1. Chapter 8 Measurement: Customary System
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2. Lesson 8-1 Length to the Nearest Half Inch
Measurement: Customary System 8
Lesson 8-1 Length to the Nearest Half Inch
Lesson 8-2 Customary Units of Length
Lesson 8-3 Problem-Solving Strategy: Work Backward
Lesson 8-4 Customary Units of Capacity
Lesson 8-5 Problem-Solving Investigation: Choose a Strategy
Lesson 8-6 Customary Units of Weight
Lesson 8-7 Convert Units of Time
Chapter Menu

3. Length to the Nearest Inch
8-1
Length to the Nearest Half Inch
Five-Minute Check (over Chapter 7)
Main Idea and Vocabulary
California Standards
Example 1: Nearest Half Inch
Example 2: Nearest Half Inch
Length to the Nearest Inch
Lesson 1 Menu

4. I will estimate and measure length to the nearest half inch.
8-1
Length to the Nearest Half Inch
I will estimate and measure length to the nearest half inch.
length
inch (in.)
Lesson 1 MI/Vocab

5. 8-1
Length to the Nearest Half Inch
Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
Lesson 1 Standard 1

6. 8-1
Length to the Nearest Half Inch
This is the length of string needed for making a bracelet. Measure it to the nearest half inch.
Estimate The string is longer than the length of paper clips and less than the length of 5, so it is in between 4 and 5 inches.
Lesson 1 Ex1

7. Answer: So, to the nearest half inch, the string is 4 inches long.
8-1
Length to the Nearest Half Inch
Line up one end of the string with the 0 mark. Find the half-inch mark that is closest to the other end of the string.
Answer: So, to the nearest half inch, the string is inches long. 1 2
Lesson 1 Ex1

8. Measure the length of the line below to the nearest half inch.
8-1
Length to the Nearest Half Inch
Measure the length of the line below to the nearest half inch.
2 in. 1 2 1 2
B in. 1 2
C in. 1 2
D in.
Lesson 1 CYP1

9. To the nearest half inch, what is the length of your pencil?
8-1
Length to the Nearest Half Inch
To the nearest half inch, what is the length of your pencil?
Line your pencil up with the ruler so that the eraser end lines up with zero. Check to see where the other end lines up. Decide if it is closer to a whole number or a -inch mark. Write down the length of you pencil to the nearest half inch. 1 2
Lesson 1 Ex2

10. 8-1
Length to the Nearest Half Inch
Answer: Answers will vary. In this example, the pencil is about 8 inches long.
Lesson 1 Ex2

11. To the nearest half inch, what is the length of your thumb?
8-1
Length to the Nearest Half Inch
To the nearest half inch, what is the length of your thumb?
in. 1 2
2 in. 1 2
B. 2 in.
D. 3 in.
Answers will vary.
Lesson 1 CYP2

12. End of Lesson 1

13. Five-Minute Check (over Lesson 8-1) Main Idea and Vocabulary
8-2
Customary Units of Length
Five-Minute Check (over Lesson 8-1)
Main Idea and Vocabulary
California Standards
Example 1: Choose Units of Length
Example 2: Estimate Length
Example 3: Convert Units of Length
Example 4: Convert Units of Length
Lesson 2 Menu

14. I will estimate, measure, and convert units of length.
8-2
Customary Units of Length
I will estimate, measure, and convert units of length.
foot (ft)
yard (yd)
mile (mi)
Lesson 2 MI/Vocab

15. 8-2
Customary Units of Length
Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
Lesson 2 Standard 1

16. 8-2
Customary Units of Length
Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
Lesson 2 Standard 2

17. The length of a paper clip is about 1 inch long.
8-2
Customary Units of Length
Which unit of length should you use to find the distance between cities?
The length of a paper clip is about 1 inch long.
A sheet of notebook paper is about a foot long.
Lesson 2 Ex1

18. A baseball bat is about 1 yard long.
8-2
Customary Units of Length
A baseball bat is about 1 yard long.
A mile equals 4 times around a football field.
Answer: The distance between cities can be very large, so you would use the biggest unit of length, a mile.
Lesson 2 Ex1

19. 8-2
Customary Units of Length
Which unit of length should you use to find the size of a computer screen?
foot
inch
mile
yard
Lesson 2 CYP1

20. A sheet of notebook paper is about a foot long.
8-2
Customary Units of Length
Do you think the height of the Empire State Building is closer to 1,250 feet or 1,250 miles?
A sheet of notebook paper is about a foot long.
A mile equals 4 times around a football field.
Lesson 2 Ex2

21. Answer: The Empire State Building is closer to 1,250 feet.
8-2
Customary Units of Length
Think about the distance in terms of how far you can see. If the Empire State Building was 1,250 miles, would you be able to see the top of it? No
Since you can see the top of the Empire State Building, this means it is closer to 1,250 feet.
Answer: The Empire State Building is closer to 1,250 feet.
Lesson 2 Ex2

22. 8-2
Customary Units of Length
Do you think the length of a sheet of paper is closer to 8 inches or 8 feet?
8 feet
8 inches
Lesson 2 CYP2

23. You need to convert to a smaller unit. Add 12 two times.
8-2
Customary Units of Length
2 feet = inches
You need to convert to a smaller unit. Add 12 two times.
1 foot = 12 inches 12
+12 24
2 × 12 = 24
Answer: So, 2 feet = 24 inches.
Lesson 2 Ex3

24. 8-2
Customary Units of Length
4 feet = inches 4 36 48 24
Lesson 2 CYP3

25. 8-2
Customary Units of Length
15 feet = yards
You need to convert to a larger unit. Use repeated subtraction or divide.
3 feet = 1 yard
Lesson 2 Ex4

26. Answer: So, 15 feet ÷ 3 = 5 yards.
8-2
Customary Units of Length 15
– 3 12 12
– 3 9 9
– 3 6 6
– 3 3 3
– 3
15 ÷ 3 = 5
Answer: So, 15 feet ÷ 3 = 5 yards.
Lesson 2 Ex4

27. 8-2
Customary Units of Length
9 feet = yards 9 3 81
108
Lesson 2 CYP4

28. End of Lesson 2

29. Five-Minute Check (over Lesson 8-2) Main Idea California Standards
8-3
Problem-Solving Strategy: Work Backward
Five-Minute Check (over Lesson 8-2)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
Lesson 3 Menu

30. I will solve problems by working backward.
8-3
Problem-Solving Strategy: Work Backward
I will solve problems by working backward.
Lesson 3 MI/Vocab

31. 8-3
Problem-Solving Strategy: Work Backward
Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
Lesson 3 Standard 1

32. 8-3
Problem-Solving Strategy: Work Backward
Standard 3NS2.8 Solve problems that require two or more of the skills mentioned above.
Lesson 3 Standard 2

33. 8-3
Problem-Solving Strategy: Work Backward
Clarissa is at a fair. She wants to play three games. The line for the second game is twice as long as the first line. The third line has fewer people than the second line. There are 17 people in line for her last game. How many people are in line for the first game?
Lesson 3 Ex1

34. Understand What facts do you know?
8-3
Problem-Solving Strategy: Work Backward
Understand
What facts do you know?
The second line is twice as long as the first one.
The third line has 5 fewer people than the second one.
The third line has 17 people.
What do you need to find?
The number of people in the first line.
Lesson 3 Ex1

35. Plan Work backward to find the number of people in the first line. 8-3
Problem-Solving Strategy: Work Backward
Plan
Work backward to find the number of people in the first line.
Lesson 3 Ex1

36. 8-3
Problem-Solving Strategy: Work Backward
Solve 17
people in the third line
+ 5
Second line has 5 more people than the third line. 22
people in the second line 11 2 22
First line is half as long as the second one.
Answer: So, there are 11 people in the first line.
Lesson 3 Ex1

37. Check Look back to see if 11 people makes sense for the situation.
8-3
Problem-Solving Strategy: Work Backward
Check
Look back to see if 11 people makes sense for the situation.
= 22
22 – 5 = 17
So, the answer is correct.
Lesson 3 Ex1

38. End of Lesson 3

39. Five-Minute Check (over Lesson 8-3) Main Idea and Vocabulary
8-4
Customary Units of Capacity
Five-Minute Check (over Lesson 8-3)
Main Idea and Vocabulary
California Standards
Example 1: Choose Units of Capacity
Example 2: Estimate Capacity
Example 3: Convert to Smaller Units
Example 4: Convert to
Larger Units
Capacity
Lesson 4 Menu

40. I will estimate, measure, and convert customary units of capacity.
8-4
Customary Units of Capacity
I will estimate, measure, and convert customary units of capacity.
capacity
cup (c)
pint (pt)
quart (qt)
gallon (gal)
Lesson 4 MI/Vocab

41. 8-4
Customary Units of Capacity
Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
Lesson 4 Standard 1

42. 8-4
Customary Units of Capacity
Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
Lesson 4 Standard 2

43. Choose the most appropriate unit to measure the capacity of a bathtub.
8-4
Customary Units of Capacity
Choose the most appropriate unit to measure the capacity of a bathtub.
A cup, a pint, and a quart are too small.
Answer: So, the most appropriate unit to use would be a gallon.
Lesson 4 Ex1

44. 8-4
Customary Units of Capacity
Choose the most appropriate unit to measure the capacity of a swimming pool.
cup
quart
pint
gallon
Lesson 4 CYP1

45. Think about how much a baby can drink.
8-4
Customary Units of Capacity
Choose the best estimate for the capacity of a baby’s bottle of milk, 1 cup or 1 quart.
Think about how much a baby can drink.
Answer: The best estimate would be 1 cup.
Lesson 4 Ex2

46. 8-4
Customary Units of Capacity
Choose the best estimate for the capacity of a glass of water, 1 cup or 1 quart.
1 cup
1 quart
Lesson 4 CYP2

47. Answer: So, 5 quarts × 2 = 10 pints.
8-4
Customary Units of Capacity
Jake’s dad bought quarts of orange juice. How many pints of juice can he serve to the soccer team?
5 quarts = pints
Figure out how many pints 5 quarts equals. Since 1 quart = 2 pints, multiply 2 × 5 quarts.
Answer: So, 5 quarts × 2 = 10 pints.
Lesson 4 Ex3

48. 8-4
Customary Units of Capacity
Will’s father drinks one pint of milk everyday. If Will’s father bought 2 quarts of milk from the store, how many days will he be able to drink his regular serving of milk?
2 days
4 days
6 days
8 days
Lesson 4 CYP3

49. Answer: So, 32 pints ÷ 2 = 16 quarts.
8-4
Customary Units of Capacity
Lily needs to buy pints of water, but the store only has quarts. How many quarts will Lily need to buy?
32 pints = quarts
Figure out how many quarts 32 pints equals. Since 2 pints = 1 quart, divide 32 pints by 2.
Answer: So, 32 pints ÷ 2 = 16 quarts.
Lesson 4 Ex4

50. 8-4
Customary Units of Capacity
Heidi wants to reward her class by giving all students a pint of fruit juice. The store only sells the fruit juice in quarts, how many quarts will Heidi have to buy?
6 quarts
7 quarts
8 quarts
9 quarts
Lesson 4 CYP4

51. End of Lesson 4

52. Five-Minute Check (over Lesson 8-4) Main Idea California Standards
8-5
Problem-Solving Investigation: Choose a Strategy
Five-Minute Check (over Lesson 8-4)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
Lesson 5 Menu

53. I will choose the best strategy to solve a problem.
8-5
Problem-Solving Investigation: Choose a Strategy
I will choose the best strategy to solve a problem.
Lesson 5 MI/Vocab

54. 8-5
Problem-Solving Investigation: Choose a Strategy
Standard 3NS2.8 Solve problems that require two or more of the skills mentioned above.
Standard 3MR1.2 Determine when and how to break a problem into simpler parts.
Lesson 5 Standard 1

55. 8-5
Problem-Solving Investigation: Choose a Strategy
DELMAR: Morgan and I set up a lemonade stand. We sold 2 cups the first hour, 4 cups the second hour, and 6 cups the third hour. If the pattern continued, how many pints did we sell in the fourth hour?
YOUR MISSION: Find out how many pints of lemonade Delmar and Morgan sold after four hours.
Lesson 5 Ex1

56. Understand What facts do you know? You know how many cups were sold.
8-5
Problem-Solving Investigation: Choose a Strategy
Understand
What facts do you know?
You know how many cups were sold.
There are 2 cups in 1 pint.
What do you need to find?
Find how many pints were sold.
Lesson 5 Ex1

57. Plan You can organize the data in a table. 8-5
Problem-Solving Investigation: Choose a Strategy
Plan
You can organize the data in a table.
Lesson 5 Ex1

58. 8-5
Problem-Solving Investigation: Choose a Strategy
Solve
The pattern is add 2 cups each hour. So, = 8 cups were sold in the fourth hour.
Lesson 5 Ex1

59. 8-5
Problem-Solving Investigation: Choose a Strategy
Solve
Now, change 8 cups to pints. 2 cups = 1 pint. So, divide the total number of cups by 2.
Answer: So, they sold 4 pints of lemonade.
Lesson 5 Ex1

60. 8-5
Problem-Solving Investigation: Choose a Strategy
Check
Look back at the problem. Check the division using multiplication. 4 × 2 = 8. So, the answer is correct.
Lesson 7 Ex1

61. End of Lesson 5

62. Five-Minute Check (over Lesson 8-5) Main Idea and Vocabulary
8-6
Customary Units of Weight
Five-Minute Check (over Lesson 8-5)
Main Idea and Vocabulary
California Standards
Example 1: Choose Units of Weight
Example 2: Estimate Weight
Example 3: Convert Units of Weight
Example 4: Convert Units of Weight
Lesson 6 Menu

63. I will estimate, measure, and convert customary units of weight.
8-6
Customary Units of Weight
I will estimate, measure, and convert customary units of weight.
weight
pound (lb)
ounce (oz)
Lesson 6 MI/Vocab

64. 8-6
Customary Units of Weight
Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
Lesson 6 Standard 1

65. 8-6
Customary Units of Weight
Choose the unit you would use to measure the weight of a coin. Write ounce or pound.
Lesson 6 Ex1

66. A golf ball weighs about 1 ounce. A soccer ball weighs about 1 pound.
8-6
Customary Units of Weight
A golf ball weighs about 1 ounce.
A soccer ball weighs about 1 pound.
Think about an ounce and a pound. A coin would be closer in weight to a golf ball than a soccer ball.
Answer: So, the unit you should use to measure a coin would be an ounce.
Lesson 6 Ex1

67. 8-6
Customary Units of Weight
Choose the unit you would use to measure the weight of a bag of potatoes.
ounce
pound
Lesson 6 CYP1

68. 8-6
Customary Units of Weight
Choose the best estimate for the weight of a small dog, 20 pounds or 20 ounces.
Lesson 6 Ex2

69. A golf ball weighs about 1 ounce. A soccer ball weighs about 1 pound.
8-6
Customary Units of Weight
A golf ball weighs about 1 ounce.
A soccer ball weighs about 1 pound.
Think about an ounce and a pound. A small dog would weigh a lot more than 20 golf balls.
Answer: So, a better estimate would be 20 pounds.
Lesson 6 Ex2

70. Choose the best estimate for the weight of your pencil.
8-6
Customary Units of Weight
Choose the best estimate for the weight of your pencil.
1 ounce
1 pound
Lesson 6 CYP2

71. You need to convert to a smaller unit.
8-6
Customary Units of Weight
4 pounds = ounces
You need to convert to a smaller unit.
4 pounds = ounces
1 pound = 16 ounces
Lesson 6 Ex3

72. Answer: So, 4 pounds = 64 ounces.
8-6
Customary Units of Weight
Add 16 four times. 16
+ 16 64
Answer: So, 4 pounds = 64 ounces.
Lesson 6 Ex3

73. 3 pounds = ounces 50 36 48 40 8-6 Customary Units of Weight
Lesson 6 CYP3

74. You need to convert to a larger unit.
8-6
Customary Units of Weight
80 ounces = pounds
You need to convert to a larger unit.
80 ounces = pounds
16 ounces = 1 pound
Lesson 6 Ex4

75. Use repeated subtraction.
8-6
Customary Units of Weight
Use repeated subtraction. 80
– 16 64 64
– 16 48 48
– 16 32 32
– 16 16 16
– 16
Answer: So, 80 ounces = 5 pounds.
Lesson 6 Ex4

76. 8-6
Customary Units of Weight
64 ounces = pounds 4 8 6 5
Lesson 6 CYP4

77. End of Lesson 6

78. Five-Minute Check (over Lesson 8-6) Main Idea and Vocabulary
8-7
Convert Units of Time
Five-Minute Check (over Lesson 8-6)
Main Idea and Vocabulary
California Standards
Example 1: Convert Units of Time
Example 2: Convert Units of Time
Example 3: Convert Units of Time
Lesson 7 Menu

79. Lesson 7 Main Idea/Vocab
8-7
Convert Units of Time
I will learn to convert units of time.
hour (h)
minute (min)
Lesson 7 Main Idea/Vocab

80. 8-7
Convert Units of Time
Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
Standard 3AF1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet × 12).
Lesson 7 Standard 2

81. Wanda goes on a 3-hour hike. How many minutes is this?
8-7
Convert Units of Time
Wanda goes on a 3-hour hike. How many minutes is this?
3 hours = minutes
3 hours = 60 minutes + 60 minutes + 60 minutes
Answer: So, 3 hours = 180 minutes.
Lesson 7 Ex1

82. If you were to sleep for 4 hours, how many minutes is that?
8-7
Convert Units of Time
If you were to sleep for 4 hours, how many minutes is that?
180 min
240 min
120 min
300 min
Lesson 7 CYP1

83. 180 minutes – 60 minutes = 120 minutes
8-7
Convert Units of Time
It takes Lin 180 minutes to do his homework. How many hours is 180 minutes?
180 minutes = hours
180 minutes – 60 minutes = 120 minutes
120 minutes – 60 minutes = 60 minutes
60 minutes – 60 minutes = 0
Answer: So, 180 minutes = 3 hours.
Lesson 7 Ex2

84. 8-7
Convert Units of Time
Your teacher gives you an assignment that takes you 120 minutes to complete, how many hours is that?
3 hr
5 hr
12 hr
2 hr
Lesson 7 CYP2

85. Mr. Chow napped for 1 hours. How many minutes did he nap? 3 4
8-7
Convert Units of Time
Mr. Chow napped for hours. How many minutes did he nap? 3 4
One hour is 60 minutes. Since hour is 15 minutes, and there are three fourths, add 1 4
Answer: So, = 105 minutes.
Lesson 7 Ex3

86. Pam was riding her bike for 1 hours. How many minutes was she riding?
8-7
Convert Units of Time
Pam was riding her bike for 1 hours. How many minutes was she riding? 1 2
90 min
100 min
80 min
75 min
Lesson 7 CYP3

87. End of Lesson 7

88. 8 Five-Minute Checks Math Tool Chest Image Bank
Measurement: Customary System 8
Five-Minute Checks
Math Tool Chest
Image Bank
Length to the Nearest Inch
Capacity
CR Menu

89. 1. Exit this presentation.
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IB Instructions

90. IB 1

91. IB 2

92. IB 3

93. IB 4

94. Lesson 8-1 (over Chapter 7) Lesson 8-2 (over Lesson 8-1)
Measurement: Customary System 8
Lesson 8-1 (over Chapter 7)
Lesson 8-2 (over Lesson 8-1)
Lesson 8-3 (over Lesson 8-2)
Lesson 8-4 (over Lesson 8-3)
Lesson 8-5 (over Lesson 8-4)
Lesson 8-6 (over Lesson 8-5)
Lesson 8-7 (over Lesson 8-6)
5Min Menu

95. Write the product of 6 and 9 as an expression.
(over Chapter 7)
Write the product of 6 and 9 as an expression.
6 – 9
5 – 15
6 × 9 54
5Min 1-1

96. Write four groups of 6 drinks as an expression.
(over Chapter 7)
Write four groups of 6 drinks as an expression.
4 × 6 24 48
6 – 4
5Min 1-2

97. Write five more than 22 as an expression.
(over Chapter 7)
Write five more than 22 as an expression.
27 + 5
22 + 5
5 × 22 27
5Min 1-3

98. Write the difference between 71 and 38 as an expression.
(over Chapter 7)
Write the difference between 71 and 38 as an expression.
71 – 38 43 42
5Min 1-4

99. (over Lesson 8-1)
Alanza’s hair is 5 inches long. How much more must it grow so that it is 8 inches long? 1 2
2 inches 1 2
3 inches 1 2
inches 1 2
44 inches
5Min 2-1

100. (over Lesson 8-2)
Choose from the most appropriate unit to measure the length of a piece of paper.
foot
yard
mile
inch
5Min 3-1

101. Choose from the most appropriate unit to measure the height of a man.
(over Lesson 8-2)
Choose from the most appropriate unit to measure the height of a man.
foot
inch
yard
mile
5Min 3-2

102. Convert. 48 inches = __ feet
(over Lesson 8-2)
Convert. 48 inches = __ feet 12 6 4 48
5Min 3-3

103. Convert. 3 yards = __ inches
(over Lesson 8-2)
Convert. 3 yards = __ inches 16
108 12 48
5Min 3-4

104. (over Lesson 8-3)
Solve. Use the work backward strategy. I have stamps. Last week I used half of my stamp collection. The week before that, a friend gave me 2 stamps. How many stamps did I start with?
16 stamps
12 stamps
28 stamps
26 stamps
5Min 4-1

105. Convert. 16 cups = __ quarts
(over Lesson 8-4)
Convert. 16 cups = __ quarts 8 2 32 4
5Min 5-1

106. Convert. 2 gallons = __ quarts
(over Lesson 8-4)
Convert. 2 gallons = __ quarts 16 4 8 48
5Min 5-2

107. Convert. 8 pints = __ quarts
(over Lesson 8-4)
Convert. 8 pints = __ quarts 4 32 8 2
5Min 5-3

108. Convert. 12 quarts = __ gallons
(over Lesson 8-4)
Convert. 12 quarts = __ gallons 6 32 3 2
5Min 5-4

109. (over Lesson 8-5)
Choose a strategy to solve the problem. On the beach, there are 15 sand castles. Each castle has 4 flags. How many flags are there in all?
15 × 4 = 60 flags
4 – 15 = 11 flags
= 19 flags
15 ÷ 4 = 16 flags
5Min 6-1

110. What number is missing in the pattern? 25, 19, __, 7
(over Lesson 8-5)
What number is missing in the pattern? 25, 19, __, 7 17 9 35 13
5Min 6-2

111. (over Lesson 8-6)
Convert. 6 lb = __ oz 96 16 32
104
5Min 7-1

112. (over Lesson 8-6)
Convert. 48 oz = __ lb 4 12 10 3
5Min 7-2

113. Solve. How many ounces is a 2-pound bag of pretzels?
(over Lesson 8-6)
Solve. How many ounces is a 2-pound bag of pretzels?
12 oz
32 oz
24 oz
10 oz
5Min 7-3

114. Solve. How many pounds is an 80-ounce bag of sand?
(over Lesson 8-6)
Solve. How many pounds is an 80-ounce bag of sand?
5 lb
12 lb
40 lb
4 lb
5Min 7-4

115. This slide is intentionally blank.
End of Custom Shows