Unit Conversions

Lesson 9

Objective

Solve multi-step word problems involving conversion of customary units of length, weight, capacity, and time.

Materials and Resources

Common Core Standards

Core Standards

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  • 4.MD.A.2 — Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Foundational Standards

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  • 3.MD.A.1

  • 3.MD.A.2

  • 4.OA.A.3

Criteria for Success

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  1. Make sense of a three-act task and persevere in solving it (MP.1).
  2. Solve multi-step word problems involving customary units of length, weight, capacity, and time (MP.4).

Tips for Teachers

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Let students work on each problem in the Problem Set independently and circulate to see whether students are solving correctly. If not, come back together to discuss how/what to draw on a tape diagram, then allow them to try again on their own. 

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Anchor Tasks

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Problem 1

Act 1: Look at the following image - 

How much juice is left?

Guiding Questions

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Problem 2

Act 2: Use the following information to solve - 

Someone has already drunk four servings of juice, each of which are 10 fluid ounces.

Guiding Questions

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Problem 3

Act 3: Reveal the answer – 

How Much Apple Juice - Act 3

Guiding Questions

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Problem 4

Act 4 (the sequel): 

How many more full servings of juice are left in the bottle?

Guiding Questions

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Discussion of Problem Set

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  • For #3, is 3 quarts 24 fluid ounces a correct answer? Why or why not? 
  • For #4, is 28 pounds 39 ounces a correct answer? Why or why not? 
  • How did you determine how many 15-minute jogs Calvin took? What made this problem particularly challenging to solve? 
  • If you were asked to find the area of Mr. Foote’s deck in #6, what additional computation would you need to perform? 
  • Will there be enough water in #7?
  • In #8, when should Ms. Cho leave? Why? 
  • Some students use strategies that are creative and much different compared to the majority of the class. How can a student be sure their strategy works? 

Target Task

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Solve. Show or explain your work. 

Marco rode his bike 1 mile. Marco rode four times as far as Allison. Jason rode his bike 5 fewer yards than Allison. How far did Jason ride?

References

Achievement First Grade 4, Unit 8, Lesson 3 (2017-2018)Independent Practice, Question #4

Grade 4, Unit 8, Lesson 3 (2017-2018) is made available by Achievement First as a part of their Open Source web portal under a CC BY 4.0 license. Copyright © 1999-2017 Achievement First. Accessed June 13, 2018, 11:51 a.m..

Modified by The Match Foundation, Inc.

Mastery Response

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