1010
10 kg 1,000 g - 2 kg 250 g 7 kg 750 g
0 9 9 10
10,000 g
- 2,250 g
7,750 g
7 kg 750 g
Look at the first example
algorithm. How did they prepare the algorithm for
subtraction?They renamed 10
kilograms as 9 kilograms and 1,000
g first.
Converted kilograms to
grams.
• How did our first simplifying strategy pair solve the problem?
• They subtracted the 2 kg first.• And then?• Subtracted the 250 g from 1
kg.9
What did they do in the second
solution?
SIMPLIFYING STRATEGY C SIMPLIFYING STRATEGY D
Concept DevelopmentLesson 2Problem 3
10 kg – 2 kg 250 g =
10 kg – 2 kg 250 g =10 kg – 2 kg = 8 kg 8 kg – 250 g = 7 kg 750 g
7 kg 1000 g 750 g
Does anyone have a
question for the mental math team?
How did you know 1 thousand minus
250 was 750?
We just subtracted 2
hundred from 1 thousand and
then thought of 50 less than 800. Subtracting 50
from a unit in the hundreds is easy.
SIMPLIFYING STRATEGY C SIMPLIFYING STRATEGY D
Concept DevelopmentLesson 2Problem 3
10 kg – 2 kg 250 g =
10 kg – 2 kg 250 g =10 kg – 2 kg = 8 kg 8 kg – 250 g = 7 kg 750 g
7 kg 1000 g 750 g
How did our mental math
team solve the problem?
They added up from 2 kilograms 250 grams to 3 kilograms first, and then added 7
more kilograms to get to 10 kilograms.
What does the number line show?
It shows how we can count up from 2
kilograms 250 grams to 10 kilograms to find
our answer. It also shows that 7
kilograms 750 grams is equivalent to 7,750
grams.
+ 750 g + 7 kg 2 kg 250 g 3 kg 10 kg
750 g + 7 kg = 7 kg 750 g
SIMPLIFYING STRATEGY
10 kg – 2 kg 250 g =Concept DevelopmentLesson 2Problem 3
32 kg 205 g – 5 kg 316 g
Which strategy would you use? Discuss it with a partner.
Those numbers are not easy to subtract, so I would probably use an algorithm. There are not enough grams in the first number, so I know we will have to regroup.
Choose the way you want to solve.
Concept DevelopmentLesson 2Problem 3
32 kg 205 g – 5 kg 316 g
Concept DevelopmentLesson 2Problem 3
A suitcase cannot exceed 23 kilograms for a flight. Robby packed his suit case for his flight, and it weighs 18 kilograms 705 g. How many more grams can be held in his suit case without going over the weight limit of 23 kg?
Concept DevelopmentLesson 2Problem 4PROBLEM 4
SOLVE A WORD PROBLEM INVOLVING MIXED UNITS OF MASS MODELED WITH A TAPE DIAGRAM.
Read with me. Take one minute to draw and label a tape diagram.
We know how much Robert's suitcase is allowed to hold and how much it is holding. We don’t know how many more grams it can hold to reach the maximum allowed weight of 23 kilograms.
Tell your partner the known and unknown
information.
Will you use an algorithm or a simplifying strategy? Label the missing part on your diagram and make a statement of solution
ALGORITHM SOLUTION A
Concept DevelopmentLesson 2Problem 4
ALGORITHM SOLUTION BSIMPLIFYING SOLUTION C
Lesson Objective: Express metric mass measurements in terms of a smaller unit, model and solve addition and subtraction word problems involving metric mass.
PROBLEM SET (10 MINUTES)
You should do your personal
best to complete the Problem Set
within 10 minutes.
Use the RDW
approach for solving word problems.
PROBLEM SET REVIEW AND STUDENT DEBRIEF
Review your Problem Set with a partner and compare work and answers.
In our lesson, we solved addition and subtraction problems in two different ways but got equivalent answers. Is one answer “better” than the other? Why or why not.
Lesson 2 Problem Set Problems 1 and 2
Lesson 2 Problem Set Problem 3
What did you do differently in Problem 3 when it asked you to express the answer in the smaller unit rather than the mixed unit?
Lesson 2 Problem Set Problems 4 and 5
Lesson 2 Problem Set Problems 6 and 7
In Problem 6, did it make sense to answer in the smaller unit or mixed unit?
Explain to your partner how you solved Problem 7. Was there more than one way to solve it?
PROBLEM SET STUDENT DEBRIEF CONTINUED
How did the Application Problem connect to today’s lesson?
How did today’s lesson of weight conversions build on yesterday's lesson of length conversions?
What is mass?When might we use grams rather than
kilograms?
Homework
Module 2 Lesson 2
Module 2 Lesson 2Homework
Module 2 Lesson 2Homework
Module 2 Lesson 2
Module 2 Lesson 2
MODULE 2 TOPIC A LESSON 3METRIC UNIT CONVERSIONS4.MD.1 and 4.MD.2
LESSON 3 OBJECTIVE
Express metric capacity measurements in terms of a smaller unit
Model and solve addition and subtraction word problems involving metric capacity
FluencyLesson 3 Convert Units 2 min.Convert
Units
• 1 m = _______ cm
• 2 m = ________cm
• 4 m = ________cm
• 4 m 50 cm = ________cm
100
200
400
450
FluencyLesson 3 Convert Units 2 min.Convert
Units
• 8 m 50 cm = _______ cm
• 8 m 5 cm = ________cm
• 6 m 35 cm = ________cm
• 4 m 7 cm = ________cm
850
805
635
407
FluencyLesson 3 Convert Units 2 min.Convert
Units
• 1,000 m = _______ km
• 2,000 m = ________km
• 7,000 m = ________km
• 9,000 m = ________km
1
2
7
9
FluencyLesson 3 Convert Units
2 km
1 km ? m1,000
m
Write the whole as an addition sentence with mixed units.
1 km + 1,000 m = 1 km + 1 km = 2 km
FluencyLesson 3 Convert Units
3 km
2 km ? m1,000
m
Write the whole as an addition sentence with mixed units.
2 km + 1,000 m = 2 km + 1 km = 3 km
FluencyLesson 3 Convert Units
8 km
1,000 m ? km7 km
Write the whole as an addition sentence with mixed units.
1,000 m + 7 km = 1 km + 7 km = 8 km
UNIT COUNTING (4 MINUTES)
Count by grams in the following sequence and change directions when you see the arrow.
• 500 g• 1,000 g• 1,500 g• 2,000 g• 2,500 g• 3,000 g
• 2,500 g
• 2,000 g
• 1,500 g
• 1,000 g
• 500 g• 0 g
You did it!
FluencyLesson 3
UNIT COUNTING (4 MINUTES)
Count by grams in the following sequence and change directions when you see the arrow.
• 500 g• 1 kg• 1,500 g• 2 kg• 2,500 g• 3 kg
• 2,500 g
• 2 kg• 1,500
g• 1 kg• 500 g
You did it!
FluencyLesson 3
UNIT COUNTING (4 MINUTES)
Count by grams in the following sequence and change directions when you see the arrow.
• 500 g• 1 kg• 1 kg 500 g• 2 kg• 2 kg 500 g• 3 kg
• 2 kg 500 g
• 2 kg• 1 kg 500
g• 1 kg• 500 g
You did it!
FluencyLesson 3
UNIT COUNTING (4 MINUTES)
Count by grams in the following sequence. You will not change directions.
• 200 g• 400 g• 600 g• 800 g• 1 kg• 1 kg 200
g• 1 kg 400
g• 1 kg 600
g• 1 kg 800
g• 2 kg
You did it!
FluencyLesson 3
UNIT COUNTING (4 MINUTES)
Count by grams in the following sequence and change directions when you see the arrow.
• 600 g• 1,200 g• 1,800 g• 2,400 g• 3 kg
• 2,400 g• 1,800 g• 1,200 g• 600 g You
did it!
FluencyLesson 3
UNIT COUNTING (4 MINUTES)
Count by grams in the following sequence and change directions when you see the arrow.
• 600 g• 1 kg 200 g• 1 kg 800 g• 2 kg 400 g• 3 kg
• 2 kg 400 g
• 1 kg 800 g
• 1 kg 200 g
• 600 g
You did it!
FluencyLesson 3
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
560 cm + 230 cm = _______
Say 560 cm in meters and centimeters.
5 meters
60 cm
Say 230 cm in meters and centimeters.
2 meters
30 cm
Materials: Personal white boards
FluencyLesson 3
5 m 60 cm + 2 m 30 cm = _______ Add the meters: 5 m + 2 m = 7 meters
Add the cm: 60 cm + 30 cm = 90 cm The sum is 7 m 90 cm.
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
6 m 50 cm - 2 m 30 cm = _______ Subtract the meters: 6 m - 2 m = 4
meters
Subtract the cm: 50 cm - 30 cm = 20 cm The difference is 4 m 20 cm.
650 cm - 230 cm = _______
Say 650 cm in meters and centimeters.
6 meters
50 cm
Say 140 cm in meters and centimeters.
2 meter
30 cm
Materials: Personal white boards
FluencyLesson 3
ADD AND SUBTRACT METERS AND CENTIMETERS (4 MINUTES)
4 m 70 cm + 5 m 20 cm = _______ Add the meters: 4 m + 5 m = 9 meters
Add the cm: 70 cm + 20 cm = 50 cm The difference is 9 m 50 cm.
470 cm + 520 cm = _______
Say 470 cm in meters and centimeters.
4 meters
70 cm
Say 520 cm in meters and centimeters.
5 meter
20 cm
Materials: Personal white boards
FluencyLesson 3
Application Problem 8 minutes
The Lee family had 3 liters of water. Each liter of water weighs 1 kilogram. At the end of the day, they have 290 grams of water left. How much water did they drink? Draw a tape model and solve using mental math or an algorithm.
Application ProblemLesson 3
CONCEPT DEVELOPMENT 30 MINUTES
Materials: Several 3-liter beakers
with measurements of liters and milliliters
Water Personal white boards
Concept Development Lesson 3 Problem 1
Directions: Compare the sizes and note the relationship between 1 liter and 1 milliliters.
Look at the mark on your beaker that says 1 liter. Pour water into your beaker until you reach that
amount. How many milliliters are in your beaker? 1,000 mL How do you know? 1 liter is the same as 1,000 milliliters. The beaker
shows that the measurements are the same.
1 L = 1,000 ML CONCEPT DEVELOPMENT LESSON 3 PROBLEM 1
With your partner, locate 1,500 milliliters and pour in more water to measure 1,500mL.
How many liters do you have?
Less than 2 L but more than 1L. 1 liter 500 milliliters.
Yes, we just named mixed unit of grams and kilograms in our previous lesson. Now we will can use mixed units of liters and milliliters by using both sides of the scale of the beaker.
CONCEPT DEVELOPMENTLESSON 3 PROBLEM 1
1 L 500 ML = 1,500 ML
• Pour water to measure liters. How many milliliters equals 2 liters?
• 2,000 mL
• Pour more water to measure 2,200 mL of water. How many liters equals 2,200 mL?
• 2 L 200 mL
LESSON 3 PROBLEM 1
Activity
I have several beakers of different amounts of water prepared. You will circulate to each beaker, recording the amount of water as mixed units of liters and milliliters and milliliters.
We will now compare answers as a class and record finding on the board to show equivalency between units of liters and milliliters and milliliters.
32 L 420 mL + 13 L 858 mL= ______
Problem 2Add mixed units of capacity using the algorithm or a simplifying strategy.
Concept DevelopmentLesson 3Problem 2
What strategy would you
use?
A simplifying strategy because 420 mL
decomposed to 15 ml and 5 mL and 400 mL plus 585
makes 600 mL. 600 mL + 400mL is 1 L with 5 mL left over. 46 liters 5 milliliters.
There are some renamings so an algorithm could
work too.
I can solve it mentally and
then check my work with an
algorithm.
Choose the way you want to do it. If you finish before two
minutes is up, try solving a different way. Let’s have two pairs of students work at the
board, one pair using the algorithm, one pair recording a
simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
Problem 2Add mixed units of capacity using the algorithm or a simplifying strategy.
Concept DevelopmentLesson 3Problem 2
32 L 420 mL + 13 L 858 mL= ______
Problem 2Add mixed units of capacity using the algorithm or a simplifying strategy.
Concept DevelopmentLesson 3Problem 2
Algorithm A:
32 L 420 mL + 13 L 858 mL= ______
Problem 2Add mixed units of capacity using the algorithm or a simplifying strategy.
Concept DevelopmentLesson 3Problem 2
Algorithm B:
32 L 420 mL + 13 L 858 mL= ______
Problem 2Add mixed units of capacity using the algorithm or a simplifying strategy.
Concept DevelopmentLesson 3Problem 2
Simplifying Solution C:
Problem 3Subtract mixed units of capacity using the algorithm or a simplifying strategy
Concept DevelopmentLesson 3Problem 3
12 L 215 mL - 8 L 600 mL= ______ A simplifying
strategy or the algorithm?
Oh for sure I’m using the
algorithm. We have to rename
a liter.
A simplifying strategy. I can count on from 8
liters 600 milliliters.
I can do mental math. I’ll show you
when we solve.
Choose the way you want to do it. If you finish before two minutes is up, try solving
a different way. Let’s have two pairs of students work at the board, one pair using
the algorithm, one pair recording a simplifying strategy.
Problem 3Subtract mixed units of capacity using the algorithm or a simplifying strategy
Concept DevelopmentLesson 3Problem 3
12 L 215 mL - 8 L 600 mL= ______Algorithm A:Algorithm B:Algorithm C:
Algorithm D:Algorithm E:
Jennifer was making 2,170 milliliters of her favorite drink that combines iced tea and lemonade. If she put in 1 liter 300 milliliters of iced tea, how much lemonade does she need?
Problem 4Solve a word problem involving mixed units
of capacity.
Concept DevelopmentLesson 3Problem 4
Problem Set(10 Minutes)
Problem Set Lesson 3 Problems 1 and 2
Concept DevelopmentLesson 3 Problem SetProblem 3
Lesson 3Problem SetProblems 4 and 5
• In Problem 4(a), what was your strategy for ordering the drinks?
• Discuss why you chose to solve Problem 5 using mixed units or converting all units to milliliters.
Lesson 3 Problem Set Problem 6
• Which strategy do you prefer for adding and subtracting mixed units?
• Why is one way preferable to the other for you? • What new terms to describe capacity did you learn today? • What patterns have you noticed about the vocabulary used to
measure distance, mass, and capacity? • How did the Application Problem connect to today’s lesson? • Describe the relationship between liters and milliliters. • How did today’s lesson relate to the lessons on weight and
length?
DebriefLesson Objective: Express metric capacity measurements in terms of a smaller unit;Model and solve addition and subtraction word problems involving metric capacity
Problem SetDebriefLesson 3
Homework
MODULE 2 TOPIC B LESSON 4METRIC UNIT CONVERSIONS4.MD.1 and 4.MD.2
LESSON 4 OBJECTIVE
Know and relate metric units to place value units in order to express measurements in different units
3 units
3 units
PERIMETER AND AREA (4 MINUTES)FluencyLesson 4
5 units
What’s the length of the longest side?What’s the length of the opposite side?
5 units 10 Units
What is the sum of the rectangle’s two
longest lengths?
What’s the length of the shortest side?
What’s the length of the missing side?
6 UnitsWhat is the sum of the rectangle’s two shortest lengths?
3 square units
Let’s see how many square
units there are in the rectangle,
counting by threes.
5 square units
3
6
9
12
15
How many square units are in one
row?
How many rows of 3 square units are
there?
3 units
3 units
PERIMETER AND AREA (4 MINUTES)FluencyLesson 4
4 units
What’s the length of the longest side?What’s the length of the opposite side?
4 units 8 Units
What’s the length of the shortest side?
What’s the length of the missing side?
What is the sum of the rectangle’s two shortest lengths?
3 square units
Let’s see how many square
units there are in the rectangle,
counting by threes.
4 square units
3
6
9
12
How many square units are in one
row?
How many rows of 3 square units are
there?
6 UnitsWhat is the sum of the rectangle’s two
longest lengths?
6 units
6 units
PERIMETER AND AREA (4 MINUTES)FluencyLesson 4
4 units
What’s the length of the shortest side?
What’s the length of the opposite side?
4 units
8 Units
What’s the length of the longest side?
What’s the length of the missing side?
What is the sum of the rectangle’s two longest lengths?
6 square units
Let’s see how many square
units there are in the rectangle,
counting by sixes.
4 square units
6
12
18
24
How many square units are in one
row?
How many rows of 6 square units are
there?
12 UnitsWhat is the sum of the rectangle’s two shortest lengths?
FLUENCY PRACTICE – SPRINT A
Think!
Take your
mark!
Get set!
FLUENCY PRACTICE – SPRINT B
There is a mistake in the module - they have no sprint B. Perhaps they will correct this error in
later versions of the module.
Think!
Take your
mark!
Get set!
FluencyLesson 4 Convert Units 2 min.Convert
Units
• 1 m 20 cm = _______ cm
• 1 m 80 cm = ________cm
• 1 m 8 cm = ________cm
• 2 m 4 cm = ________cm
120
180
108
204
FluencyLesson 4 Convert Units 2 min.Convert
Units
• 1,500 g = ____kg ___g
• 1,300 g = ____kg ____g
• 1,030 g = ____kg ____g
• 1,005 g = ____kg ____g
1 500
1 300
1 30
1 5
FluencyLesson 4 Convert Units 2 min.Convert
Units
• 1 liter 700 mL = _______ mL
• 1 liter 70 mL = ________mL
• 1 liter 7 mL = ________mL
• 1 liter 80 mL = ________mL
1,700
1,070
1,007
1,080
UNIT COUNTING (4 MINUTES)
Count by 500 mL in the following sequence and change directions when you see the arrow.
• 500 mL• 1,000 mL• 1,500 mL• 2,000 mL• 2,500 mL• 3,000 mL
• 2,500 mL• 2,000 mL• 1,500 mL• 1,000 mL• 500 mL• 0 mL
You did it!
FluencyLesson 4
UNIT COUNTING (4 MINUTES)
Count by 500 mL in the following sequence and change directions when you see the arrow.
• 500 mL• 1 liter• 1,500 mL• 2 liters• 2,500 mL• 3 liters
• 2,500 mL• 2 liters• 1,500 mL• 1 liter• 500 mL• 0 liters
You did it!
FluencyLesson 4
UNIT COUNTING (4 MINUTES)
Count by 200 mL in the following sequence. You will not change directions this time.
• 200 mL• 400 mL• 600 mL• 800 mL• 1 liter• 1 liter 200
mL• 1 liter 400
mL
• 1 liter 600 mL• 1 liter 800 mL• 2 liters• 2 liters 200
mL• 2 liters 400
mL• 2 liters 600
mL• 2 liters 800
mL• 3 liters
You did it!
FluencyLesson 4
UNIT COUNTING (4 MINUTES)
Count by 400 mL in the following sequence and change directions when you see the arrow.
• 400 mL• 800 mL• 1,200 mL• 1,600 mL• 2,000 mL• 2,400 mL
• 2,000 mL• 1,600 mL• 1,200 mL• 800 mL• 400 mL• 0 mL
You did it!
FluencyLesson 4
UNIT COUNTING (4 MINUTES)
Count by 400 mL in the following sequence and change directions when you see the arrow.
• 400 mL• 800 mL• 1 liter 200 mL• 1,600 mL• 2 liters• 2 liters 400
mL
• 2 liters• 1,600 mL• 1 liter 200 mL• 800 mL• 400 mL• 0 mL
You did it!
FluencyLesson 4
Application ProblemApplication ProblemLesson 4
Adam poured 1 liter 460 milliliters of water into a beaker. Over three days, some of the water evaporated. On day four, 979 milliliters of water remained in the beaker. How much water evaporated?
Concept DevelopmentNote patterns of times as much among units of length, mass, capacity, and place
value.
Concept DevelopmentProblem 1Lesson 4
Turn and tell your neighbor the units for mass, length,
and capacity that we have learned so far.
Gram, kilogram, centimeter, meter, kilometer, milliliter,
liter.
What relationship have you discovered between milliliters
and liters?1 liter is 1,000
milliliters. 1 liter is 1,000 times
as much as 1 milliliter.
1 L = 1,000 x 1 mL
Concept DevelopmentNote patterns of times as much among units of length, mass, capacity, and place
value.
Concept DevelopmentProblem 1Lesson 4
What do you notice about the
relationship between grams and kilograms?
Meters and kilometers? Write your answer as an
equation.
1 L = 1,000 x 1 mL
1 kg = 1,000 x 1 g
1 km = 1,000 x 1 m
1 kilogram is 1,000 times as much as 1 gram.
1 kilometer is 1,000 times as much as 1 meter.
Concept DevelopmentNote patterns of times as much among units of length, mass, capacity, and place
value.
Concept DevelopmentProblem 1Lesson 4
I wonder if other units have similar relationships. What other units have we discussed in fourth grade so far?
OnesTens
HundredsThousands
Ten thousands
Hundred thousands
Concept DevelopmentNote patterns of times as much among units of length, mass, capacity, and place
value.
Concept DevelopmentProblem 1Lesson 4
What do you notice about the units of place value? Are the relationships similar to those of metric units?
Concept DevelopmentNote patterns of times as much among units of length, mass, capacity, and place
value.
Concept DevelopmentProblem 1Lesson 4
What unit is 100 times as much as 1 centimeter?Write your answer as an equation.
Can you think of a place value unit relation that is similar?
1 meter = 100 x 1 centimeter
1 hundred is 100 times as much as 1 one.
1 hundred thousandis 100 times
as much as 1 thousand.
Concept DevelopmentRelate units of length, mass, and capacity to units of place value
Concept DevelopmentProblem 2Lesson 4
• 1 m = 100 cm• One meter is 100 centimeters. What unit is 100 ones?• 1 hundred = 100 ones• 1 thousand = 1,000 ones• 1,200 mL = 1 liter 200 mL• 1,200 = 1 thousand 200 ones• 15,450 mL = 15 liters 450 mL• 15,450 ones = 15 thousand 450 ones• 15,450 kilograms = 15 kilograms 450 grams• 895 cm = 8 meters 95 cm• 895 ones = 8 hundreds 95 ones
Concept DevelopmentRelate units of length, mass, and capacity to units of place value
Concept DevelopmentProblem 2Lesson 4
1 L 100 mL 10 mL 1 mL
1 ,2 0 0
1,000100100
Thousands Hundreds Tens Ones
1 ,2 0 0
1,000 100100
1,200 mL = 1 liter 200 mL
1,200 = 1 thousand 200 ones
How are the two charts similar?
Concept DevelopmentProblem 2Lesson 4
15,450 mL = 15 liter 450 mL
15,450 = 15 thousands. 450 ones
10 L 1 L 100 mL 10 mL 1mL
l lllll llll lllll
10 thousands
1 Thousands
100s 10s 1s
l lllll llll lllll
Concept DevelopmentProblem 2Lesson 4
15,450 g = 15 kg 450 g
15,450 = 15 thousands 450 ones
10 kg 1 kg 100 g 10 g 1g
l lllll llll lllll
10 thousands
1 Thousands
100s 10s 1s
l lllll llll lllll
724,706 mL____ 72 L 760 mLWhich is more? Tell your partner how you can use place value
knowledge to compare.
100 L 10 L 1 L 100 mL
10 mL 1 mL
7 2, 7 6 0
7 2 4, 7 0 6
Problem 3Compare metric units using place value
knowledge and a number line.
Concept DevelopmentProblem 3Lesson 4
I see that 724,706
milliliters is 724 liters and 724 is greater
than 72.
Draw a number line from 0 km to 2 km. One kilometer is how many meters?
Problem 3Compare metric units using place value
knowledge and a number line.
Concept DevelopmentProblem 3Lesson 4
1,000 meters
2 kilometers is equal to how many meters?
2,000 meters
Discuss with your partner how many centimeters are equal to 1 kilometer.
1 meter is 100 centimeters. 1 kilometer is 1 thousand meters. So, 1 thousand times 1 hundred is easy, it is 100 thousand. 2 meters is 200 centimeters so 10 meters is 1,000
centimeters. Ten of those is 100,000 centimeters.
Problem 3Compare metric units using place value
knowledge and a number line.
Concept DevelopmentProblem 3Lesson 4
Work with your partner to place these values on the number line.
7,256 m, 7 km 246 m and 725,900 cm
Problem 3Compare metric units using place value
knowledge and a number line.
Concept DevelopmentProblem 3Lesson 4
I know that 100 cm equals 1 meter. In the number 725,900 there are 7,259 hundreds. That means that 725,900 cm = 7,259 m. Now I am able to place 725,900 cm on the number line.
725,900
cm
7,256 m is between 7,250 m and 7,260 m. It is less that 7,259 m. 7 km 246 m is between 7 km 240 m (7,240 m) and 7 km 250 m (7,250 m ).
7,256 m
Since all the measures have 7 kilometers, I can compare meters. 256 is more than 246. 259 is more than 256.
7 km 246
m
Problem Set(10 Minutes)
Lesson 4 Problem Set Problem 1
Lesson 4 Problem Set Problems 2 - 4
What patterns did you notice as
you solved Problem 2?
Lesson 4 Problem Set Problems 5 - 6
Lesson 4 Problem Set Problems 7 - 8
• Explain to your partner how to find the number of centimeters in 1 kilometer. Did you relate each unit to meters? Place value?
• Do you find the number line helpful when comparing measures? Why or why not?
• How are metric units and place value units similar? Different? Do money units relate to place value units similarly? Time units?
• How did finding the amount of water that evaporated from Adam’s beaker (in the Application Problem) connect to place value?
• How did the previous lessons on conversions prepare you for today’s lesson?
DebriefLesson Objective: Know and relate metric units to place value units in order express
measurements in different units.
Problem SetDebriefLesson 4
Homework
MODULE 2 TOPIC B LESSON 5METRIC UNIT CONVERSIONS4.MD.1 and 4.MD.2
LESSON 5 OBJECTIVE
Use addition and subtraction to solve multi-step word problems involving length, mass, and capacity
FLUENCY PRACTICE – SPRINT A
Think!
Take your
mark!
Get set!
FLUENCY PRACTICE – SPRINT B
Think!
Take your
mark!
Get set!
FluencyLesson 5 Convert Units 2 min.Convert
Units
• 1 L 400 mL = ________mL
• 1 L 40 mL = ________mL
• 1 L 4 mL = ________mL
• 1 L 90 mL = ________mL
1,400
1,040
1,004
1,090
UNIT COUNTING (4 MINUTES)
Count by 800 cm in the following sequence and change directions when you see the arrow.
• 800 cm• 1,600 cm• 2,400 cm• 3,200 cm• 4,000cm
• 3,200 cm• 2,400 cm• 1,600 cm• 800 cm You
did it!
FluencyLesson 5
UNIT COUNTING (4 MINUTES)
Count by 800 cm in the following sequence and change directions when you see the arrow.
• 800 cm• 1,600 cm• 2,400 cm• 3,200 cm• 40 m
• 3,200 cm• 2,400 cm• 1,600 cm• 800 cm You
did it!
FluencyLesson 5
UNIT COUNTING (4 MINUTES)
Count by 80 cm in the following sequence and change directions when you see the arrow.
• 80 cm• 1 m 60 cm• 2 m 40 cm• 3 m 20 cm• 4 m
• 3 m 20 cm• 2 m 40 cm• 1 m 60 cm• 80 cm You
did it!
FluencyLesson 5
Problem SetLesson 5 42 min.Concept
Development
Read
R DDraw
WWrite
Can you
draw some
-thing
?
What can you
draw?
What conclusions
can you make from
your drawing?
Problem 1 Problem SetLesson 5 42 min.
Problem Set(42 Minutes)
The first four problems of today’s Problem Set are the Concept
Development portion of the lesson.You will complete the final two
problems independently.
Problem 2 Problem SetLesson 5 42 min.
Problem 3 Problem SetLesson 5 42 min.
Problem 4 Problem SetLesson 5 42 min.
Problem 5 Problem SetLesson 5 42 min.
Your turn! Try the
next two by
yourself!
Debrief question:How was the work completed to solve
Problem 5 different than the other problems?
Problem 6
Debrief question:How was drawing a model helpful in
organizing your thoughts to solve Problem 6?
Problem SetLesson 5 42 min.
• Did you find yourself using similar strategies to add and to subtract the mixed unit problems?
• How can drawing different models to represent a problem lead you to a correct answer?
• Describe a mixed unit. What other mixed units can you name?
• How can converting to a smaller unit be useful when solving problems? When is it not useful?
• How is regrouping a mixed unit of measurement similar to regrouping a whole number when adding or subtracting?
• In what ways is converting mixed units of measurement useful in everyday situations?
Student Debrief
Problem SetLesson 5 42 min.
Exit TicketLesson 5 .
Homework
Top Related