Objective To review customary units of capacity.
1 Teaching the Lesson materials Key Activities Math Journal 2, p. 305 Students review equivalencies between units of capacity. They find the weight of one cup of Study Link 11 6 uncooked rice and use this information to estimate the weights of an average Thai and measuring cup Bangladeshi family’s annual rice consumption. empty milk cartons (pint, quart, 1 Key Concepts and Skills 2 gallon, gallon) • Use division to solve conversion problems. [Operations and Computation Goal 4] 1 12 cups rice • Round to the nearest whole number. [Operations and Computation Goal 6] 1 gallon pourable substance (water, • Estimate weight with and without tools. [Measurement and Reference Frames Goal 1] sand, unpopped popcorn, or light • Describe relationships among customary units of capacity. packing pellets) [Measurement and Reference Frames Goal 3] scale (accurate to nearest ounce) Key Vocabulary cup • pint • quart • gallon • capacity slate; chart paper 2 Ongoing Learning & Practice materials Students create a bar graph to display population data. Math Journal 2, pp. 306 and 307 Students practice and maintain skills through Math Boxes and Study Link activities. Student Reference Book, p. 302 Study Link Master (Math Masters, Ongoing Assessment: Informing Instruction See page 887. p. 334) Ongoing Assessment: Recognizing Student Achievement Use journal page 307. [Measurement and Reference Frames Goal 3] 3 Differentiation Options materials READINESS ENRICHMENT EXTRA PRACTICE ELL SUPPORT Math Journal 2, p. 305 Students sort Students estimate Students convert Students add Teaching Aid Master (Math Masters, containers according the number of among customary capacity to their p. 389) to capacity. containers needed units of capacity. Math Word Banks. Differentiation Handbook to hold a quantity 5-Minute Math, p. 132 of rice. empty containers of various sizes; empty copy-paper carton; measuring cup; pourable substance, such as sand; and calculator
See Advance Preparation
Additional Information Advance Preparation For the optional Readiness activity in Part 3, identify several containers Technology by letter (A, B, C, …), designating a middle-size container as the target capacity. Assessment Management System Math Boxes, Problem 4 See the iTLG.
884 Unit 11 3-D Shapes, Weight, Volume, and Capacity Getting Started
Mental Math and Reflexes Have students write the greater of two integers on their slates. Suggestions: 15 or –20 15 –24 or –240 –24 11.5 or –11.2 11.5 –3 or 1 1 –103 or –130 –103 –48.5 or 5.3 5.3 45 or –62 45 –65 or –605 –65 –2.98 or –2.89 –2.89
Math Message Study Link 11 6 Follow-Up Fill in the missing numbers in the Math Message Have partners compare answers and strategies. problems at the top of journal page 305. Ask volunteers to share the number sentences they wrote for Problems 9 and 10.
1 Teaching the Lesson