Splash Screen. Lesson Menu Five-Minute Check (over Lesson 8–4) Main Idea Example 1:Use Benchmarks to Solve a Problem.

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Objective - To measure with metric units of capacity and mass.

Presentation transcript:

Splash Screen

Lesson Menu Five-Minute Check (over Lesson 8–4) Main Idea Example 1:Use Benchmarks to Solve a Problem

Main Idea/Vocabulary Solve problems using benchmarks.

Example 1 Use Benchmarks to Solve a Problem COOKIES You need 200 grams of flour to make cookies, but all you have is a balance. It doesn’t have any calibrations to show mass. You do have a package of rice that you know is 794 grams. How can you measure the flour? UnderstandYou need to measure 200 grams of flour using a balance and a package of rice that is 794 grams.

Example 1 Use Benchmarks to Solve a Problem PlanA benchmark is a measurement by which other items can be measured. Since the package of rice is about 800 grams and you need to measure 200 grams, divide the rice into four equal portions. Each portion will be about 200 grams. Use one portion of the rice to measure an amount of flour with the same mass. SolveBalance one portion of the rice and a cup of flour. Since you know one portion of rice is about 200 grams, adjust the amount of flour until the two are balanced.

Example 1 Use Benchmarks to Solve a Problem Answer: Divide the package of rice into four equal portions. Since each portion will be about 200 grams, balance one portion of the rice with a portion of flour. CheckSince 800 ÷ 4 = 200, you know that each of the four portions of rice is about 200 grams. By balancing one portion of rice with the flour, you know the rice and flour are equal. Therefore, you have 200 grams of flour for the cookies.

1.A 2.B 3.C 4.D Example 2 COOKING You need cups of water for a casserole, but all you have is an empty 8-ounce soup can. How can you measure the water? A.Measure out 2 full cans of water. B.Mark off 2 equal sections on the can, and measure cans of water. C.Mark off 4 equal sections on the can, and measure cans of water. D.Mark off 3 equal sections on the can, and measure cans of water.

End of the Lesson

Resources Five-Minute Check (over Lesson 8–4) Image Bank Math Tools Length in the Customary System The Metric System

1.A 2.B 3.C 4.D Five Minute Check 1 (over Lesson 8-4) A.grams; 800 g B.grams; 80 g C.kilograms; 8 kg D.kilograms; 80 kg Write the metric unit of mass that you would use to measure an adult. Then estimate the mass.

1.A 2.B 3.C 4.D Five Minute Check 2 (over Lesson 8-4) A.liters; 10 L B.liters; 100 L C.milliliters; 10 mL D.milliliters; 100 mL Write the metric unit of capacity that you would use to measure a large goldfish bowl. Then estimate the capacity.

1.A 2.B 3.C 4.D Five Minute Check 3 (over Lesson 8-4) A.grams; 20 g B.grams; 200 g C.kilograms; 20 kg D.kilograms; 200 kg Write the metric unit of mass that you would use to measure an apple. Then estimate the mass.

1.A 2.B 3.C 4.D Five Minute Check 4 (over Lesson 8-4) A.liters; 5 L B.liters; 50 L C.milliliters; 5 mL D.milliliters; 50 mL Write the metric unit of capacity that you would use to measure a spoonful of medicine. Then estimate the capacity.

1.A 2.B Five Minute Check 5 (over Lesson 8-4) For the same amount of money, you can buy a 1,348-milliliter bottle of water or a 1 -liter bottle. Which would you buy and why? A.The 1,348-milliliter bottle is larger for the same price. B.The -liter bottle is larger for the same price.

1.A 2.B 3.C 4.D Five Minute Check 6 (over Lesson 8-4) A.5 grams B.500 grams C.1 kilogram D.10 kilograms What is the approximate mass of a 20-pound television?

End of Custom Shows