module 2 topic a lesson 3 metric unit conversions 4.md.1 and 4.md.2

Module 2 Topic A Lesson 3Metric Unit Conversions

4.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


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


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


3 km

2 km ? m1,000 m


2 km + 1,000 m = 2 km + 1 km = 3 km


8 km

1,000 m ? km7 km


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



• 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



• 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



• 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



• 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


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.


• 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 = _______


centimeters.

6 meters

50 cm


centimeters.

2 meter

30 cm


FluencyLesson 3


• 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 = _______


centimeters.

4 meters

70 cm


centimeters.

5 meter

20 cm


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= ______




32 L 420 mL + 13 L 585 mL= ______




Algorithm A:

32 L 420 mL + 13 L 858 mL= ______




Algorithm B:

32 L 420 mL + 13 L 858 mL= ______




Simplifying Solution C:

Problem 3Subtract mixed units of capacity using the algorithm or

a simplifying strategy


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


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.


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 a lesson 3 metric unit conversions 4.md.1 and 4.md.2

Documents

g1 kg500 gyou

g2 kg1

g2 kg2

g400 g600 g800 g1 kg1

following sequence

g2 kgyou

mixed units

metric capacity fluencylesson