Module 2 Topic A Lesson 1 Metric Unit Conversions 4.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

Convert Units 100 cm = _______ m 1 2 200 cm = ________m 3 Fluency Lesson 1 Convert Units 2 min. Convert Units 100 cm = _______ m 1 200 cm = ________m 2 300 cm = ________m 3 800 cm = ________m 8

Convert Units 1 m = _______ cm 100 2 m = ________cm 200 Fluency Lesson 1 Convert Units 2 min. Convert Units 1 m = _______ cm 100 2 m = ________cm 200 3 m = ________cm 300 7 m = ________cm 700

Meter and Centimeter Bonds 8 minutes Materials: Personal white boards

Fluency Lesson 1 Convert Units 2 min. 150 cm 1 m ?

100 cm How many centimeters are in a meter? Fluency Lesson 1 Convert Units 2 min. How many centimeters are in a meter? 100 cm

Fluency Lesson 1 Convert Units 2 min. 150 cm 1 m 50cm

Fluency Lesson 1 Convert Units 2 min. 120 cm 1 m ? 20 cm

Fluency Lesson 1 Convert Units 2 min. 105 cm 1 m ? 5 cm

Write the whole as an addition sentence with mixed units. Fluency Lesson 1 Convert Units Write the whole as an addition sentence with mixed units. 2 m 100 cm ? cm 1 m 1 m + 100 cm = 1 m + 1 m = 2 m

Write the whole as an addition sentence with mixed units. Fluency Lesson 1 Convert Units Write the whole as an addition sentence with mixed units. 3 m 100 cm ? cm 2 m 2 m + 100 cm = 2 m + 1 m = 3 m

Write the whole as an addition sentence with mixed units. Fluency Lesson 1 Convert Units Write the whole as an addition sentence with mixed units. 6 m 100 cm ? cm 5 m 5 m + 100 cm = 5 m + 1 m = 6 m

Write the whole as an addition sentence with mixed units. Fluency Lesson 1 Convert Units Write the whole as an addition sentence with mixed units. ? m 3 m 100 cm 2 m 2 m + 100 cm = 2 m + 1 m = 3 m

Write the whole as an addition sentence with mixed units. Fluency Lesson 1 Convert Units Write the whole as an addition sentence with mixed units. ? m 6 m 5 m 100 cm 100 cm + 5 m = 1 m + 5 m = 6 m

Application Problem 8 minutes Lesson 1 Application Problem 8 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.

Concept Development 32 minutes Lesson 1 Problem 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!

Centimeter cm Width of a staple Width of a paper clip Concept Development Lesson 1 Problem 1 Centimeter cm Width of a staple Width of a paper clip Width of a pencil

Width of your arms stretched wide Concept Development Lesson 1 Problem 1 Meter m Height of a countertop Width of a door Width of your arms stretched wide

Kilometer Km Distance of several laps around a track Concept Development Lesson 1 Problem 1 Kilometer Km Distance of several laps around a track Distance of your home to the nearest town

Length of a base ten block Length of a countertop Concept Development Lesson 1 Problem 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 Development Lesson 1 Problem 1 Problem 1 Compare the sizes and note the relationships between meters and kilometers as conversion equivalencies. 1 km = 1,000 m

Concept Development Lesson 1 Problem 1 Distance km m 1 1,000 2 _____________________ 3 7 ______________________ 70 _______________________ 2,000 3,000 7,000 70,000

Concept Development Lesson 1 Problem 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

7 km How many meters are in…. 7,000 m Concept Development Lesson 1 Problem 1 How many meters are in…. 7 km 7,000 m

20 km How many meters are in…. 20,000 m Concept Development Lesson 1 Problem 1 How many meters are in…. 20 km 20,000 m

70 km How many meters are in…. 70,000 m Concept Development Lesson 1 Problem 1 How many meters are in…. 70 km 70,000 m

Problem 1 Continued Write 2,000 m = ____ km on your board. Concept Development Lesson 1 Problem 1 Problem 1 Continued Write 2,000 m = ____ km on your board. If 1,000 m = 1 km, 2,000 m = how many kilometers? 2 km

1 1,000 ? 8,000 9,000 10,000 8 9 10 Distance km m Concept Development Lesson 1 Problem 1 Distance km m 1 1,000 ? 8,000 9,000 10,000 8 9 10

How many kilometers are in…. Concept Development Lesson 1 Problem 1 How many kilometers are in…. 8,000 meters 8 m

How many kilometers are in…. Concept Development Lesson 1 Problem 1 How many kilometers are in…. 10,000 meters 10 km

How many kilometers are in…. Concept Development Lesson 1 Problem 1 How many kilometers are in…. 9,000 meters 9 km

1 ____ is 1,000 times as much as 1 ______. Concept Development Lesson 1 Problem 1 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 Development Lesson 1 Problem 1 Problem 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

How many meters are in…. 1 km 300 m 1,300 m Concept Development Lesson 1 Problem 1 How many meters are in…. 1 km 300 m 1,300 m

How many meters are in…. 5 km 30 m 5,030 m Concept Development Lesson 1 Problem 1 How many meters are in…. 5 km 30 m 5,030 m

How many kilometers are in…. Concept Development Lesson 1 Problem 1 How many kilometers are in…. We made 2 groups of 1,000 meters, so we have 2 kilometers and 500 meters. 2,500 m 2 km 500 m

How many kilometers are in…. Concept Development Lesson 1 Problem 1 How many kilometers are in…. We made 5 groups of 1,000 meters, so we have 5 kilometers and 5 meters. 5,005 5 km 5m

How many meters are in…. 5 km + 2,500 m 2 km 500 m Simplify Concept Development Lesson 1 Problem 2 How many meters are in…. We can’t add different units together. We can rename the kilometers to meters before adding. 5 kilometers equals 5,000 meters, so 5,000 m + 2,500 m = 7,500 m Simplify or use the algorithm? Talk with your partner about how to solve this problem. Simplify 5 km + 2,500 m 2 km 500 m

Problem 2 continued 1 km 734 m + 4 km 396 m = Concept Development Lesson 1 Problem 2 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!

Simplifying Strategy Algorithm Concept Development Lesson 1 Problem 2 Simplifying Strategy Algorithm 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! 1 km 734 m + 4 km 396 m

Concept Development Lesson 1 Problem 2 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 Algorithm Examples

1 km 734 m + 4 km 396 m Algorithm Example Concept Development Lesson 1 Problem 2 1 km 734 m + 4 km 396 m Algorithm Example

Concept Development Lesson 1 Problem 2 1 km 734 m + 4 km 396 m Simplifying strategy 1 km + 4 km = 5 km 734 m + 396 m = 1130 m 730 4 = 1130 m 1 km + 4 km = 5 km 1130 m = 1 km 130 m 5 km + 1 km 130 m = 6km 130 m

Concept Development Lesson 1 Problem 2 1 km 734 m + 4 km 396 m Simplifying strategy 734 + 396 m = 1130 m 700 34 300 96 5km + 1 km 130 m = 6km 130 m

Concept Development Lesson 1 Problem 3 Problem 3 Subtract mixer unit of length using the algorithm or mixed units of length. 10 km – 3 km 140 m = 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. 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.

Look at solution A. How did they set up for the algorithm? Concept Development Lesson 1 Problem 3 Problem 3 Subtract mixer unit of length using the algorithm or mixed units of length. 10 km – 3 km 140 m = Algorithm Strategy: Solution A Look at solution A. How did they set up for the algorithm?

What did they do for solution B? Concept Development Lesson 1 Problem 3 Problem 3 Subtract mixer unit of length using the algorithm or mixed units of length. 10 km – 3 km 140 m = Algorithm Strategy: Solution b What did they do for solution B?

Concept Development Lesson 1 Problem 3 Problem 3 Subtract mixer unit of length using the algorithm or mixed units of length. 10 km – 3 km 140 m = Algorithm Strategy: Solution c What happened in C?

They used a number line to show a counting up strategy. Concept Development Lesson 1 Problem 3 Problem 3 Subtract mixer unit of length using the algorithm or mixed units of length. 10 km – 3 km 140 m = Mental Math Strategy: Solution d They used a number line to show a counting up strategy.

Concept Development Lesson 1 Problem 3 Problem 3 Subtract mixer unit of length using the algorithm or mixed units of length. 10 km – 3 km 140 m = 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.

Concept Development Lesson 1 Problem 3 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 Development Lesson 1 Problem 4 Take 2 minutes with your partner to draw a tape model to model this problem. Problem 4 Solve 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?

Problem 4 Your diagram should show a comparison between two values. Concept Development Lesson 1 Problem 4 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 Development Lesson 1 Problem 4 Algorithm Solution A 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 Development Lesson 1 Problem 4 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 Development Lesson 1 Problem 4 Mental math strategy c 147 cm – 98 cm = 49 cm 100 47 2 47 cm + 2 cm = 49 cm

Concept Development Lesson 1 Problem 4 Mental math solution d + 2 + 47 98 cm 1 m 1 m 47 cm Sam jumped 49 cm further on his first attempt than his second attempt.

To complete the problem set in 10 minutes Problem set (10 minutes) Do your personal best To complete the problem set in 10 minutes

Lesson 1 Problem Set Problems 1 and 2 How did converting 1 kilometer to 1,000 meters in Problem 1a help you solve Problem 1b? What pattern did you notice for the equivalencies in Problems 1 and 2 of the Problem Set?

How did solving Problem 2 prepare you to solve Problem 3? Lesson 1 Problem Set Problem 3 When adding and subtracting mixed units of length, what are two ways that you can solve the problem? Explain your answer to your partner. 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? How did solving Problem 2 prepare you to solve Problem 3?

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.

What new math vocabulary did we use today to communicate precisely? Lesson 1 Problem Set Problem 6 and 7 What new math vocabulary did we use today to communicate precisely? How did solving Problems 1,2, and 3 help you to solve the rest of the Problem Set? How did the Application Problem connect to today’s lesson?

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 2 Metric Unit Conversions 4.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) Lesson 2 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

Fluency practice continued Lesson 2 2,000 g = ____ kg 2 3,000 g = ____ kg 3 7,000 g = ____ kg 1,000 grams 1 kilogram 7 5,000 g = ___ kg 5

Number Bonds 2kg 1 kg __ g 1000 1 kg + 1, 000 g = 1 kg + 1kg = 2 kg Fluency Lesson 2 Number Bonds 2kg 1 kg __ g 1000 1 kg + 1, 000 g = 1 kg + 1kg = 2 kg

Number Bonds 3kg 2 kg __ g 1000 2 kg + 1,000 g = 2 kg + 1kg = 3 kg Fluency Lesson 2 Number Bonds 3kg 2 kg __ g 1000 2 kg + 1,000 g = 2 kg + 1kg = 3 kg

Number Bonds 5 kg 4 kg __ g 1,000 4 kg + 1,000 g = 4 kg + 1kg = 5 kg Fluency Lesson 2 Number Bonds 5 kg 4 kg __ g 1,000 4 kg + 1,000 g = 4 kg + 1kg = 5 kg

Unit counting (4 minutes) Fluency Lesson 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!

Unit counting (4 minutes) Fluency Lesson 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!

Unit counting (4 minutes) Fluency Lesson 2 Unit counting (4 minutes) Count by 50 cm in the following sequence and change directions when you see the arrow. You did it! 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

Add and subtract meters and centimeters (4 minutes) Fluency Lesson 2 Add and subtract meters and centimeters (4 minutes) 540 cm + 320 cm = _______ Materials: Personal white boards Say 540 cm in meters and centimeters. Say 320 cm in meters and centimeters. 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. 5 meters 40 cm 3 meters 20 cm

Add and subtract meters and centimeters (4 minutes) Fluency Lesson 2 Add and subtract meters and centimeters (4 minutes) 420 cm + 350 cm = _______ Materials: Personal white boards Say 420 cm in meters and centimeters. Say 350 cm in meters and centimeters. 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. 4 meters 20 cm 3 meters 50 cm

Add and subtract meters and centimeters (4 minutes) Fluency Lesson 2 Add and subtract meters and centimeters (4 minutes) 650 cm - 140 cm = _______ Materials: Personal white boards Say 650 cm in meters and centimeters. Say 140 cm in meters and centimeters. 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. 6 meters 50 cm 1 meter 40 cm

Add and subtract meters and centimeters (4 minutes) 780 cm - 210 cm = _______ Materials: Personal white boards Say 780 cm in meters and centimeters. Say 210 cm in meters and centimeters. 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. 7 meters 80 cm 2 meter 10 cm

Application problem ( 8 minutes) Lesson 2 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

Algorithm solution 3,469 m + 4,301 m 7,770 m Application Problem Lesson 2 Algorithm solution 3,469 m + 4,301 m 7,770 m

Application Problem Lesson 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.

Concept development (30 minutes) Lesson 2 Problem 1 Concept development (30 minutes) Materials: Teacher: 1- L water bottle, small paper clips, dollar bill, dictionary, balance scale or weights. Student: Personal White Board

Experiments make me thirsty. Please give me a kilogram of H2O please! Concept Development Lesson 2 Problem 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!

1 kilogram = 1 gram The dictionary weighs about 1 kilogram. Concept Development Lesson 2 Problem 1 The mass of this small paper clip is about 1 gram. A dollar bill weighs about 1 gram too. 1 kilogram = 1 gram

Concept Development Lesson 2 Problem 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!

Let’s investigate using our balance scale. Concept Development Lesson 2 Problem 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. or or

Gram How many grams are in 2 kilograms? 2000 g Concept Development Lesson 2 Problem 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

Mass Reference chart Concept Development Lesson 2 Problem 1 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

Mass: Relationship between kilograms and grams Concept Development Lesson 2 Problem 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

Compare kilograms and grams. Concept Development Lesson 2 Problem 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.

Let’s convert 1 kg 500 g to grams. Concept Development Lesson 2 Problem 1 Let’s convert 1 kg 500 g to grams. 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.

Let’s convert 1 kg 300 g to grams. Concept Development Lesson 2 Problem 1 Let’s convert 1 kg 300 g to grams. 1 kilogram 300 grams is equal to how many grams? 1,300 grams

Let’s convert 5 kg 30 g to grams. Concept Development Lesson 2 Problem 1 Let’s convert 5 kg 30 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. Wrong answer!

2,500 grams is equal to how many kilograms? Concept Development Lesson 2 Problem 1 2,500 grams is equal to how many kilograms? 2 kg 500 g We made two groups of 1,000 grams, so we have 2 kilograms and 500 grams.

5,005 grams is equal to how many kilograms? Concept Development Lesson 2 Problem 1 5,005 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 Development Lesson 2 Problem 2 Problem 2 Add mixed units using the algorithm or simplifying strategies 8kg + 8,200 g =______ 8,000 g + 8,200 g = 16,200g Talk with your partner about how to solve this problem. 8 kg + 8kg 200 g = 16 kg 200g Or we can rename 8,200 g to 8 kg 200 g We can rename the kilograms to grams before adding. We can’t add different units together. We can rename 8kg to 8,000 g.

Concept Development Lesson 2 Problem 2 Problem 2 Add mixed units using the algorithm or simplifying strategies 8kg + 8,200 g =______ 8,000 g + 8,200 g = 16,200g 8 kg + 8kg 200 g = 16 kg 200g There is no regrouping and we can add the numbers easily mentally. Will we use the algorithm or a simplifying strategy? Why? A simplifying strategy!

Should we use a simplifying strategy or the algorithm? Concept Development Lesson 2 Problem 2 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. There is regrouping and the numbers are not easy to combine. I think the algorithm because the numbers are too big. I think I can use a simplifying strategy.

If you finish before the two minutes, try solving the problem another way. Choose the way you want to tackle the problem and work for the next two minutes on solving it. 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 Development Lesson 2 Problem 2 25 kg 537 g + 5 kg 723 g = ____

Algorithm Solution b Algorithm Solution A Concept Development Lesson 2 Problem 2 25 kg 537 g + 5 kg 723 g = ____ Algorithm Solution A Algorithm Solution b 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 c Concept Development Lesson 2 Problem 2 25 kg 537 g + 5 kg 723 g = ____ Simplifying strategy c Simplifying strategy d 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

A simplifying strategy or the algorithm? Discuss with a partner. Concept Development Lesson 2 Problem 3 Problem 3 Subtract 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. 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. 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.

Algorithm Solution A What did they do in the second solution? 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. Concept Development Lesson 2 Problem 3 10 kg – 2 kg 250 g = Algorithm Solution A Algorithm Solution b What did they do in the second solution? Look at the first example algorithm. How did they prepare the algorithm for subtraction? 9 0 1010 10 kg 1,000 g - 2 kg 250 g 7 kg 750 g 9 0 9 9 10 10,000 g - 2,250 g 7,750 g 7 kg 750 g They renamed 10 kilograms as 9 kilograms and 1,000 g first. Converted kilograms to grams.

Simplifying strategy c 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. Concept Development Lesson 2 Problem 3 10 kg – 2 kg 250 g = Simplifying strategy c Simplifying strategy d 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?

Simplifying strategy c 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. They added up from 2 kilograms 250 grams to 3 kilograms first, and then added 7 more kilograms to get to 10 kilograms. Concept Development Lesson 2 Problem 3 10 kg – 2 kg 250 g = Simplifying strategy c Simplifying strategy d 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 What does the number line show? How did our mental math team solve the problem?

Simplifying strategy 10 kg – 2 kg 250 g = Concept Development Lesson 2 Problem 3 10 kg – 2 kg 250 g = Simplifying strategy + 750 g + 7 kg 2 kg 250 g 3 kg 10 kg 750 g + 7 kg = 7 kg 750 g

Concept Development Lesson 2 Problem 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 Development Lesson 2 Problem 3 32 kg 205 g – 5 kg 316 g

Tell your partner the known and unknown information. Concept Development Lesson 2 Problem 4 Problem 4 Solve a word problem involving mixed units of mass modeled with a tape diagram. 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? 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. Read with me. Take one minute to draw and label a tape diagram.

simplifying solution c Concept Development Lesson 2 Problem 4 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 Algorithm solution b simplifying solution c

Use the RDW approach for solving word problems. 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. 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 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 Explain to your partner how you solved Problem 7. Was there more than one way to solve it? In Problem 6, did it make sense to answer in the smaller unit or mixed unit?

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 2 Homework

Module 2 Lesson 2 Homework

Module 2 Lesson 2

Module 2 Lesson 2

Module 2 Topic A Lesson 3 Metric 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

Convert Units 1 m = _______ cm 100 2 m = ________cm 200 Fluency Lesson 3 Convert Units 2 min. Convert Units 1 m = _______ cm 100 2 m = ________cm 200 4 m = ________cm 400 4 m 50 cm = ________cm 450

Convert Units 8 m 50 cm = _______ cm 850 8 m 5 cm = ________cm 805 Fluency Lesson 3 Convert Units 2 min. Convert Units 8 m 50 cm = _______ cm 850 8 m 5 cm = ________cm 805 6 m 35 cm = ________cm 635 407 4 m 7 cm = ________cm

Convert Units 1 1,000 m = _______ km 2,000 m = ________km 2 Fluency Lesson 3 Convert Units 2 min. Convert Units 1 1,000 m = _______ km 2,000 m = ________km 2 7,000 m = ________km 7 9,000 m = ________km 9

Write the whole as an addition sentence with mixed units. Fluency Lesson 3 Convert Units Write the whole as an addition sentence with mixed units. 2 km 1,000 m ? m 1 km 1 km + 1,000 m = 1 km + 1 km = 2 km

Write the whole as an addition sentence with mixed units. Fluency Lesson 3 Convert Units Write the whole as an addition sentence with mixed units. 3 km 1,000 m ? m 2 km 2 km + 1,000 m = 2 km + 1 km = 3 km

Write the whole as an addition sentence with mixed units. Fluency Lesson 3 Convert Units Write the whole as an addition sentence with mixed units. 8 km 7 km ? km 1,000 m 1,000 m + 7 km = 1 km + 7 km = 8 km

Unit counting (4 minutes) Fluency Lesson 3 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!

Unit counting (4 minutes) Fluency Lesson 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!

Unit counting (4 minutes) Fluency Lesson 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!

Unit counting (4 minutes) Fluency Lesson 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!

Unit counting (4 minutes) Fluency Lesson 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!

Unit counting (4 minutes) Fluency Lesson 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!

Add and subtract meters and centimeters (4 minutes) Fluency Lesson 3 Add and subtract meters and centimeters (4 minutes) 560 cm + 230 cm = _______ Materials: Personal white boards Say 560 cm in meters and centimeters. Say 230 cm in meters and centimeters. 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. 5 meters 60 cm 2 meters 30 cm

Add and subtract meters and centimeters (4 minutes) Fluency Lesson 3 Add and subtract meters and centimeters (4 minutes) 650 cm - 230 cm = _______ Materials: Personal white boards Say 650 cm in meters and centimeters. Say 140 cm in meters and centimeters. 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. 6 meters 50 cm 2 meter 30 cm

Add and subtract meters and centimeters (4 minutes) Fluency Lesson 3 Add and subtract meters and centimeters (4 minutes) 470 cm + 520 cm = _______ Materials: Personal white boards Say 470 cm in meters and centimeters. Say 520 cm in meters and centimeters. 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. 4 meters 70 cm 5 meter 20 cm

Application Problem 8 minutes Lesson 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.

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 Development Lesson 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 2 Concept Development Lesson 3 Problem 2 Problem 2 Add mixed units of capacity using the algorithm or a simplifying strategy. 32 L 420 mL + 13 L 858 mL= ______ 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. What strategy would you use?

32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development Lesson 3 Problem 2 Problem 2 Add mixed units of capacity using the algorithm or a simplifying strategy. 32 L 420 mL + 13 L 858 mL= ______

32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development Lesson 3 Problem 2 Problem 2 Add mixed units of capacity using the algorithm or a simplifying strategy. 32 L 420 mL + 13 L 858 mL= ______ Algorithm A:

32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development Lesson 3 Problem 2 Problem 2 Add mixed units of capacity using the algorithm or a simplifying strategy. 32 L 420 mL + 13 L 858 mL= ______ Algorithm B:

32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development Lesson 3 Problem 2 Problem 2 Add mixed units of capacity using the algorithm or a simplifying strategy. 32 L 420 mL + 13 L 858 mL= ______ Simplifying Solution C:

12 L 215 mL - 8 L 600 mL= ______ Problem 3 Concept Development Lesson 3 Problem 3 Problem 3 Subtract mixed units of capacity using the algorithm or a simplifying strategy 12 L 215 mL - 8 L 600 mL= ______ A simplifying strategy. I can count on from 8 liters 600 milliliters. A simplifying strategy or the algorithm? Oh for sure I’m using the algorithm. We have to rename a liter. 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. I can do mental math. I’ll show you when we solve.

12 L 215 mL - 8 L 600 mL= ______ Problem 3 Concept Development Lesson 3 Problem 3 Problem 3 Subtract 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 E: Algorithm D:

Solve a word problem involving mixed units of capacity. Concept Development Lesson 3 Problem 4 Problem 4 Solve a word problem involving mixed units of capacity. 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 Set (10 Minutes)

Problem Set Lesson 3 Problems 1 and 2

Concept Development Lesson 3 Problem Set Problem 3

Lesson 3 Problem Set Problems 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

Debrief Lesson Objective: Express metric capacity measurements in terms of a smaller unit; Model and solve addition and subtraction word problems involving metric capacity Problem Set Debrief Lesson 3 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?

Homework

Module 2 Topic B Lesson 4 Metric Unit Conversions 4.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

Perimeter and Area (4 minutes) Fluency Lesson 4 Perimeter and Area (4 minutes) What’s the length of the missing side? 3 units How many rows of 3 square units are there? How many square units are in one row? 3 square units 5 square units Let’s see how many square units there are in the rectangle, counting by threes. 3 What’s the length of the longest side? What’s the length of the opposite side? 6 5 units 9 5 units What is the sum of the rectangle’s two shortest lengths? What is the sum of the rectangle’s two longest lengths? 10 Units 6 Units 12 15 What’s the length of the shortest side? 3 units

Perimeter and Area (4 minutes) Fluency Lesson 4 Perimeter and Area (4 minutes) What’s the length of the missing side? 3 units How many square units are in one row? How many rows of 3 square units are there? 3 square units 4 square units Let’s see how many square units there are in the rectangle, counting by threes. 3 What’s the length of the longest side? What’s the length of the opposite side? 6 4 units 4 units 9 6 Units 8 Units What is the sum of the rectangle’s two shortest lengths? What is the sum of the rectangle’s two longest lengths? 12 What’s the length of the shortest side? 3 units

Perimeter and Area (4 minutes) Fluency Lesson 4 Perimeter and Area (4 minutes) What’s the length of the missing side? 6 units How many square units are in one row? 6 square units 4 square units How many rows of 6 square units are there? Let’s see how many square units there are in the rectangle, counting by sixes. What’s the length of the opposite side? 6 What’s the length of the shortest side? 12 4 units 4 units What is the sum of the rectangle’s two shortest lengths? 18 What is the sum of the rectangle’s two longest lengths? 12 Units 8 Units 24 What’s the length of the longest side? 6 units

Fluency Practice – Sprint A Get set! Take your mark! Think!

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. Fluency Practice – Sprint B Get set! Take your mark! Think!

Convert Units 1 m 20 cm = _______ cm 120 1 m 80 cm = ________cm 180 Fluency Lesson 4 Convert Units 2 min. Convert Units 1 m 20 cm = _______ cm 120 1 m 80 cm = ________cm 180 1 m 8 cm = ________cm 108 204 2 m 4 cm = ________cm

Convert Units 1,500 g = ____kg ___g 1 500 1,300 g = ____kg ____g 1 300 Fluency Lesson 4 Convert Units 2 min. Convert Units 1,500 g = ____kg ___g 1 500 1,300 g = ____kg ____g 1 300 1,030 g = ____kg ____g 1 30 1,005 g = ____kg ____g 1 5

Convert Units 1,700 1 liter 700 mL = _______ mL 1,070 Fluency Lesson 4 Convert Units 2 min. Convert Units 1 liter 700 mL = _______ mL 1,700 1 liter 70 mL = ________mL 1,070 1 liter 7 mL = ________mL 1,007 1,080 1 liter 80 mL = ________mL

Unit counting (4 minutes) Fluency Lesson 4 Unit counting (4 minutes) Count by 500 mL in the following sequence and change directions when you see the arrow. You did it! 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

Unit counting (4 minutes) Fluency Lesson 4 Unit counting (4 minutes) Count by 500 mL in the following sequence and change directions when you see the arrow. You did it! 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

Unit counting (4 minutes) Fluency Lesson 4 Unit counting (4 minutes) Count by 200 mL in the following sequence. You will not change directions this time. You did it! 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

Unit counting (4 minutes) Fluency Lesson 4 Unit counting (4 minutes) Count by 400 mL in the following sequence and change directions when you see the arrow. You did it! 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

Unit counting (4 minutes) Fluency Lesson 4 Unit counting (4 minutes) Count by 400 mL in the following sequence and change directions when you see the arrow. You did it! 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

Application Problem Application Problem Lesson 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?

1 L = 1,000 x 1 mL 1 liter is 1,000 milliliters. Concept Development Problem 1 Lesson 4 Concept Development Note patterns of times as much among units of length, mass, capacity, and place value. Turn and tell your neighbor the units for mass, length, and capacity that we have learned so far. What relationship have you discovered between milliliters and liters? 1 L = 1,000 x 1 mL 1 liter is 1,000 milliliters. 1 liter is 1,000 times as much as 1 milliliter. Gram, kilogram, centimeter, meter, kilometer, milliliter, liter.

Concept Development Problem 1 Lesson 4 Concept Development Note patterns of times as much among units of length, mass, capacity, and place value. 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 kilogram is 1,000 times as much as 1 gram. 1 kg = 1,000 x 1 g 1 kilometer is 1,000 times as much as 1 meter. 1 km = 1,000 x 1 m

Ones Ten thousands Tens Hundreds Hundred thousands Thousands Concept Development Problem 1 Lesson 4 Concept Development Note patterns of times as much among units of length, mass, capacity, and place value. I wonder if other units have similar relationships. What other units have we discussed in fourth grade so far? Ones Ten thousands Tens Hundreds Hundred thousands Thousands

What do you notice about the units of place value? Concept Development Problem 1 Lesson 4 Concept Development Note patterns of times as much among units of length, mass, capacity, and place value. What do you notice about the units of place value? Are the relationships similar to those of metric units?

1 hundred is 100 times as much as 1 one. 1 meter = 100 x 1 centimeter Concept Development Problem 1 Lesson 4 Concept Development Note patterns of times as much among units of length, mass, capacity, and place value. 1 hundred is 100 times as much as 1 one. What unit is 100 times as much as 1 centimeter? Write your answer as an equation. 1 meter = 100 x 1 centimeter 1 hundred thousand is 100 times as much as 1 thousand. Can you think of a place value unit relation that is similar?

Relate units of length, mass, and capacity to units of place value Concept Development Problem 2 Lesson 4 Concept Development Relate units of length, mass, and capacity to units of place value 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

1 ,2 1 ,2 Concept Development Concept Development Problem 2 Lesson 4 Relate units of length, mass, and capacity to units of place value 1 L 100 mL 10 mL 1 mL 1 ,2 1,200 mL = 1 liter 200 mL 1,000 100 How are the two charts similar? 100 Thousands Hundreds Tens Ones 1 ,2 1,200 = 1 thousand 200 ones 1,000 100 100

l llll l llll lllll lllll 15,450 mL = 15 liter 450 mL Concept Development Problem 2 Lesson 4 10 L 1 L 100 mL 10 mL 1mL l lllll llll 15,450 = 15 thousands. 450 ones 10 thousands 1 Thousands 100s 10s 1s l lllll llll

l llll l llll lllll lllll 15,450 g = 15 kg 450 g Concept Development Problem 2 Lesson 4 10 kg 1 kg 100 g 10 g 1g l lllll llll 15,450 = 15 thousands 450 ones 10 thousands 1 Thousands 100s 10s 1s l lllll llll

Compare metric units using place value knowledge and a number line. Problem 3 Compare metric units using place value knowledge and a number line. Concept Development Problem 3 Lesson 4 724,706 mL____ 72 L 760 mL Which is more? Tell your partner how you can use place value knowledge to compare. I see that 724,706 milliliters is 724 liters and 724 is greater than 72. 100 L 10 L 1 L 100 mL 10 mL 1 mL 7 2, 6 2 4,

Compare metric units using place value knowledge and a number line. Problem 3 Compare metric units using place value knowledge and a number line. Concept Development Problem 3 Lesson 4 2 kilometers is equal to how many meters? 2,000 meters 1,000 meters Draw a number line from 0 km to 2 km. One kilometer is how many meters?

Compare metric units using place value knowledge and a number line. Problem 3 Compare metric units using place value knowledge and a number line. Concept Development Problem 3 Lesson 4 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.

Compare metric units using place value knowledge and a number line. Problem 3 Compare metric units using place value knowledge and a number line. Concept Development Problem 3 Lesson 4 Work with your partner to place these values on the number line. 7,256 m, 7 km 246 m and 725,900 cm Since all the measures have 7 kilometers, I can compare meters. 256 is more than 246. 259 is more than 256. 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 ). 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. 7 km 246 m 7,256 m 725,900 cm

Problem Set (10 Minutes)

Lesson 4 Problem Set Problem 1

What patterns did you notice as you solved Problem 2? 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

Debrief Lesson Objective: Know and relate metric units to place value units in order express measurements in different units. Problem Set Debrief Lesson 4 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?

Homework

Module 2 Topic B Lesson 5 Metric 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 Get set! Take your mark! Think!

Fluency Practice – Sprint B Get set! Take your mark! Think!

Convert Units 1 L 400 mL = ________mL 1,400 1 L 40 mL = ________mL Fluency Lesson 5 Convert Units 2 min. Convert Units 1 L 400 mL = ________mL 1,400 1 L 40 mL = ________mL 1,040 1 L 4 mL = ________mL 1,004 1,090 1 L 90 mL = ________mL

Unit counting (4 minutes) Fluency Lesson 5 Unit counting (4 minutes) Count by 800 cm in the following sequence and change directions when you see the arrow. You did it! 800 cm 1,600 cm 2,400 cm 3,200 cm 4,000cm 3,200 cm 2,400 cm 1,600 cm 800 cm

Unit counting (4 minutes) Fluency Lesson 5 Unit counting (4 minutes) Count by 800 cm in the following sequence and change directions when you see the arrow. You did it! 800 cm 1,600 cm 2,400 cm 3,200 cm 40 m 3,200 cm 2,400 cm 1,600 cm 800 cm

Unit counting (4 minutes) Fluency Lesson 5 Unit counting (4 minutes) Count by 80 cm in the following sequence and change directions when you see the arrow. You did it! 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

R D W Read Draw Write Can you draw some-thing? What can you draw? Problem Set Lesson 5 42 min. Concept Development Read R What conclusions can you make from your drawing? D Draw W Write Can you draw some-thing? What can you draw?

You will complete the final two problems independently. Problem Set Lesson 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 Set Lesson 5 42 min.

Problem 3 Problem Set Lesson 5 42 min.

Problem 4 Problem Set Lesson 5 42 min.

Your turn! Try the next two by yourself! Problem 5 Problem Set Lesson 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: Problem Set Lesson 5 42 min. Debrief question: How was drawing a model helpful in organizing your thoughts to solve Problem 6?

Student Debrief Problem Set Lesson 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?

Exit Ticket Lesson 5 .

Homework