1. Equivalent Units and Conversion
Module 11

2. Exploring Units in the Metric System
Turn and talk to your partner about the words on your cards (gram, liter, meter).
What do they mean?
What specifically do they measure?
How are they alike?

3. Exploring Units in the Metric System
How are these words like or different from the others (decigram, deciliter, decimeter)?
What does deci- mean?
Can you think of other words that start this way?

4. Exploring Units in the Metric System
Deci- means 1 10
How does that help us know what decimeter and deciliter means?
1 meter = 10 decimeters
1 liter = deciliters
1 gram = decigrams

5. Exploring Units in the Metric System
How are these words like or different from the others (centigram, centiliter, centimeter)?
What does centi- mean?
Centi- means
Can you think of other words that start this way?

6. Exploring Units in the Metric System
1 meter = 10 decimeters
1 liter = 10 deciliters
1 gram = 10 decigrams
1 meter = centimeters
1 liter = centiliters
1 gram = centigrams

7. Exploring Units in the Metric System
What do these words have in common (milligram, milliliter, millimeter)?
What does milli- mean?
milli- means
This means there are 1,000 millimeters in 1 meter and 1,000 milligrams in 1 gram.
Would something that weighs 1 milligram be very heavy or very light? How about something that holds 1 milliliter?

8. Exploring Units in the Metric System
1 meter = 10 decimeters
1 liter = 10 deciliters
1 gram = 10 decigrams
1 meter = 100 centimeters
1 liter = 100 centiliters
1 gram = 100 centigrams
1 meter = millimeters
1 liter = milliliters
1 gram = milligrams

9. Exploring Units in the Metric System
Work with your team to sort your cards by those that measure distance, capacity, or mass/weight.
Now, order the units from the largest to smallest units, and be ready to justify the order using your understanding of the prefixes.

10. Exploring Mass Using Benchmarks
Turn and talk to your partner to predict items that weigh 1 gram.
Use the balance scale to figure out the weights of a few items that you think weigh 1 gram.
What did you think weighs 1 gram?

11. Exploring Mass Using Benchmarks
Turn and talk to your partner: Thinking about what weighs about a gram predict some items that weigh about 10 grams.
If a paper clip weighs a gram, how many paper clips weigh about 10 grams?
What did you think about to make your predictions?

12. Exploring Mass Using Benchmarks
Turn and talk to your partner: How did knowing some items that weigh a gram help you predict items that weighed 10 grams or 100 grams?
Was it easier to figure out all of the rest once you knew what weighed a gram? Why or why not?
You used the items that weigh a gram as benchmarks. You thought about those items to help you figure out other weights.

13. Exploring Mass Using Benchmarks
What is a benchmark?
How does a benchmark help you estimate weights?

14. Exploring Capacity Using Benchmarks
How much water does this hold?
Tell your partner about how much water this holds (eyedropper).
Turn and tell your partner what you remember about what milli- means.
How many milliliters does a liter bottle hold?

15. Exploring Capacity Using Benchmarks
Using what you know about a liter and a milliliter, about how much do you think this holds? Explain how you know.
How does knowing the capacity of the liter bottle and the eyedropper help you estimate the others?

16. Using 2-Column Tables to Explore Conversions
Turn to your partner. What do you notice about this table? Look at the words and numbers.
Did anyone notice anything as you looked from left to right in rows?
Why is that happening?
So what is this table telling us about 1 meter and 100 centimeters?
Meters
Centimeters 1
100 2
200 3
300 4
400

17. Using 2-Column Tables to Explore Conversions
How did you complete the table?
How did you know the relationship between kilograms and grams?
How did you know that relationship help you find the missing data?
So what is this table telling us about 1 kilogram and 1,000 grams?
Does it make sense that 2 kilograms would equal 2,000 grams? Explain.
Kilograms
Grams 1
1,000 2 3 4

18. Using Bar Models to Solve Problems with Conversions
Ellen needed to buy 3 gallons of lemonade for the class party, but she could only find quart containers at the store. How many quarts did she need to buy?
Retell the problem to a partner.
Turn and tell your partner: How many quarts are in 1 gallon?
How could you draw a model of this problem?

19. Using Bar Models to Solve Problems with Conversions
What does this table show?
gallons 1
quarts 1
How else might you show this as a bar model?
Another student showed it this way. How is this like the other bar model?
gallons 1
quarts 4

20. Using Bar Models to Solve Problems with Conversions
gallons 1
quarts 4
What equation would help you solve this problem.
How did the bar model help you decide on the equation?
Brendan picked 4 pounds of apples. How many ounces of apples did he pick? Create a model and equation to solve this problem.

21. Converting Customary Units of Measurement for Length
Which is longer, 1 foot or 14 inches? How do you know?
With your partner, complete the following, and be ready to explain how you solved each one.
2 yards = feet
3 feet = inches
2 yards = inches
feet = inches

22. Converting Customary Units of Measurement for Length
This time you must decide if the measurements are equal or not.
Work with your partners to complete the following by putting <, >, or = in the blank
80 inches yards
4 feet inches
26 inches feet
1 foot 5 inches 20 inches