Module 2 Topic A Lesson 2 - PowerPoint Presentation

Slide1

Module 2 Topic A Lesson 2 Metric Unit Conversions

4

.MD.1 and 4.MD.2

Slide2

Lesson 2 Objective

Express metric mass measurements in terms of smaller units.

Model and solve addition and subtraction word problems involving metric mass.

Slide3

Fluency Practice (12 minutes)

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

Lesson 2

Slide4

Fluency practice continued

1,000 grams

1 kilogram

Fluency

Lesson 2

2,000 g = ____

kg

3,000 g = ____

kg

7,000 g = ____

kg

5,000 g = ___ kg

2

3

7

5

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2kg

1 kg

__

g

Number Bonds

1000

1 kg + 1, 000 g = 1 kg + 1kg = 2 kg

Fluency

Lesson 2

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3kg

2

kg

__

g

Number Bonds

1000

2 kg + 1,000 g = 2 kg + 1kg = 3 kg

Fluency

Lesson 2

Slide7

5 kg

4

kg

__

g

Number Bonds

1,000

4 kg + 1,000 g = 4 kg + 1kg = 5 kg

Fluency

Lesson 2

Slide8

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!

Fluency

Lesson 2

Slide9

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!

Fluency

Lesson 2

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Unit counting (4 minutes)

Count by 50 cm in the following sequence and change directions when you see the arrow.

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

You did it!

Fluency

Lesson 2

Slide11

Add and subtract meters and centimeters (4 minutes)

540 cm + 320 cm = _______

Say 540 cm in meters and centimeters

.

5 meters

40 cm

Say

320

cm in meters and centimeters

.

3 meters

20 cm

Materials: Personal white boards

Fluency

Lesson 2

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.

Slide12

Add and subtract meters and centimeters (4 minutes)

420 cm + 350 cm = _______

Say

420

cm in meters and centimeters

.

4

meters

2

0 cm

Say

350

cm in meters and centimeters

.

3 meters

50 cm

Materials: Personal white boards

Fluency

Lesson 2

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.

Slide13

Add and subtract meters and centimeters (4 minutes)

650 cm - 140 cm = _______

Say

650

cm in meters and centimeters

.

6

meters

50 cm

Say

140

cm in meters and centimeters

.

1

meter 40 cm

Materials: Personal white boards

Fluency

Lesson 2

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.

Slide14

Add and subtract meters and centimeters (4 minutes)

780 cm - 210 cm = _______

Say

780

cm in meters and centimeters

.

7

meters

8

0 cm

Say

210

cm in meters and centimeters.

2

meter 10 cm

Materials: Personal white boards

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.

Slide15

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

A

pplication

Lesson 2

Slide16

Algorithm solution 3,469 m

+ 4,301 m

7,770 m

Application Problem

Lesson 2

Slide17

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.

Application Problem

Lesson 2

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Concept development (30 minutes)

Materials:

Teacher: 1- L water bottle, small paper clips, dollar bill, dictionary, balance scale or weights.

Student: Personal White Board

Concept Development

Lesson 2

Problem 1

Slide19

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!

Concept Development

Lesson 2

Problem 1

Slide20

The dictionary weighs about 1 kilogram.

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

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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!

Concept Development

Lesson 2

Problem 1

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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

Concept Development

Lesson 2

Problem 1

Slide23

How many grams are in 2 kilograms?

2000 g

How many kilograms is 3,000 g?3 kgLet’s fill in the chart all the way up to 10kg.

Gram

Concept Development

Lesson 2

Problem 1

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Mass Reference chart

kg

g

1

1,000

2

2,000

3

3,000

4

4,000

5

5,000 66,000

7

7,000 8

8,000

9

9,000

10

10,000

Concept Development

Lesson 2

Problem 1

Slide25

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

_____

Concept Development

Lesson 2

Problem 1

Slide26

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.

Concept Development

Lesson 2

Problem 1

Slide27

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.

Concept Development

Lesson 2

Problem 1

Let’s convert 1 kg 500 g to grams.

Slide28

1 kilogram 300 grams is equal to how many grams?1,300 grams

Concept Development

Lesson 2

Problem 1

Let’s convert 1 kg 300 g to grams.

Slide29

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.

Concept Development

Lesson 2

Problem 1

Let’s convert 5 kg 30 g to grams.

Wrong answer!

Slide30

2 kg 500 gWe made two groups of 1,000 grams, so we have 2 kilograms and 500 grams.

Concept Development

Lesson 2

Problem 1

2,500 grams is equal to how many kilograms?

Slide31

5 kg 5 gWe made five groups of 1,000 grams, so we have 5 kilograms and 5 grams.

Concept Development

Lesson 2

Problem 1

5,005 grams is equal to how many kilograms?

Slide32

Concept DevelopmentLesson 2Problem 2

8kg +

8,200

g =______

Problem 2

Add mixed units using the algorithm or simplifying strategies

Talk with your partner about how to solve this problem.

We can’t add different units together.

We can rename the kilograms to grams before adding.

We can rename 8kg to 8,000 g.

8,000 g

+ 8,200 g

= 16,200g

Or we

can rename

8,200 g

to

8 kg 200 g

8 kg + 8kg 200 g = 16 kg 200g

Slide33

Concept DevelopmentLesson 2Problem 2

8kg +

8,200

g =______

Problem 2

Add mixed units using the algorithm or simplifying strategies

Will we use the algorithm or a simplifying strategy?

A simplifying strategy!

8,000 g

+ 8,200 g

= 16,200g

There is no regrouping and we can add the numbers easily mentally.

Why?

8 kg + 8kg 200 g = 16 kg 200g

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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.

I think the algorithm because the numbers are too big.

There is regrouping and the numbers are not easy to combine.

I think I can use a simplifying strategy.

Concept Development

Lesson 2

Problem 2

Slide35

Choose the way you want to tackle the problem and work for the next two minutes on solving it.

If you finish before the two minutes, try solving the problem another way.

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 = ____

Slide36

Algorithm Solution A

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

Algorithm Solution b

25 kg 537 g + 5 kg 723 g = ____

Concept Development

Lesson 2

Problem 2

Slide37

Simplifying strategy c

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 d

25 kg 537 g + 5 kg 723 g = ____

Concept Development

Lesson 2

Problem 2

Slide38

Problem 3Subtract 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.

Concept Development

Lesson 2

Problem 3

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.

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.

Slide39

10 kg – 2 kg 250 g

=

Concept Development

Lesson 2

Problem 3

Algorithm Solution A

Algorithm Solution b

9

0 1010

10 kg 1,000 g

- 2 kg 250 g

7 kg 750 g

0 9 9 10

10,000 g

- 2,250 g

7,750 g

7 kg 750 g

Look at the

first example algorithm.

How did they prepare the algorithm for subtraction?

They renamed 10 kilograms as 9 kilograms and 1,000 g first.

Converted kilograms to grams.

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.

9

What did they do in the second solution?

Slide40

Simplifying strategy c

Simplifying strategy d

Concept Development

Lesson 2

Problem 3

10 kg – 2 kg 250 g

=

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?

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.

Slide41

Simplifying strategy c

Simplifying strategy d

Concept Development

Lesson 2

Problem 3

10 kg – 2 kg 250 g

=

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

How did our mental math team solve the problem?

They added up from 2 kilograms 250 grams to 3 kilograms first, and then added 7 more kilograms to get to 10 kilograms.

What does the number line show?

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.

Slide42

+ 750 g + 7 kg 2 kg 250 g 3 kg

10 kg

750 g + 7 kg = 7 kg 750 g

Simplifying strategy

10 kg – 2 kg 250 g

=

Concept Development

Lesson 2

Problem 3

Slide43

32 kg

205

g – 5 kg 316

gWhich 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

Slide44

32 kg 205

g – 5 kg 316

g

Concept DevelopmentLesson 2Problem 3

Slide45

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?

Concept Development

Lesson 2

Problem 4

Problem 4

Solve a word problem involving mixed units of mass modeled with a tape diagram.

Read with me. Take one minute to draw and label a tape diagram.

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.

Slide46

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

Concept Development

Lesson 2

Problem 4

Algorithm solution b

simplifying solution c

Slide47

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 (10 minutes)

You should

do

your

personal best to complete the Problem Set within 10 minutes.

Use the RDW approach for solving word problems.

Slide48

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.

Slide49

Lesson 2 Problem Set Problems 1 and 2

Slide50

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?

Slide51

Lesson 2 Problem Set Problems 4 and 5

Slide52

Lesson 2 Problem Set Problems 6 and 7

In Problem 6, did it make sense to answer in the smaller unit or mixed unit?

Explain to your partner how you solved Problem 7. Was there more than one way to solve it?

Slide53

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?

Slide54

Slide55

Homework

Module 2 Lesson 2

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Module 2 Lesson 2

Homework

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Module 2 Lesson 2

Homework

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Module 2 Lesson 2

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Module 2 Lesson 2