Unit 5 - John Tuttle

Use Metric Benchmarks
Work: By Yourself
Use:
• Metric ruler or Make a Meter
(TRB M10)
Activity Card 5-1
●
1. Choose the metric unit that is about
equal to each of the following:
•
•
•
•
The
The
The
The
length of your arm
width of your finger
width of your palm
thickness of a button
2. Estimate the width and length of your
Student Book. Use your finger width and
palm width to help you estimate.
3. Now measure the Student Book with a ruler or meter strip.
Compare your estimate to the actual measure.
Unit 5, Lesson 1
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Make Metric Equations
Work: By Yourself
Use:
• Metric Cards (TRB M11)
Activity Card 5-1
▲
1. Cut out the metric cards and arrange them to make four
correct equations like the one below.
1
meter
=
100
centi
meters
• Scissors
2. Record each equation.
3. Describe a situation when you might need to use one of
the equations that you made.
Unit 5, Lesson 1
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Estimate Lengths
Work: In Pairs
Use:
• Metric ruler or Make a Meter
(TRB M10)
Activity Card 5-1
■
1. Estimate the metric lengths of each of 10 different objects
in your classroom.
2. Then use the ruler or meter strip to find the actual
measure.
0
cm 1
2
3
4 5
6
7
8
9 10 11 12 13 14 15 16 17 18 19
3. Discuss How do your estimates compare with the actual
measures? How could you make more accurate estimates?
Unit 5, Lesson 1
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Match Game
Work: In Pairs
Use:
• Metric Mass Unit Cards
(TRB M12)
• Scissors
Activity Card 5-2
1. Work Together Cut out the
cards and shuffle them. Place
them face down without
overlapping.
●
kg
2. Take turns turning over
two cards at a time. If the
cards show a unit and its
abbreviation, keep the cards.
If not, turn the cards back over.
kilogram
3. Continue playing until all the
cards are matched. The player
with more cards at the end of the game wins.
Unit 5, Lesson 2
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Use a Benchmark
Work: In Pairs
Use:
• Balance scale
• Quart or liter of liquid
• Classroom objects
Activity Card 5-2
▲
1. A benchmark is a common item that you can
use as a close estimate for a unit of measure.
A liter or quart carton of milk is a good
benchmark for a 1-kilogram mass.
2. Choose 6 objects in the room, each with a
different mass. Predict whether each object
has a mass greater than or less than a liter
carton of milk. Record each prediction.
3. Check your predictions by using the milk
carton and a balance scale.
4. Discuss Were your predictions accurate? How could you
make more accurate predictions?
Unit 5, Lesson 2
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Equations and Measures
Work: In Pairs
Use:
• Abbreviation cards from
Metric Mass Unit Cards
(TRB M12)
• Scissors
1. Cut out the abbreviation
cards. Shuffle them and
place them face down.
2. Select one pair of cards
at a time and write an
equation to show how the
units are related.
3. For the seventh card, draw
or name an object that is
sensible to measure using
that unit.
Activity Card 5-2
dag
dg
kg
g
cg
hg
■
mg
4. Shuffle the cards and place them face down again. Repeat
the activity to write new equations.
Unit 5, Lesson 2
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How Much Time?
Work: In Pairs
Use:
• Analog clock
Decide:
Who will be Student 1 and who
will be Student 2.
Activity Card 5-3
1. Work Together Student 1 moves the clock
hands to show the elapsed time. Student 2
counts and records the minutes.
Start 2:30
End 2:58
2. Compare Subtract the start time from the end time.
Compare the difference with the minutes you counted.
They should be the same.
11 12 1
10
2
9
3
8
4
7
6
5
2 hours 58 minutes
2 hours 30 minutes
_____
2:58
2:30
__
minutes
3. Repeat for each start and
end time.
Unit 5, Lesson 3
●
minutes
Start 1:15
End 2:22
Start 7:04
End 8:39
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Craft Classes
Activity Card 5-3
Work: By Yourself
Class
Duration
Use:
Pottery
1
hrs
1 __
• Index cards
Puppetry
Woodworking
47 min
1 hr 15 min
▲
2
1. Decide Use the table to solve the problems.
• Angel’s class begins at 2:17 P.M. and ends at 3:04 P.M.
Which class is it?
• Becky’s class is 90 minutes long. It begins at 3:15 P.M.
When will it end? Which class is it?
• Carter’s woodworking class ends at 4:10 P.M. When did it
begin?
2. Write About It Make up a problem about one of the
classes by changing the start or end time. Write your
problem on an index card.
Unit 5, Lesson 3
3. Work Together Exchange cards with a classmate to solve
and check.
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Homework Times
Work: In Pairs
Activity Card 5-3
■
1. Work Together Work with your
Time Spent on Homework
partner to use the line plot to
answer the questions.
• Olivia took 45 minutes to do
her homework. How many
1
1
3
0
1
11
4
2
4
4
students took less than
Number of Hours
45 minutes?
• If Olivia began her homework
at 6:19 P.M., at what time did she finish?
• Jack finished his homework at 7:10 P.M. He took the least
time to finish. When did he start?
2. Math Talk How many hours and minutes did the students
spend on homework altogether? Explain how you found
your answer.
Unit 5, Lesson 3
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Choose Appropriate Units
Work: In Pairs
1. On Your Own List five
measurement situations
that use units of length.
2. Work Together Choose the
best customary unit—inch,
foot, yard, or mile—for
each situation.
3. Decide what would be
a reasonable number of
units for the measurement
in each situation.
Unit 5, Lesson 4
Activity Card 5-4
●
distance to the moon
miles
width of a sheet
of paper
inches
length of a football
f ield
yards or
feet
how far I can walk
in 15 minutes
yards or
feet
how far I can walk
in 3 hours
miles
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Measure with Benchmarks
Activity Card 5-4
▲
Work: In Pairs
Use:
• Paper yard strips from
Activity 1 or Make a Yard
(TRB M26)
1. Choose benchmarks for 1 inch, 1 foot, and 1 yard by using
familiar objects or measurements as shown in the examples
above.
2. Work Together Select an object in the classroom. Decide
which unit of length would be the most reasonable for
measuring the object—inches, feet, or yards.
3. Use one of your benchmarks to estimate the measure.
For example, The width of the classroom is about 8 strides,
or 8 yards.
4. Use the yard strips to find the actual measure.
Unit 5, Lesson 4
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Convert Measurements
Work: By Yourself
Activity Card 5-4
■
1. A marathon is a foot race that is 26 miles 385 yards long.
Use:
• Calculator
2. What is the length of a marathon in yards?
3. What is the length of a marathon in feet?
4. Explain What strategies did you use to calculate your
answers?
Unit 5, Lesson 4
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Compare Capacity
Work: In Pairs
Use:
Activity Card 5-5
1. Cut out the cards. Shuffle them,
and place them face down.
• Customary Liquid Volume
Cards (TRB M16)
2. Work Together Choose two cards
and compare using <, >, or =.
• Scissors
3. Write an equation or two
inequalities to show the
relationship between the units
on the cards.
4. Continue choosing cards and
comparing until all the cards
have been used.
Unit 5, Lesson 5
●
8 ﬂuid
ounces
2 pints
8 ﬂ oz < 2 pt
2 pt > 8 ﬂ oz
1 pint
2 cups
1 pt = 2 c
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Everyday Weights
Work: In Small Groups
Use:
• Balance scale
Activity Card 5-5
▲
1. Work Together Invent a new system of measuring weights.
Choose an object in your classroom to use as a standard
unit or referent. Gather several identical examples of your
unit object.
• Small objects to weigh
Our Weight System
4 pencils = 1 chalkboard
eraser
5 chalkboard erasers =
1 notebook
2. Use your standard weight and a balance scale to measure
the weights of other objects in your classroom.
3. Math Talk What are the advantages and disadvantages of
your new system?
Unit 5, Lesson 5
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Think About Estimation
Work: By Yourself
Activity Card 5-5
■
1. List three situations in which you might estimate one of
the following measurements: weight, length, and liquid
volume. Describe one situation for each measurement.
2. Tell if you would overestimate or underestimate each
measurement. Explain the reason for your choice.
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jli\@_X[\efl^_dfe\pkf
jli\@_X[\efl^_dfe\pkf
gXp]fik_\gfjkX^\%
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Unit 5, Lesson 5
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Make a Rectangle
Work: In Pairs
Use:
Activity Card 5-6
●
1. One partner creates a rectangle, using tacks and string on a
tack board or Stringing Perimeters (TRB M45).
• Stringing Perimeters
(TRB M45)
2. Work Together Determine the perimeter and the area of
the rectangle.
• Tack or pushpin board
3. The other partner draws the same rectangle on a piece of
grid paper. A sample is shown below.
• Tacks or pushpins
• 1-yard string
• Pen or marker
• Grid paper
4. Determine if the perimeter and area of the string rectangle
and the drawing of the rectangle are the same.
Unit 5, Lesson 6
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Draw a Picture
Work: By Yourself
Activity Card 5-6
▲
1. Look at the rectangles below.
2. Write a formula to find the perimeter and the area of
rectangles.
3. Use the formulas to find the perimeter and area of each
figure.
Unit 5, Lesson 6
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Complex Figures
Work: In Pairs
Activity Card 5-6
■
1. Math Talk Describe Figure 1. How might you find its
perimeter and area?
Figure 1
Figure 2
2cm
2cm
4ft
3ft
3ft
6ft
3cm
3cm
5cm
5cm
3ft
7ft
8cm
2. Work Together Find the perimeter and area of Figure 1.
Then find the perimeter and area of Figure 2.
3. Compare Look at Figure 2. How is it like Figure 1? How is it
different?
Unit 5, Lesson 6
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Convert Measures
Work: In Pairs
Use:
• MathBoard materials
Activity Card 5-7
●
1. Work Together Jacqui has a piece of fabric 32 centimeters
wide. She cuts the fabric into 4 pieces of equal width. How
many millimeters wide is each piece?
32 cm
• What information are you given?
• What operation do you use to find the width of each
piece in centimeters?
• What do you need to find?
• What operation do you use to convert centimeters to
millimeters? Why?
2. Write About It Write the equations to solve the problem.
3. Math Talk What conclusion can you draw about what
happens when you convert a larger unit to a smaller unit?
Unit 5, Lesson 7
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Unknown Dimensions
Work: By Yourself
Use:
• MathBoard materials
Activity Card 5-7
1. A rectangular section of David’s back
yard has a fence around it as shown
in the diagram. The perimeter of the
12 yd
fence is 54 yards. What is the length in
yards of the rectangle?
a. Write About It Explain how you
found your answer.
▲
?
Answer the question above for Problem 2.
2. The path from the driveway to the steps of David’s house is
a long rectangle covered with 90 square feet of tiles. If the
path is 2 feet wide, what is the distance from the driveway
to the front steps?
a. Compare What is the same and different about
the two examples above?
Unit 5, Lesson 7
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Work Problems
Work: In Pairs
Use:
• MathBoard materials
Activity Card 5-7
■
1. Decide A worker needs a length of metal equal to 2
meters for a job. He has three pieces of metal. One is 86
centimeters long, one is 67 centimeters long, and one is 52
centimeters long. Does he have enough metal for the job?
2. Math Talk Explain how you found your answer.
3. Work Together An apple orchard made 224 pints of apple
cider. How many gallon jars of cider is that? Explain your
answer.
4. Generalize Complete the two statements:
• When you convert from a smaller unit to a larger unit,
.
you
• When you convert from a larger unit to a smaller unit,
.
you
Unit 5, Lesson 7
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Convert Measures
Work: In Pairs
Use:
• MathBoard materials
Activity Card 5-8
●
1. Work Together Abby and José each have a poster. They
each want to put a frame around the outside of their
posters. What do they need to find?
16 in.
13 in.
20 in.
13 in.
Abby
Jose
2. What is the shape of each poster?
3. What do you know about each poster? How will you use
this information?
4. Compare Is there another way you can find the perimeter
of José’s poster? Explain.
5. Write About It Show the steps you used to solve each
problem.
Unit 5, Lesson 8
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Unknown Dimensions
Work: In Pairs
Use:
• MathBoard materials
Activity Card 5-8
▲
1. Work Together Look at the rectangle and the square
below. What is the perimeter of the rectangle shown
in Figure A?
15 m
21 m
?
Figure A
Figure B
2. Decide If the rectangle in Figure A and the square in
Figure B have the same perimeter, what is the length of
the unknown side in Figure B? Explain your answer.
3. Extend What is the area of Figure B?
Unit 5, Lesson 8
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Work Problems
Work: By Yourself
Use:
• Centimeter Grid Paper
(TRB M4)
Activity Card 5-8
■
1. Draw a rectangle on grid paper and label the length of
the sides.
8
5
• MathBoard materials
2. Find the area and perimeter of your rectangle.
3. Explore Draw and label a rectangle that has the same
perimeter but a different area then your rectangle. Can
you draw more than one?
4. Draw and label a rectangle that has the same area but a
different perimeter than your rectangle. Can you draw
more than one?
Unit 5, Lesson 8
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