1. Slide
60 seconds
2. Slide
60 seconds
"NC.5.MD.1 Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system." I CAN use multiplicative reasoning to solve at least one-step conversion problems of customary capacity.
Learning objective:
3. Word cloud
60 seconds
What words come to mind when you hear the word capacity?
4. Poll
300 seconds
What is the customary unit of capacity? (2 min)
- Liters
- Gallons
- Cubic Feet
- Quarts
5. Poll
20 seconds
Prediction how many pints do you think is in our 1 gallon of turkey hill lemonade?
- 4 pints
- 8 pints
- 16 pints
- 32 pints
6. Slide
60 seconds
Volunteers will be needed! I want you to raise your hand, and put a finger up each time we get a pint out of the Turkey Hill Lemonade. Be thinking about: What do you notice about the different sized measuring tools? What do you notice about the relationship in the units we are measuring with? Real world connections to this?
Engage: (8 minutes) Let's see how many pints of Lemonade are in 1 gallon of Turkey Hill Lemonade.
7. Slide
60 seconds
8 pints in 1 gallon
Let's see how many cups of Lemonade are in 1 gallon of Turkey Hill Lemonade.
8. Slide
60 seconds
Think Individually, then share with a peer and you will share out in just a moment. How did you use multiplicative reasoning to solve this problem?
If we know there is 8 pints of Lemonade in 1 gallon. How many cups and quarts?
9. Slide
60 seconds
16 cups, 8 pints, and 4 quarts= 1 gallon
If we know there is 8 pints of Lemonade in 1 gallon. How many cups and quarts?
10. Slide
60 seconds
We determined: 16 cups, 8 pints, and 4 quarts= 1 gallon Does our Lemonade match our Conversion Chart?
Let's Review our Conversions Chart
11. Slide
60 seconds
Conversion Charts
Refer to your Math Notebooks
12. Slide
60 seconds
IN THE GARDEN...
Another Strategy:
13. Open question
240 seconds
What is a time you have used cups, pints, quarts or gallons in your personal life? Or what ways would you use customary conversions in your life? This is when you have used customary (capacity) conversations.
14. Slide
60 seconds
Students will work with a partner to sort the word problems with the correct answers for each of the problems. Use your conversion chart from our previous lessons notes All work should be completed in MATH notebook to help answer each of the cards.
Explore: (8 minutes)
15. Slide
60 seconds
Let's Review our sorting cards and answers! Sharing answers and strategies for solving each problem. What information in the problem helped you to solve it? Why did you choose that particular strategy to solve the problem? Is there other strategies you could use to solve the problem?
Explain: (10 minutes)
16. Poll
120 seconds
Quick Check-In: How many quarts are in 3 gallons?
- 12 quarts
- 16 quarts
- 8 quarts
- 6 quarts
17. Poll
180 seconds
Quick Check-In: Let's COMPARE! We are planning to paint the walls of our school a new color. If Lila has 11 pints of paint, Cora has 6 quarts of paint and Kaden has 1 gallon of paint, who has the greatest to least amount of paint? Know your explanation! 2 pints = 1 quart 4 quarts = 1 gallon
- Lila- Cora- Kaden
- Cora- Lila- Kaden
- Kaden- Lila - Cora
- Kaden - Cora - Lila
- Cora- Kaden - Lila
18. Slide
60 seconds
"NC.5.MD.1 Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system."
Learning objective:
19. Slide
60 seconds
Complete "Exit-Ticket" I will now give you an exit ticket-assessment to complete. Please bring to me when you are finished. Exit-Tickets: Let me know if you would like to complete the "Challenge" Exit-Ticket - Less Questions but more Rigor! ONCE FINISHED Math Flex : IXL: 96B Today on compare and convert customary units of volume
Extend/Exit-Ticket + Evaluation (10-15 mins)
20. Slide
60 seconds
21. Poll
20 seconds
Lesson feedback: How do you feel on converting (capacity) of Customary Units?
- I feel FABULOUS
- I feel pretty good
- I would like some more practice
- I am a bit confused
22. Open question
180 seconds
Lesson feedback: How did you like the style of today's Interactive Math Lesson? How do you think this helped you learn or stay engaged?
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