#6214 essential skills: mathematics 1 ©teacher created...

#6214 Essential Skills: Mathematics 1 ©Teacher Created Resources


Dear Parent or Guardian:

Your child is currently learning to convert from one unit of measurement to another within the same system (customary or metric). Here is your chance to help your child practice this important skill.

In this PAL Packet you will find a short activity for you and your child to do. Please do the activity and “The Back Page.” Then sign your name on “The Back Page” and have your child return it by _______________.

Thanks for your help.

Sincerely,

__________________________________


Measurement Conversions

Converting MeasurementsParent PointerIn the United States, we use the customary system of measurement to measure length, weight, and capacity. This system uses units of measure such as feet, pounds, and quarts. Another measurement system is the metric system, which is used in most of the rest of the world. This system is based on the number “10” and uses units such as centimeters, grams, and liters to measure length, weight, and capacity. We often have to convert within a system. If we know the length of an object in feet, we can find its length in inches by multiplying by 12, because there are 12 inches in one foot. If we know the length of a distance in meters, we can find its length in kilometers by dividing by 1,000, because there are 1,000 meters in one kilometer. These measurement concepts are used in daily activities such as weighing produce and figuring the capacity of a car’s gasoline tank.

Student DirectionsExamine the measurement systems on the “Table of Measures” reference sheet with your parent or guardian. Make sure you have an understanding of the different units of measure in each system. Study and discuss the “Measurement Conversions” reference sheet with your parent or guardian. Read and follow the directions to solve the message on the “Measures Message” activity page.

Talk About ItAfter you have finished the activity, go to “The Back Page” to show what you know.

Now go have some fun with the activity!



Table of Measures

Customary System Metric System

1 foot (ft.) = 12 inches (in)

1 yard (yd.) = 36 inches/3 feet

1 mile (mi.) = 5,280 feet

1 centimeter (cm) = 10 millimeters (mm)

1 meter (m) = 100 centimeters/ 1,000 millimeters

1 kilometer (km) = 1,000 meters

1 pound (lb.) = 15 ounces (oz.)

1 ton (T) = 2,000 pounds

1 gram (g) = 1,000 milligrams (mg)

1 kilogram (kg) = 1,000 grams

1 cup (c) = 8 fluid ounces (oz.)

1 pint (p) = 2 cups

1 quart (qt.) = 2 pints/4 cups

1 gallon (gal.) = 4 quarts

1 liter (L) = 1,000 milliliters (mL)

1 kiloliter (kL) = 1,000 liters

Length

Weight/Mass

Capacity




Tips for converting within the same system

Multiply when converting from a larger to a smaller unit of measure.

Customary: Convert 5 pounds to ounces. 5 × 16 = 90; 5 pounds = 90 ounces

Metric: Convert 3 kiloliters to liters. 3 × 1,000 = 3,000; 3 kiloliters = 3,000 liters

Divide when converting from a smaller to a larger unit of measure.

Customary: Convert 9 feet to yards. 9 ÷ 3 = 3; 9 feet = 3 yards

Metric: Convert 200 centimeters to meters. 200 ÷ 100 = 2; 200 centimeters = 2 meters

Which number will be larger?

The larger unit of measure will have a smaller number than the smaller unit of measure.Examples: 5 feet is the same as 60 inches. 2 kilograms is the same as 2,000 grams.

The smaller unit of measure will have a larger number than the larger unit of measure.Examples: 200 centimeters is the same as 2 meters. 3 gallons is the same as 12 quarts.

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#6214 Essential Skills: Mathematics 6 ©Teacher Created Resources6


Measures MessageMaterials: scissors, glueDirections: Cut out the shapes on the “Answer Cutouts” page. Work with your parent or guardian in reading each problem below, finding the answer on the cutout, and placing the cutout in its correct box. Use your reference sheets to help you. Do you have a message? If you do not, check each problem and its answer again. When you have the message, glue the cutouts in place.

1. In PE class, Trevor threw the softball 1,044 inches. How many feet did he throw the ball?

2. Mr. Lu bought 50 liters of soda for the school party. Is the number of liters more or less than the number of kiloliters for the same amount of soda?

3. Abdul’s baby brother weighed 7 pounds at birth. How many ounces did he weigh?

4. Koko’s bike is 6 feet long. Are there more feet in the bike’s length than the number of inches in the bike’s length?

5. Mrs. Henry has 24 students in her class. She is going to give each student 1 cup of ice cream. How many pints of ice cream does she need?

6. A loaf of bread weighs about 1 pound. Is the number of pounds the bread weighs more or less than the number of ounces the bread weighs?

7. Every year Molly runs in her town’s 5-kilometer race. How many meters does she run?

8. Some football fans like to sit at the 50-yard line. How many feet is 50 yards?

#6214 Essential Skills: Mathematics 7 ©Teacher Created Resources7


Answer Cutouts

L348

U112

W6

Alarger

I5,000

M600

Y87

R500

Tless

T150

Omore

Gno

O12



The Back Page

Talk About ItParent Ask your son or daughter the following questions:

How do you find a larger unit of measure when •converting within the same system?How do you find smaller unit of measure when •converting within the same system?

Student Answer the above questions in complete sentences in the space below.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Do the following activity on a separate piece of paper:With your parent or guardian, find six objects around •your home for which you could measure length, weight, or capacity. Ask each other questions, such as “When you weigh this, are there more ounces than pounds or more pounds than ounces?” and “How much would this 5-pound weight weigh in ounces?” Draw pictures of the objects, and write the questions that were asked and their answers.

__________________________ _________________________ Student’s Name Parent or Guardian’s Signature

#6214 essential skills: mathematics 1 ©teacher created...

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