Conversion Cover Up

Conversion Cover Up Puzzle 1 - Simple Conversions: Length (Customary)

By: Tina Callahan and Judy Knight www.sos4teachers.com

©Knight/Callahan 2009-2011 Graphic Design by Stephanie Callahan Introduction

Based on teacher observation and data from the Texas Assessment of Knowledge and Skills (TAKS) test, we saw a need to address the problems students are having with measurement. One of the main things students struggle with is conversions within the metric and customary systems. In order to help both students and teachers in this area, we have developed a way for students to practice making conversions that is fun and interactive.

This teacher-friendly resource has been designed to be utilized with minimal preparation. After being modeled whole group, Conversion Cover Up games can be used in various settings such as between partners, in work stations, during tutoring, etc. Create additional puzzles using Puzzle 1 as a model or purchase the entire collection at a special rate through Teachers Pay Teachers.

Correlation to TEKS

4.11 B The student is expected to perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system.

5.10 A The student is expected to perform simple conversions within the same measurement system (metric or customary). Teacher Directions for Conversion Cover Up

Materials:

Puzzle and Corresponding Grid (can be copied on card stock or colored paper and laminated) Game Markers (can be pennies, pinto beans, math counters, etc.) Conversion Chart Copy of Game Directions

Organizational Tip

Put laminated puzzle, grid, and game directions in a gallon storage baggie with at least 14 game markers. Label baggie with measurement concept. A key for the puzzle is provided. Use teacher discretion to determine if answer key will be provided in the baggie for self-checking or secured in a separate location in the classroom.

Building Background

Teach students the skill of recognizing patterns when multiplying a number by 10, 100, 100, etc. Tell students: • when you multiply a number by 1, the pattern is that it equals the number you started with • when you multiply a number by 10, the pattern is to place one “0” at the end of the numeral • when you multiply a number by 100, the pattern is to place two “0’s” at the end of the numeral • when you multiply a number by 1000, the pattern is to place three “0’s” at the end of the numeral

How to Play the Game

Read each problem and use the conversion chart provided to solve each problem. Place a game marker on the correct answer. Answer all problems correctly and a design will appear. Students can check their design with the answer key provided or by consulting the teacher.

Teacher Tip

For accountability purposes, require students to work problems on paper. Showing work in math is a good habit students should be demonstrating on a daily basis. Good habits in math, such as showing your work on every problem, will benefit them for life whether it is a state-mandated test or applying mathematics in everyday situations.

©Callahan/Knight 2009-2011 Conversion Cover Up Directions

How to Play the Game:

1. Read each problem and use the conversion chart provided to solve each problem.

2. Place a game marker on the correct answer.

3. Answer all problems correctly and a design will appear.

4. Check your design with the answer key provided or check with your teacher.

Conversion Cover Up! Puzzle 1 Grid

36 508 4,052 17 27 84 45 50 12 643 1,824 35 896 53

225 47 358 19 4,720 246 88

10,560 62 9 7,542 48 9,870 784

72 145 3,600 18 492 76 348

4 135 214 67 10,480 374 16

Free 27 3 132 24 5,280 2

Conversions: Length (Customary) Puzzle 1

1. Sue drew a line on the sidewalk that was 2. Rodger is six feet tall? How many three feet long. How many inches long was inches tall is he? the line? 3. The width of the room is 11 feet. How 4. Lorraine bought a poster that was 48 many inches wide is the room? inches wide. How many feet is that?

5. The water from the flood was 2 feet 6. Mrs. Taunton’s teachers at Bradford deep. How many inches deep was the walked 2 miles for the American Heart water? Association charity drive. How many feet is that?

7. Mrs. Senne’s teachers at East Side walked 8. Mrs. Villarreal’s class made a paper 3,520 yards for the American Cancer chain to record how many minutes they Association charity drive. How many miles spent practicing their multiplication facts did they walk? each day for a month. The paper chain was nine yards long. How many feet is that?

9. Terri went running to practice building 10. Mrs. Thomas painted a number line endurance for a marathon, and she took her on the wall of her classroom that was 9 pedometer. After she was finished, it feet showed she had run 3 miles. How many long. How many yards is that? yards did she run?

11. The soccer practice field behind Belaire 12. Mrs. Embry’s students measured the Elementary is 150 feet long. How many distance from their classroom to the office yards long is the practice field. door and found it to be 75 yards. How many feet is that?

Conversion Cover Up KEY -- Puzzle 1

10,560

Free 27 3 132 24 5,280 2