module 2 topic b lesson 5 metric unit conversions 4.md.1 and 4.md.2
TRANSCRIPT
Module 2 Topic B Lesson 5Metric Unit Conversions
4.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
