Measure Capacity and Weight - Macmillan/McGraw-Hill

Transcription

CHAPT E R
12
Measure Capacity and Weight
Planner
Skills Trace
The
BIG Idea
Vertical Alignment
Measurement is continued with the concepts of capacity, weight , and mass. In
previous grades, students learned to compare both the weight and the capacity
of objects by using such terms as heavier, lighter, holds more, and holds less. In
Grade 2, vocabulary becomes more advanced as students will begin measuring
objects using vocabulary from the metric and customary systems.
Previous Grade
In the previous grade, students learned to:
• Compare and order containers by capacity.
• Compare and order objects by weight.
Targeted Standard
GLE 0206.1.5 Use mathematical ideas and processes in different settings to
formulate patterns, analyze graphs, set up and solve problems and interpret
solutions.
This Grade
During this chapter, students learn to:
• Measure using customary and metric units of capacity.
• Measure the weight of objects using ounces and pounds.
• Use grams and kilograms to measure the mass of objects.
After this chapter, students learn to:
• Demonstrate the relationships between wholes and
their parts.
Next Grade
In the next grade, students learn to:
• Measure perimeter, length, and time.
Print and Online Professional Development
articles can be found in the Teacher Resource
Handbook. These articles on current issues will allow
you to implement new mathematical strategies and
enhance your classroom performance.
Digital Videos The McGraw-Hill
Professional Development Video
Library provides short videos that support
McGraw-Hill’s Math Connects. For
support for this chapter, the following video
is available.
Volume
Other videos, program walkthroughs, online courses, and video
workshops are available at mhpdonline.com.
481A Measure Capacity and Weight
Vertical Alignment and Backmapping
McGraw-Hill’s Math Connects program was conceived
and developed with the final results in mind: student success in
Algebra 1 and beyond. The authors developed this brand-new
series by backmapping from Algebra 1 concepts, and vertically
aligning the topics so that they build upon prior skills and
concepts and serve as a foundation for future topics.
Chapter at a Glance
Lesson
Multi-Part
Lesson
1
Pacing
g
Materials and Manipulatives
1 cup measuring cup, pint container, quart container, gallon container, large
bucket, rice
bucket
rice, beans
beans, index cards
cards, liquid containers
containers, 11,000
000 milliliter graduated
cylinder, large spoon, liter bottle, milliliter dropper, 16 oz plastic cup
Capacity
A
Capacity*
B
Customary Units of Capacity*
C
Metric Units of Capacity*
D
Problem-Solving Strategy:*
Get ConnectED
Leveled Worksheets
Explore Worksheet
Visual Vocabulary Cards
Graphic Novel Animation
Daily Transparencies
Hands-On Activity Tools and
Resources
Act It Out
Multi-Part
Lesson
2
3 days
Weight and Mass
A
Customary Units of Weight
GLE 0206.1.5
B
Metric Units of Mass
GLE 0206.1.5
C
Problem-Solving Investigation:
Choose a Strategy
Resources
GLE 0206.1.2
Self-Check Quiz
Virtual Manipulatives
Lesson Animations
Problem of the Day
Real-World Problem Solving
Readers
Materials and Manipulatives
pound and ounce weights, objects to weigh, bucket balance, index cards, bags
Get ConnectED
Leveled Worksheets
Lesson Animations
Hands-On Activity Tools and
Resources
Self-Check Quiz
Problem of the Day
Asterisks (*) denote lessons that are optional.
481B
CHAPT E R
12
Vocabulary and Language Connections
Planner
Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition.
Get ConnectED
Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.
capacity The amount of dry or liquid
material a container can hold.
cup (c) A unit to measure capacity or how
much something holds.
1 cup = 8 ounces; 16 cups = 1 gallon
gallon (gal) A liquid measure of capacity.
1 gallon = 4 quarts
milliliter (mL) A metric unit used for
measuring capacity.
1,000 milliliters = 1 liter
ounce (oz) A customary unit for measuring
weight or capacity.
pint (pt) A customary unit for measuring
capacity.
1 pint = 2 cups
gram (g) A metric unit for measuring mass.
kilogram (kg) A metric unit for measuring
mass.
pound (lb) A customary unit for measuring
weight.
1 pound = 16 ounces
liter (L) A metric unit of measure for volume
or capacity.
1 liter = 1000 milliliters
quart (qt) A customary unit for measuring
capacity.
1 quart = 4 cups
mass The amount of matter in an object.
Two examples of units of measure would
be gram and kilogram.
weight A measurement that tells how heavy
an object is.
measure To find the length, height, weight,
capacity, or temperature using standard or
nonstandard units.
Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/
Ask routine is printed on the back of each card.)
ISBN: 978-0-02-101738-6
MHID: 0-02-101738-7
481C Measure Capacity and Weight
Copyright © by The McGraw-Hill
Companies, Inc.
All rights reserved.
ELL
Support
Multi-Part
Lesson
1
Capacity
Level
AL
Beginning
Activity
Background Knowledge
OL
Intermediate
Scaffold
Auditory, Kinesthetic, Intrapersonal
BL
Advanced
Extend
Listen and Write
Linguistic, Social, Auditory
Cooperative Learning
Beyond Level
Multi-Part
Lesson
2
Modality
Visual, Kinesthetic, Intrapersonal
Weight and Mass
Level
AL
Beginning
Activity
Word Meaning
OL
Intermediate
Scaffold
Auditory, Intrapersonal, Linguistic
BL
Advanced
Extend
Listen and Identify
Logical, Social, Linguistic
Real-World Bilingual Tutoring
On and Beyond Level
Get ConnectED
Modality
Kinesthetic, Visual, Auditory
Find other English Language Learner strategies.
ELL Resources
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
• “English Learners and Mathematics:
“Best Practices for Effective Instruction”
by Kathryn Heinze (pp. TR32–TR33)
• “Engaging English Language Learners
in Your Classroom” by Gladis Kersaint
• Multilingual eGlossary
• Visual Vocabulary Cards
• Language Alerts (pp. 488, 506)
• ELL Guide (pp. 104–107)
(pp. TR34–TR35)
481D
CHAPT E R
12
Learning Stations
Planner
individual
Compare Capacities
KINESTHETIC
Materials:
• Use connecting cubes to measure the capacity of five containers you find
in your home.
• household containers
• connecting cubes
• Record the measurement of each container.
• Calculate the difference between the container with the greatest capacity
and the container with the least capacity.
• Put the containers in order of capacity from least to greatest.
Teacher Note: Gather a supply of various clean household containers for
students to use.
56
individual
pair
Weight Sentences
The
• Cut out 10 pictures of objects from magazines.
• Choose two pictures to use in a rebus sentence.
• Copy this sentence frame on your paper and glue a picture in place of
the line so the sentence is correct. The
weighs more than the
.
weighs
m
than th ore
e
LINGUISTIC
VISUAL
Materials:
• magazines
• glue
• scissors
• Repeat until all pictures have been used.
Teacher Note: Make an example of this project to have on display at the station.
57
pair
Sort by Ounces and Pounds
• Look at the weight of each food container on the table.
• Sort the containers into three groups: a group weighed in ounces, a group
weighed in pounds, and a group weighed in ounces and pounds.
• Make a list of the items in each group. Next to each item, record its weight.
• Work with your partner to discuss how the items in each group are alike.
Talk about how the items weighed in ounces are different than those
weighed in pounds. Re-sort the items by food groups.
Teacher Note: Gather various empty, clean food containers weighed in ounces and
pounds for students to use, such as frozen foods, canned goods, boxed foods, and bread
wrappers. Be sure there are no sharp edges on the containers.
58
481E Measure Capacity and Weight
LINGUISTIC
Materials:
• empty food containers
• paper
• pencil
SPATIAL
individual
What’s A Serving?
Materials:
Many people do not know what one serving of juice looks like. You have to
check the label and measure to know for sure.
• containers with mL marked
• large, unmarked plastic
cups
• Without looking at the juice label, pour yourself what you think is a
normal serving of juice into a plastic cup.
• bottles of orange or apple
juice
• Now pour your serving of juice into the measuring container. How many
milliliters is your serving?
• paper
• Check the label on the juice bottle. Compare your serving to the
measurement given on the label.
• pencil
59
pair
Milliliter Art
KINESTHETIC
Materials:
• Use markers to draw a colorful pattern that covers one side of a coffee filter.
• coffee filters
• Lay the coffee filter flat on a paper plate with the pattern side facing you.
• markers
• Fill a milliliter dropper with water. Squeeze the dropper over the filter so one
drop of water is let out at a time.
• milliliter droppers
• Continue until the entire filter is wet. Tell a friend if it took about one milliliter,
more than one milliliter, or less than 1 milliliter to cover the filter.
• paper plates
• container of water
• Let your filter dry overnight.
Teacher Note: Hang filters on a bulletin board or punch a hole in them and hang them
from hooks in the ceiling of the classroom.
60
IWB
You may wish to use the virtual calendar
for this Calendar Time activity.
Calendar Time
• Display the current month’s calendar. Have a student point to the date.
• Use the number of the date to have students compare weight, mass, or
capacity.
• For example, if the date is the 5th, ask students: Which is more?
5 ounces or 5 pounds? 5 pounds
• Continue with other examples.
For additional calendar activities, see the Math Routines on The Go cards.
481F
CHAPTER
12
CHAPTE R
12
Introduce the Chapter
E
Measure Capacity
and Weight
Essential Questions
The
• How could you find which of two objects is heavier?
Sample answer: Put the objects on a scale and weigh them.
Andre, Sophia, Omar,
and Paul in
The Lemonade Stand
•
Student Glossary
•
Graphic Organizer
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• How is estimating capacity, weight, or mass like
estimating sums? How is it different? Sample answers: It is
similar because an estimate is not an exact answer. It is
different because when estimating capacity, weight, or mass,
you estimate visually; in addition, you estimate mentally.
Introduce the key vocabulary in the chapter using the routine
below.
Define: Capacity is the amount a container can hold.
Example: A bucket has a greater capacity than a drinking cup.
Ask: Which has a greater capacity, a sink or a bathtub?
English
capacity
weight
mass
How will I measure the
capacity, weight, and
mass of objects?
• How is measuring capacity, weight, or mass with
customary units the same as measuring with metric units?
How is it different? Sample answers: They are the same
because they use a standard tool to measure. They are
different because the actual units of measure are different.
Key Vocabulary
Key Vocabulary
BIG Idea
The lemonade stand
is looking good. Do
we have everything?
My mom made some
lemonade this morning. I
just have to go inside and
get it.
Everything but the
lemonade! We were
able to get five pitchers.
Do you think it will be
enough?
We need to fill
all five of them.
Later...
OK, I’ll go
inside and check
on the lemonade.
I’ll be right back.
Here is the lemonade
my mom made.
• What is happening? Sample answer: The friends are setting
up a lemonade stand to sell lemonade.
• What will happen next? Sample answer: They have to
figure out if they have enough lemonade to fill all five
pitchers.
For additional reading and language arts activities, including
support for reading a graphic novel, see Reading and Language
Arts Support in the Grade 2 Math Connects Program Overview.
Your Turn!
In Lesson 1C, students will learn more about Andre, Sophia,
Omar, and Paul’s adventure at the lemonade stand and solve a
problem related to the graphic novel.
✔ 0206.1.15 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
481
I wonder if it will
be enough?
Yoursolvl eTthisurn!
ill
You will
.
problem in the chapter
The Lemonade Stand
Read the story together. You may wish to use the blank Graphic
Novels provided in Hands-On Activity Tools and Resources to
help develop writing and speech skills.
Español
Espa
ol
capacidad
peso
masa
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481_C12_CO_103028.indd 481
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Animated Graphic Novel
Visit connectED.mcgraw-hill.com to
download the animated version of
“The Lemonade Stand.”
Chapter Connections
Real World: Bake Time
Chapter Project
Tell students that they are going to learn about the kinds of
measurements they make in the kitchen.
Favorite Recipes
• Display a variety of measuring cups and spoons. Ask students if they
know what these items are.
• Have students work in pairs to create a poster showing their favorite
simple recipes. Bring some recipes to class as examples.
• Ask students if they have used these items before. Ask how they used
the measuring cup or spoon. Sample answer: to measure an amount
of an ingredient
E
WRITE MATH Tell students they need to fill a small wading
pool halfway with water to wash their dog. They will use a container to
carry water from the front yard where the hose is to the backyard. They
have three containers to choose from: a drinking cup, a plastic food
storage container, and a bucket. Explain which container will they
choose, and why.
• Have a variety of measuring cups and spoons on hand so that you
can point out the measuring tools called for in the recipes as you
read through them.
• Students can write one or two recipes. Each recipe has to include at
least three measurements of capacity or weight/mass.
• Have students draw the measuring tool next to the step that calls for
that tool. They should also show the amount of ingredient. For
example, for 2 cups of water, students could draw a measuring
container filled to the 2-cup mark.
• Ask students to share their posters with the class. Take turns trying
out some of the recipes.
Reading and Language Arts Support
For activities to connect reading and language arts to this chapter’s math
concepts, see Reading and Language Arts Support in the Grade 2 Math
Connects Program Overview.
Dinah Zike’s
Foldables®
When to Use It Lessons 1B, 1C, 2A, and 2B.
(Additional Instructions for using the Foldable with
these lessons are found in the Mid-Chapter Check
and Chapter Review/Test.)
Guide students to create their own Four-Pocket Book Foldable graphic organizer
for capacity, weight, and mass.
Fold a horizontal sheet of 11” by 17” paper
in half, then in half again. Unfold to show
four sections.
Fold the bottom edge up two inches and
crease well. Glue the outer edges of the
two-inch tab to create four pockets. Repeat
to create a second Four-Pocket Foldable.
Label each pocket. Use to hold notes taken
on index cards or quarter sheets of paper,
or cut-outs from magazines.
glue
glue
fold
481G
Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.
Text Option
“Are You Ready for the Chapter?”
SE
Name
Student Edition
Circle the container that holds the most.
1.
O
Online Option
Take the Online Readiness Quiz.
2.
3.
Circle the heaviest object.
4.
5.
6.
7. Josie ate 9 peanuts. Her father
ate 2 apples. Which amount is
heavier? Circle your answer.
9 peanuts
Online Option
482
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482_C12_AYR_103028.indd 482
482
2 apples
Take the Online Readiness Quiz.
This page checks skills needed for the chapter.
3/12/10 10:01 AM
2 DIAGNOSE AND PRESCRIBE
3 REASSESS
RtI (Response to Intervention)
Administer the Diagnostic Test.
Based on the results of the Diagnostic Assessment, use the charts below to
address individual needs before beginning the chapter.
Diagnostic Test
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TIER
T
1
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/Volumes/111/GO00395/M
ath_Connects_CRM_G2_NA
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ion_Files/C12_101883
Name ______________
_______
_____________________
On Level
_____________________
Diagnostic Test
OL
001_004_C12_101883.indd
Page 1
Are You Ready for the
12/10/09
12:04:47
:04:47 AM s-087
Circle the container
/Volumes/111/GO00395/Math_Co
nnects_CRM_G2_NA%0/Applicati
on_Files
on_Files/C12_101883
Name __________________
_________
Chapter?
that holds more.
1.
___________________________
_________
WATER
If
students miss two in Exercises 1–7
2.
Practice
that holds more.
3.
choose a resource:
1.
Circle the heavier object
.
Companies, Inc.
(pp. 481E–481F)
5.
Self-Check Quiz
6.
4.
7 apples
7 strawberries
Weight
1
4
Grade 2 • Measure Capacity
and
TIER
T
2
Strategic Intervention
AL
approaching grade level
001_004_C12_101883.indd
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2:04:50 AM s-087
Inc.
7. Sammy ate 6 grapes
. His brother ate 20 grapes
.
Which amount is heavie
r? Circle your answer.
6 grapes
20 grapes
5. Joe has 7 apples.
Judy has 7 strawberries.
Which is heavier?
and
McGraw-Hill Companies,
Get ConnectED
Circle the heavier object.
3.
Copyright © Macmillan/McGraw-
Are You Ready? Practice
4.
Copyright © Macmillan/McG
raw-Hill, a division of The
Learning Stations
TE
2.
Hill, a division of The McGraw-Hill
Then
Weight
on_Files
on_Files/C12_101883
Name __________________
_________
___________________________
If
students miss three to four in Exercises 1–7
Review
Then
_________
choose a resource:
that holds more.
1.
Strategic Intervention Guide
(pp. T98–T101)
E
3.
Companies, Inc.
Lesson Animation
JUIC
Get ConnectED
2.
Are You Ready? Review
2
and
TIER
T
3
If
Then
Weight
Intensive Intervention
2 or more years below grade level
students miss five or more in Exercises 1–7
use Math Triumphs, an intensive math
intervention program from McGraw-Hill
Chapter 7: Introduction to Measurement
Beyond Level
BL
001_004_C12_101883.indd
Page 3
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:04:52 AM s-087
on_Files
on_Files/C12_1
Name __________________
_________
01883
___________________________
If
students miss one or less in Exercises 1–7
_________
Apply
Which container holds
the most?
1. gallon jug or drinking
glass
Chapter Project
(p. 481G)
2. bathtub or sink
Get ConnectED
Companies, Inc.
Are You Ready? Apply
TE
Then
3. bucket or eyedropp
er
4. spoon or cup
5. Which basket would
be heavier, a basket
of apples or a basket of
feathers?
6. Which would hold
more, a shoe box or a
pencil box?
and
Weight
3
482A
Dear Family,
Today my class started the chapter Measure Capacity and
Weight. In this chapter, I will learn to measure capacity and
weight. Here are my vocabulary words, an activity we can do,
and a list of books we can find in our local library.
Love,
Before you begin the Chapter:
• Read the Math at Home letter with the class and have each
student sign it.
• Practice the activity so that students are familiar with it before
trying it with their parents or guardians.
• Send home copies of the Math at Home letter with each
student.
Activity
ferent
ers of dif
0 contain
e.
us
ho
Gather 1
e
th
around
e
th
sizes from
er
child ord
pacity
Have your
e least ca
s from th
er
in
a
nt
co
ty.
ci
a
p
ca
atest
to the gre
is activity
Repeat th
cts of
with obje
weights.
nt
re
fe
dif
• Use the Spanish letter for Spanish-speaking parents or
guardians who do not read English fluently.
For more information about parent involvement, read the article,
“The Role of Parents and Guardians in Young Children Learning
Mathematics” by Paul Giganti, Jr. See the Teacher Resource
Handbook pp. TR44–TR45.
Books to Read
Lulu’s Lemonade
by Barbara de Rubertis
Kane Press, Inc.
Key Vocabulary
capacity the amount of dry or liquid
material that a container can hold
weight a measurement that tells how heavy
an object is
Online Option See the multilingual eGlossary link at
connectED.mcgraw-hill.com to find out more about these words.
There are 13 languages.
Room for Ripley
by Stuart J. Murphy
HarperCollins
Children’s Books
If Dogs Were
Dinosaurs
by David M.
Schwartz
Scholastic, Inc.
four hundred eighty-three
483_484_C12_MH_103028.indd 483
483
483
3/12/10 10:02 AM
Estimada familia:
Hoy mi clase comenzó el capítulo Mide la capacidad y
el peso. En este capítulo aprenderé a medir la capacidad
y el peso. A continuación están mis palabras del vocabulario,
una actividad que podemos hacer y una lista de libros que se
encuentran en nuestra biblioteca local.
Check with your school library or your local
public library for these titles.
Multi-Part Lesson 1
A House for Birdie
Stuart J. Murphy
Pigs in the Pantry
Amy Axelrod
Cariños,
Vocabulario clave
d
Activida
capacidad cantidad de material seco
es de
recipient
Junte 10
años que
m
ta
es
nt
difere
. Pida
en la casa
encuentre
loque los
co
ue
q
a su niño
en de
es en ord
recipient
a mayor
d
a
pacid
idad
menor ca
esta activ
d. Repita
pesos.
es
capacida
nt
re
tos de dife
con obje
o líquido que cabe en un recipiente
Multi-Part Lesson 2
peso medida que indica cuánto pesa
How Heavy Is It?
Brian Sargent
un objeto
If Dogs Were Dinosaurs
David Schwartz
Opción en línea
Visiten el eGlosario políglota en
connectED.mcgraw-hill.com para aprender más acerca de estas
palabras. Hay 13 idiomas.
Si los perros fueran
dinosaurios
de David M. Schwartz
Scholastic, Inc.
Habitacíon para Repel
de Stuart J. Murphy
HarperTrophy
Libros recomendados
Gold Fever
Verla Kay
Multi-Part Lesson 3
Room for Ripley
Stuart J. Murphy
Additional Books
Lulu’s Lemonade
Barbara de Rubertis
✔ 0206.1.15 Use age-appropriate books,
stories, and videos to convey ideas of
mathematics.
484
four hundred eighty-four
483_484_C12_MH_103028.indd 484
3/12/10 10:02 AM
Real-World Problem Solving Library
Math and Science: Fossils Over Time
Use these leveled books to reinforce and extend
problem-solving skills and strategies.
Leveled for:
AL Approaching Level
OL On Level
BL Beyond Level
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✔ 0206.1.15 Use age-appropriate books, stories,
and videos to convey ideas of mathematics.
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Leveled Reader Database
Get ConnectED
connectED.mcgraw-hill.com
Search by
• Content Area
• Guided Reading Level
• Lexile Score
• Benchmark Level
484
Multi-Part
Lesson
1
Capacity
Planner
PART
PART
A
Capacity
PART
A
Capacity
Title/Objective
(pp. 485–486)
B
Customary Units of Capacity
(pp. 487–490)
B
C
Metric Units of Capacity
D
Problem-Solving Strategy:
Act It Out
E
Explore units of capacity.
Measure using customary units of
capacity.
Standards
capacity cupp (c), pint
capacity,
p (pt),
p quart
q
(qt),
q
g
gallon
(gal)
g
Vocabulary
Visual Vocabulary Card 34
Essential Question
What are some differences between a
centiliter and a centimeter? What are some
similarities? Sample answer: A centiliter is
measuring a liquid and a centimeter is
measuring a solid but they both are one
hundredth of a larger unit.
measuring cup, pint container, quart
container, gallon container
Materials/
Manipulatives
Resources
Get ConnecttED
✔ 0206.1.15
Focus on Math Background
Get ConnecttED
Explore Worksheet
Leveled Worksheets
Lesson Animations
VVisual Vocabulary Cards
Lesson Animations
Whether customary or metric measure,
students need to be able to recognize the
most appropriate unit of measure for the
quantity to be measured. Although it is
possible to use a cup to measure the
capacity of a swimming pool, it is not
practical. It should also be noted that
capacity is also referred to as liquid volume.
The most important concept then for this
multi-part lesson is “relative size.”
Problem of the Day
Self-Check Quiz
Hands-On Activity Tools and Resources
Blended Approach
IWB
All digital assets are Interactive
Whiteboard ready.
Suggested Pacing
Multi-Part Lessons
PART
Days
485a Measure Capacity and Weight
large bucket, different sized containers,
rice, beans, index cards, measuring cup
1
A
B
(5 Days)
2
C
D
A
B
2
Assess
C
1
*
*
*
2
Capacity
PART
PART
C
(pp. 491–492)
Problem-Solving Strategy
Act It Out
Measure using metric units of capacity.
Notes
D
Title/Objective
(pp. 493–494)
Use the act it out strategy to solve
problems.
Standards
liter (L), milliliter (mL)
liquid containers, 1,000 milliliter
graduated cylinder, index cards,
resealable bags of rice, large bucket,
large spoon, liter bottle, milliliter
dropper
Get ConnecttED
Vocabulary
16 oz plastic cup, 1 cup measuring cup
Get ConnecttED
Leveled Worksheets
Leveled Worksheets
Lesson Animations
Lesson Animations
Problem of the Day
Problem of the Day
Self-Check Quiz
RWPS: Fossils Over Time
Materials/
Manipulatives
Resources
✔ 0206.1.15
RWPS: The Lemonade Stand
Blended Approach
Mid-Chapter
Mid
Chapter Check (p
(p. 495)
Spiral
i l Review
i
(p. 496)
485b
Differentiated Instruction
Approaching Level
On Level
AL
Option 1
Use with 1B
OL
Option 1
Use with 1B
Hands-On Activity
Materials: crayons, markers
Hands-On Activity
Materials: index cards, markers, crayons
• Have students work in small groups.
• Have students work in small groups.
• Have each group of students draw three containers and put
them in order from the one that holds the least to the one
that holds the most. For
1
example, a coffee cup, _2 gallon
carton of milk, and a bathtub.
• Have groups of students make a set of index cards with
pictures of different containers that hold liquids.
• Groups should switch card sets, discuss each card, and decide
the best measure to use: cups or gallons.
• Have groups exchange papers
and tell if they agree with the
picture.
• Students should put the cards into two piles depending on the
measure they would use.
• Have both groups work together
to make a new picture that
shows all six containers in order
from least to greatest capacity.
Option 2
• Students may illustrate a bathtub, coffee pot, swimming pool,
orange juice carton, etc.
• Have groups share their cards and explain how they
separated them.
Use with 1D
Hands-On Activity
Materials: variety of measuring
spoons, water
Option 2
• Have pairs of students arrange the
measuring spoons from least to
greatest capacity.
Hands-On Activity
Materials: catalogs, newspapers, magazines, safety scissors,
push pins, crayons or markers
• Students estimate how many of
the smallest unit it would take to
fill the largest unit.
• Have students cut out photos of containers from catalogs,
newspapers, and magazines.
• Have students act out their
prediction by measuring water
with the smallest unit and putting it into the largest unit.
Other Options
TE
Learning Station Card 60
Get ConnectED
Lesson Animations
Use with 1C
• Put the headings “Less than a Liter” and “More than a Liter”
on a bulletin board.
• Have students place the photos
of containers under the correct
heading.
• Discuss students’ choices. Give
students the opportunity to
change the position of any
photos.
Other Options
TE
Learning Station Cards 56 and 59
Get ConnectED
485c Measure Capacity and Weight
Lesson Animations
Capacity
Beyond Level
English Language Learners
BL
Option 1
Use with 1B
Hands-On Activity
Materials: easel/chalkboard, blank paper
• To help students understand customary conversions, provide
them with the visual shown below. It shows there are 4 quarts
per gallon (4 Qs inside the G), 2 pints per quart (for a total of
8 pints in a gallon), and 2 cups per pint (totaling 4 cups per
quart and 16 cups per gallon).
ELL
This strategy helps English Learners learn and use the language
required to discuss capacity.
Find Core Vocabulary and Common Use
Verbs in the online EL strategies to help
students grasp the math skills; use Language
Alerts at point of use in the Teacher Edition.
Beginning
Background Knowledge Relate measuring capacity to
background knowledge.
AL
• Show a set of measuring cups, measuring spoons, empty milk
gallon jug, and so on. Say, “These measure.”
• Put water, rice, or sand in cups. Point to the measuring cups.
Say, “Show me how to use them.” Students demonstrate.
Vocalize actions as the students chorally repeat statements.
OL Intermediate
Scaffold Contrast measuring length versus capacity.
Key:
G = Gallon
Q = Quart (4 quarts = 1 gallon)
P = Pint ( 2 pints = 1 quart, 8 pints = 1 gallon)
C = Cups (2 cups = 1 pint, 4 cups = 1 quart, 16 cups = 1 gallon)
• Students keep a copy of this graphic organizer at their desks.
Option 2
Use with 1C
Hands-On Activity
Materials: paper, pencil
• Have students fold a piece of paper in half. In the first column,
have them make a list of 5 things that could be measured
with milliliters or liters.
glass of juice
liter
water in a small cat or dog dish
liter
raindrop
milliliter
a tear
milliliter
full washing machine
liter
• Have students trade papers with a partner. Each partner will
write in the second column whether each item on the list
should be measured in milliliters or liters.
Other Options
Get ConnectED
• Show a measuring cup and a ruler. Write, “A cup measures
capacity. Rulers measure length.” Practice reading sentences
chorally.
• Sit with students in a circle. Show a
cup. Say, “Capacity.” Repeat for a
ruler and length (measuring
spoon–capacity, a pencil–length,
etc.). Hand items to the student to
your right. That student repeats to
build automaticity. All students speak and pass at the same
time, without correction.
BL Advanced
Listen and Write React to questions about measuring.
• Write questions like: What can you measure with a ruler?
What can you measure with a cup?
• Have pairs brainstorm as many answers as possible for each
question, then write or orally present ideas.
Extend
Student groups measure capacity with a standard unit and
record the number of units it takes to fill the bottle. Other groups
use a different substance (flour, rice, marbles etc.) but the same
unit of measure. Groups discuss why the results are not the same
for each substance.
485d
Multi-Part
Lesson
1
PART
A
B
C
PART
A
Multi-Part Lesson
Name
Capacity
PART
D
A
B
1
C
D
Capacity
Capacity
Objective
Look at the units of capacity.
Explore units of capacity.
Resources
Materials: measuring cup, pint container, quart container,
gallon container
cup
A yogurt
container is
about 1 cup.
Explore Worksheet
Get ConnectED
pint
A can of
vegetables is
about 1 pint.
quart
A bottle of
ketchup is
about 1 quart.
gallon
A large jug
of milk is
1 gallon.
Find the capacity of each container.
1 INTRODUCE
Introduce the Concept
• Assess prior knowledge of measuring. Ask students to think
of times they may have measured capacity, such as using
a bucket in the sand.
• Is there another time that you can think of when you were
measuring capacity? See students’ responses.
• Previously, when measuring length, students have used
customary units including inches and centimeters. Point out
that students are now going to learn about customary units
of capacity.
Step 1 Use a measuring cup to fill a pint container.
How many cups did it take to fill the container?
2 cups
Step 2 Use a measuring cup to fill a quart container.
4 cups
Step 3 Use a measuring cup to fill a gallon container.
16 cups
Which container has the greatest capacity?
Circle it.
cup
Teach the Concept
Activity
• Using a measuring cup, fill a pint container, a quart container,
and then a gallon container.
• Keep each container filled, including the measuring cup.
• Discuss the differences among each filled container.
• What do you notice about the gallon container compared
to the cup measure? The gallon has a larger capacity.
• If you were to fill a bathtub, which unit would you use?
Why? A gallon, because it is the largest unit of measure.
485 Measure Capacity and Weight
quart
485_486_C12_L01_103028.indd 485
2 TEACH
pint
gallon
four hundred eighty-five
485
3/12/10 10:03 AM
About It
About It
1. Name some containers from around your house
or class that would be about the same size as Sample answer:
a cup, pint, quart, and gallon. pudding cup, chip dip, juice, milk
Assign the Think About It Exercise to assess student
comprehension of capacity.
and Apply It
3 PRACTICE
Compare. Use >, <, or =.
2. cup < gallon
3. cup < pint
4. cup = cup
Use the Practice and Apply It Exercises to assess students’
comprehension of what unit is a better measure.
Circle the better unit of measure. 5–8. Sample answers given.
5.
For more practice of the concepts presented in this Explore lesson,
see
Explore Worksheet.
6.
cup
pint
quart
gallon
7.
cup
pint
quart
4 REFLECT AND CLARIFY
gallon
Formative Assessment
8.
pint
quart
gallon
cup
pint
quart
gallon
9. Mia was filling a small sink with a gallon jug
of water. The sink overflowed. Why did the
sink overflow?
Sample answer: The sink overflowed because Mia
used a unit of measure that was too big for the job.
10. E Write Math If you do not have a gallon
measure to use, what would be the next best unit
of measure? Why?
• Why do you need to understand and know about
capacity? Sample answer: Capacity is important because
if you need to fill something up, you will understand the
amount it will take to fill it as well as which unit to use.
cup
• What does capacity mean to you? See students’
explanations.
E
WRITE MATH Assign the Write Math Exercise to check
comprehension of customary units of capacity.
Sample answer: A quart, because it is a larger measure than
pints or cups.
486
four hundred eighty-six
485_486_C12_L01_103028.indd 486
3/12/10 10:03 AM
486
Multi-Part
Lesson
1
A
PART
PART
B
B
C
Multi-Part Lesson
Name
Capacity
D
PART
A
B
1
C
D
C
Customary Units of
Capacity
Get Ready
Main Idea
I will measure using
the customary units
of capacity.
Objective
The amount a container can hold is its capacity .
The customary units of measure for capacity are
the cup (c) , pint (pt) , quart (qt) , and gallon (gal) .
Vocabulary
capacity
cup (c)
pint (pt)
quart (qt)
gallon (gal)
Measure using customary units of capacity.
Vocabulary
capacity, cup (c), pint (pt), quart (qt), gallon (gal)
You can measure capacity
using gallons, quarts,
pints, or cups.
Resources
Materials: large bucket, different-sized containers, rice,
beans, index cards, measuring cup
You can show the unit of
measure using the abbreviation
of the word: cup (c), pint (pt),
quart (qt), and gallon (gal).
Leveled Worksheets
1 INTRODUCE
Activity Choice 1: Hands-On
• Invite students to share what they know about capacity.
Remind students that measuring capacity is finding out how
much dry material or liquid a container will hold.
• What are some customary units of measure that you use
when measuring capacity? cups, pints, quarts, gallons
• When do you use these different units of capacity? Accept
reasonable answers.
Get ConnectED
C
Check
1–3. Sample answers given.
4. Sample answer: Choose the best unit that
will be close to a correct measurement.
Circle the better unit to measure each capacity.
1.
cup pint quart gallon
2.
3.
cup pint quart gallon
c
pt
qt
4. E Talk Math How do you decide which capacity unit
to use?
four hundred eighty-seven
487_490_C12_L01_103028.indd 487
Building Math Vocabulary
• Set up stations where students can estimate the number of
cups that various containers can hold (half-pint milk carton,
baby bottle, coffee mug, plastic drink cup).
• Introduce definitions using measuring cups and filling
containers such as the following with water: an 8 ounce paper
cup, a pint of ice cream, a quart of milk, and a gallon of milk.
• Each station should include a question card asking students to
predict how many cups of beans or rice each container can
hold. Students should record their prediction and then
measure each container to see how accurately they estimated.
• Pour 1 cup of water into the 8 oz. cup. How many cups of
water will fill the container of the pint of ice cream?
2 cups Pour 2 cups of water into the pint to show 1 pint
equals 2 cups.
• How many pints of water can fill the quart container?
2 pints
• How many quarts of water can fill the gallon container?
4 quarts
Use Visual Vocabulary Cards to reinforce
the vocabulary in this lesson in English
and Spanish. (The Define/Example/
Ask routine is printed on the back of
each card.)
487
3/12/10 10:04 AM
Activity Choice 2: Math Game
gal
ISBN: 978-0-02-101738-6
MHID: 0-02-101738-7
Copyright © by The McGraw-Hill
Companies, Inc.
All rights reserved.
Practice
2 TEACH
5.
Scaffolding Questions
6.
• Display a large bucket in front of the classroom. What could
you use to measure the amount of water? a gallon jug
About how much water does this hold? Sample answer:
5 gallons
cup
pint
quart
gallon
7.
pint
quart
gallon
• Why is it easier to use the larger units, like a gallon, to
measure something that holds a lot of water? You don’t
need as many larger units to fill up the container, so it is filled
faster.
8.
cup
pint
quart
gallon
9.
cup
pint
quart
• Would you use a pint or a quart to measure the capacity of
a water bottle? a quart Would you use a pint or a quart to
measure how much water one person might drink at one
sitting? pint
gallon
10.
pint
quart
gallon
11.
• Which holds more, three cups or three quarts? three quarts
c
pt
qt
gal
12.
c
pt
qt
gal
c
pt
qt
Get Ready
Use the Get Ready section at the top of the
page to teach the lesson concept. Guide students in choosing the
best measure of capacity.
cup
488
cup
• List answers on the board. Students can help to fill the
container with cups, pints, quarts, or gallons.
Check
Observe students as you work through the
Check Exercises as a class.
E
TALK MATH Use the Talk Math Exercise to assess student
comprehension before assigning the practice exercises.
gal
• Have students work in groups to take pictures of different
containers using a digital camera.
four hundred eighty-eight
487_490_C12_L01_103028.indd 488
ELL
Activating Prior Knowledge: Capacity Vocabulary Students
may need help connecting the English names for known items
(a gallon of milk, cup of water, etc.). Show samples of real items
to scaffold meaning.
3/12/10 10:04 AM
• Display these pictures on an Interactive WhiteBoard.
• Label four columns as cup, pint, quart, and gallon. Ask
student volunteers to move the pictures on the
Interactive WhiteBoard into the column that displays the
unit they would use to measure each container.
488
AL
Alternate Teaching Strategy
If
AL
students are having trouble measuring using
customary units of capacity . . .
Then
1
Name
13.
use one of these reteach options:
Reteach Worksheet
2 Match Cups, Pints, Quarts, and Gallons Give each
student four index cards.
cup
• Assign students to draw four objects that would be filled
using cups, pints, quarts, or gallons. Collect all cards, mix,
and place facedown.
Assignment
AL
Approaching Level
Guide students through the exercises.
Help them use measuring containers
to check their answers.
OL
On Level
Complete the exercises independently
with measuring containers.
Level
gallon
cup
pint
quart
gallon
Estimate
Measure
about 8 quarts
about 40 quarts
8 quarts
40 quarts
about 1 gallon
about 2 gallons
1 gallon
2 gallon
about 1 cup
about 6 cups
1 cup
6 cups
about 6 pints
about 4 pints
6 pints
4 pints
about 1 cup
about 3 cups
1 cup
3 cups
15.
16.
Differentiate practice using these suggestions.
Beyond Level
quart
Container
3 PRACTICE
Practice
pint
Find the container. Circle the better estimate.
Measure. Circle the closer measure.
• Have students take turns picking up two cards. If both
cards show objects filled with the same unit, they keep
the cards. Continue until all cards are used.
BL
14.
13, 14. Sample
answers given.
17.
18.
19.
Complete the exercises independently
without measuring containers.
four hundred eighty-nine
489
Homework Practice Worksheet
Problem-Solving Practice Worksheet
487_490_C12_L01_103028.indd 489
3/12/10 10:05 AM
4 ASSESS
Solve.
20. Scott has 6 glasses and a pitcher of juice.
Each glass holds 1 cup. The pitcher holds
8 cups of juice. Will Scott be able to fill
the 6 cups?
Brandon is making a glass of chocolate milk for himself and
a friend. Should he use 1 pint or 1 gallon of milk? 1 pint;
1 gallon is too much
yes
E
WRITE MATH Name an item that you would find at the
grocery store that is equal to a pint and one item that is equal to
a quart. Sample answers: A can of vegetables is about 1 pint.
A ketchup bottle is about 1 quart.
How do you know?
Sample answer: If there are only 6 cups and the pitcher has
8 cups in it, then there will be enough juice because
8 is more than 6.
21. Hoshi is making a mug of hot chocolate.
Should he use one cup or one quart of milk?
Explain.
ELL
Word List Remind students of words to use in their writing.
1 cup; Sample answer: 1 quart is too much milk.
22.
?
2
4
6
cups
23. E Write Math Explain how you could find
the number of cups in a gallon.
Sample answer: You could pour cups of water into a gallon
BAR DIAGRAM Heath put two cups of water in
a container. He put one quart of water in
another container. He pours both containers
into one container. How many cups of water
are in the container?
container and count the number of cups.
490
four hundred ninety
Math at Home Activity: Use a cup measure. Have your child fill
different containers and count the number of cups used for each.
487_490_C12_L01_103028.indd 490
!
3/12/10 10:05 AM
COMMON ERROR!
Students may have trouble understanding and remembering
equivalent units of measurement. Have a chart available for
reference: 2 cups = 1 pint, 2 pints = 1 quart, 4 quarts =
1 gallon.
W
When
students line up, give each an
example of a container you need to fill and ask whether they
would fill it with cups, pints, quarts, or gallons.
Are students continuing to struggle with
customary units of capacity?
During Small Group Instruction
If Yes
AL
AL
AL
If No
OL
BL
OL
BL
Differentiated Instruction Option 1 (p. 485c)
Strategic Intervention Guide (pp. T98–T99)
Differentiated Instruction Option 1 (p. 485d)
Skills Practice Worksheet
Enrich Worksheet
490
Multi-Part
Lesson
1
A
PART
PART
C
B
C
Multi-Part Lesson
Name
Capacity
D
I will measure using
the metric units of
capacity.
Vocabulary
liter (L)
milliliter (mL)
Vocabulary
liter (L), milliliter (mL)
Materials: liquid containers, 1,000 milliliter graduated
cylinder, index cards, resealable bags of rice, large bucket,
large spoon, liter bottle, milliliter dropper
Have students work in pairs. Give each group four containers,
a resealable bag of rice, and a 1,000 milliliter graduated cylinder.
Have students measure whether the amount each container holds
is about a liter, more than a liter, or less than a liter.
This dropper can
hold 1 milliliter of
liquid.
2.
1.
1 INTRODUCE
• Have students estimate how many liters the bucket will hold,
and then fill the bucket, counting the liters. Discuss their
estimates. Repeat the activity using milliliters, a spoon and a
dropper. Ask, Is this logical? See student response
This bottle can
hold 1 liter of
liquid.
4. Sample answer: It holds more than 1 liter
because I can empty more than one water
bottle into the sink.
1–3. Sample
answers given.
Get ConnectED
• If I want to fill this spoon with water, should I use the liter
bottle or the dropper? dropper Why? Sample answer: The
liter bottle holds a lot more water, and it would be very difficult
to pour a little water into the spoon.
D
C
Check
Leveled Worksheets
Display a large bucket, large spoon, liter bottle, and milliliter
dropper. If I want to fill this bucket with water, should I use
the liter bottle or the dropper? liter bottle Why? Sample
answer: The liter bottle holds a lot more water, so it will take
less time.
C
You can show the
metric unit of measure
using the abbreviation of
the word: liter (L) and
milliliter (mL).
Resources
1
There is another way to measure capacity. You can
use metric units of measure for capacity, which
are liter (L) and milliliter (mL) .
Main Idea
Measure using the metric units of capacity.
2 TEACH
B
Get Ready
Objective
Ask students to brainstorm a scenario in which knowledge of
milliliters and liters would be necessary to solve. As a class, write
down a problem and solve it at the end of the lesson.
A
M
Metric Units
of Capacity
Activity Choice 2: Writing
PART
milliliter
liter
3.
milliliter
liter
mL
L
4. E Talk Math Does a bathroom sink hold more or less
than one liter? How do you know?
four hundred ninety-one
491
491_492_C12_L01_103028.indd 491
3/12/10 10:06 AM
Use the Get Ready section at the top of the page to teach the
lesson concept. Help students estimate and measure capacity.
Get Ready
Check
Observe students as you work through the Check Exercises as
a class.
E
TALK MATH Use the Talk Math Exercise to assess student comprehension
before assigning the practice exercises.
• A liter is a metric unit of measure for finding how much
something can hold. Display a liter container filled with water.
Draw a cube on the board. Explain that if we filled the cube
with water, it would take 1,000 of them to fill the container.
• Explain that the amount of water that would fill each cube is
called a milliliter. There are 1,000 milliliters in 1 liter, and
milli means one-thousandth.
AL
Practice
Find the container. Circle the better estimate.
Container
5.
6.
7.
8.
If
students have trouble understanding liters and
milliliters . . .
Estimate
Measure
about 1 liter
about 1 milliliter
1 liter
1 milliliter
about 1 liter
about 1 milliliter
1 liter
1 milliliter
2 Liter Race Give each group a small bucket of water and a
plastic container. The containers should be all the same size.
about 1 liter
about 1 milliliter
1 liter
1 milliliter
• Have students fill the container with water. Have liter
measures available such as 1- and 2-liter plastic bottles
and graduated cylinders.
about 1 liter
about 1 milliliter
1 liter
1 milliliter
Then
1
AL
Reteach Worksheet
• Compare the amount of water measured by all groups.
Use a graduated cylinder to check groups’
measurements.
Use the information to solve the problems.
The Lemonade Stand
3 PRACTICE
My mom said
this is equal to
2 liters.
9. Each of the 5 pitchers holds
The red pitcher holds
They need
1 +
liters of lemonade.
1
liter.
2 liters.
1 + 1
Does the red pitcher hold enough?
492
four hundred ninety-two
+
1
+
1
=
5
Well, we know
that one of our
pitchers is equal
to 1 liter.
Remember, we
are trying to fill
5 pitchers of
lemonade for
our stand.
Practice
no
Level
Assignment
AL
Approaching Level
Help them use measuring containers
to check their answers.
OL
On Level
Complete independently with
measuring containers.
BL
Beyond Level
Complete exercises without the
measuring containers.
Math at Home Activity: At the store, look around for products that
show liters and milliliters. Discuss the different items you find.
491_492_C12_L01_103028.indd 492
3/12/10 10:06 AM
Animated Graphic Novel
Rewatch “The Lemonade Stand.”
4 ASSESS
What is the difference between a liter and milliliter? Sample
answer: a liter container holds more liquid than a milliliter
container.
E
WRITE MATH Have students write about when they
would measure using milliliters and when they would use liters.
measuring liters and milliliters?
E
TALK MATH What do you need to know about metric units
of capacity to solve the graphic novel? See students’ responses.
If Yes
AL
If No
OL
AL
W
When
students line up for recess, lunch, or
dismissal, name a type of container (gallon milk carton) and
have students tell you if they would measure the liquid inside
using milliliters or liters.
BL
OL
BL
Strategic Intervention Guide (pp. T98–T99)
Differentiated Instruction Option 2 (p. 285d)
Enrich Worksheet
492
Multi-Part
Lesson
1
A
PART
PART
D
X
Multi-Part Lesson
Capacity
B
C
PART
A
B
1
C
D
Name
D
Problem-Solving
Strategy: Act It Out
Act It Out
Main Idea
Objective
I will act out a
problem to solve it.
Use the act it out strategy to solve problems.
Resources
Randy has a container
of milk. Joyce has a
container of milk. Both
think they have more milk.
Who is correct?
Materials: 16 oz plastic cup, 1 cup measuring cup
Leveled Worksheets
What do I know? Underline what you know.
What do I need to find? Circle the question.
Get ConnectED
How will I solve the problem?
I will act it out to solve.
1 INTRODUCE
Activity Choice 1: Review
Write and read aloud the following:
Jeremy wants to fill his five-gallon bucket with feed for the
cows. Which container would scoop out the feed the fastest?
Show a 16-oz drinking glass and a one-cup measuring unit.
• What strategy could we use to solve this problem?
act it out
Is my answer reasonable? How do I know?
See students’ explanations.
• What measuring unit do you think Jeremy should use?
a drinking glass, because it is larger
Activity Choice 2: RWPS Reader
Read Fossils Over Time together as a class. Have students make a
list of everything they know about dinosaurs.
2 TEACH
Have students read the problem about milk. Guide them through
the problem-solving steps.
Understand
Using the questions, review what students
know and need to find.
Plan
Have them discuss their strategy.
Act it out.
Use a cup measure to fill a liter container and
then a gallon container. Which holds more?
The liter of milk is about 4 cups.
The gallon of milk is 16 cups.
The gallon holds more.
Randy is correct.
Measure Weight and Capacity
four hundred ninety-three
493_494_C12_L01_103028.indd 493
AL
If
Then
1
AL
students have trouble acting it out . . .
Reteach Worksheet
2 Show a Model Show a 16-ounce clear plastic cup to the
class. Then show a 1-cup measuring unit. Which is
greater, the capacity of this plastic cup or the capacity
of two 1-cup measures?
• Have students predict which will hold more.
• Demonstrate with water that 2 cups is equal to the
capacity of the plastic cup.
493
3/12/10 10:07 AM
Remember
Solve
Guide students to act it out to solve the problem:
• What do we need to know to solve the problem? Does
Randy or Joyce have more milk?
Act it out to solve.
1. Pedro is getting a glass from the cupboard.
He is thirsty and wants the bigger glass to
drink from. There is a glass that holds a
pint and a glass that holds a cup. Which
one should Pedro choose?
• Set up the experiment with 1 gallon of water and 1 liter of
water. Explain that students will use cups to compare the
capacities of the two containers.
• Who has the most milk? See students’ work. Randy has
the most milk.
pint
Check
Have students look back at the problem to make sure
that the answers fit the facts given.
2. Adam has a gallon jug. Jade has a cup. Adam
measures out 2 gallons of water. How many cups
will Jade need to equal 2 gallons?
As a class, complete the Try It Exercises.
16 + 16 = 32 cups
3 PRACTICE
Your Turn
milliliter
4. How many cups will it take to fill a cereal
bowl if a cereal bowl can hold 2 pints?
Exercises 3, 4 Be sure that students can read and understand
the problems. If necessary, get the students started with the first
step.
Act it out to solve.
3. Rena can choose a milliliter or a liter to
feed her hamster water. Which unit would
be the better choice?
4 ASSESS
How did you solve Exercise 3? Sample answer: I filled a
milliliter dropper and a liter container with water to see which
unit would be better for the hamster.
4 cups
494
four hundred ninety-four
Math at Home Activity: Have your child identify containers around
the house that have about the same capacity as a gallon and then a liter.
493_494_C12_L01_103028.indd 494
!
3/12/10 10:07 AM
COMMON ERROR!
Students may not know how to compare capacities. Make sure
to tell the students when comparing capacities, they must use
the same unit to measure both items.
the Act It Out Problem-Solving Strategy?
If Yes
AL
AL
W
When
students line up for recess, lunch, or
dismissal, discuss the problem-solving strategy act it out:
If No
OL
BL
Differentiated Instruction Option 2
(p. 485c)
Enrich Worksheet
• Hold up a 1-cup measuring cup and a pint. How many cups
of water do you think it will take to fill the pint?
• Have students write their estimates on the board as they line
up. Act out the problem to find out how many measuring
cups fill the pint.
Multi-Part Lesson 1 What are some things you
learned about capacity in this multi-part lesson? Sample
answers: You measure capacity using either customary
(cups, pints, quarts, and gallons) or metric (milliliters and
liters) units of measure.
494
Mid-Chapter Check
Mid-Chapter
Check
Name
Circle the better unit to measure each capacity. 1–4. Sample answers
1.
given.
2.
Use the Mid-Chapter Check to assess students’ progress in the
first half of the chapter.
Customize and create multiple versions of
your Mid-Chapter Check and their answer keys.
cup
Dinah Zike’s Foldables®
pint
quart
gallon
cup
pint
quart
gallon
Circle the better unit to measure each metric capacity.
Use these lesson suggestions to incorporate the Foldable during
the chapter.
3.
4.
Lesson 1B Guide students to record what they have learned
about customary units of capacity.
Lesson 1C Guide students to record what they have learned
about metric units of capacity.
milliliter
liter
milliliter
liter
5. Marta wants to fill her small pool.
She looks in the garage and finds
a gallon bucket and a quart container.
Which unit of measure would be the
better choice?
gallon bucket
How do you know?
Sample answer: The gallon would be better because it holds
more water.
four hundred ninety-five
495_496_C12_MC_103028.indd 495
3/12/10 10:08 AM
Data-Driven Decision Making
Based on the results of the Mid-Chapter Check, use the following resources to review concepts
that continue to give students problems.
Exercises
1, 2
Tennessee
Standards
GLE 0206.1.5
What’s the Math?
Measure capacity using cups, pints,
quarts, and gallons.
Error Analysis
Does not understand capacity. Does not
understand the relationship between cups,
pints, quarts, and gallons.
3, 4
GLE 0206.1.5
Measure capacity using milliliters and
liters.
Does not understand capacity. Does not
understand the relationship between milliliter
and liter.
5
GLE 0206.1.2
Choose the appropriate unit of
measure.
Does not pick the correct unit of measure.
495
Resources for Review
Chapter Resource Masters
Get ConnectED
Lesson Animations • Self-Check
Quiz
Break apart a number to subtract.
6. 75 - 32
30
7. 95 - 55
2
50
8. 31 - 11
5
10
1
75 - 30 = 45
95 - 50 = 45
31 - 10 = 21
45 -
45 -
21 -
2
= 43
5
Count to find the value of the coins.
9.
25 ¢
= 40
1
Objective Use the Spiral Review to review and assess mastery
of skills and concepts.
= 20
10.
100 ¢
Write the numbers from greatest to least.
11. 534, 126, 312
12. 631, 802, 613
802 , 631 , 613
Write the numbers from least to greatest.
13. 227, 200, 270
14. 905, 582, 542
200 , 227 , 270
542 , 582 , 905
15. Terrell starts cleaning his room at 4:30. He finishes
at 5:00. How long does it take Terrell to clean his room?
534 , 312 , 126
half hour
496
four hundred ninety-six
495_496_C12_MC_103028.indd 496
3/12/10 10:08 AM
496
Multi-Part
Lesson
2
Weight and Mass
Planner
PART
A Customary Units of Weight
B
C
Choose a Strategy
E
Essential Question
PART
Title/Objective
Standards
Vocabulary
Materials/
Manipulatives
Although weight and mass are not
measures of the same attribute, for most
common measurement, and certainly for
work at this level, they are treated as such.
As in the previous lessons on measurement,
relative size plays an important role here.
Whether ounces and pounds or grams and
kilograms, the goal is to recognize which is
the most appropriate measure.
Measure the mass of objects using
grams and kilograms.
GLE 0206.1.5
GLE 0206.1.5
weight, ounce (oz), ppound
weig
ound (lb)
mass, gram
g
(g),
g kilogram
g
(kg)
g
Visual Vocabulary Cards 43, 49 and 73
Visual Vocabulary Cards 24 and 33
pound and ounce weights, objects to
weigh, bucket balance
objects to weigh, index cards, bags
Resources
Get ConnecttED
✔ 0206.1.15
Get ConnecttED
Leveled Worksheets
Leveled Worksheets
VVisual
isual Vocabulary Cards
VVisual
isual Vocabulary Cards
Lesson Animations
Lesson Animations
Problem of the Day
Problem of the Day
Self-Check Quiz
Self-Check Quiz
EExtra
t P
Practice
ti ((p. 499)
Game Time
G
Tip the Scale (p. 500)
All digital assets are Interactive
Whiteboard ready.
Suggested Pacing
Multi-Part Lessons
PART
Days
497a Measure Capacity and Weight
(pp. 501–502)
Measure the weight of objects using
ounces and pounds.
Blended Approach
IWB
B
(pp. 497–498)
What does the phrase “tip the scale” mean to
you? See students’ responses. Accept all
reasonable answers.
Focus on Math Background
PART
A
1
A
B
(5 Days)
2
C
D
A
B
2
Assess
C
1
*
*
*
2
Weight and Mass
PART
Notes
C
Choose a Strategy
Title/Objective
(pp. 503–504)
Choose the best strategy to solve a
problem.
GLE 0206.1.2
Standards
Vocabulary
Materials/
Manipulatives
Get ConnecttED
Leveled Worksheets
Resources
✔ 0206.1.15
Blended Approach
P bl SSolving
Problem
l i iin Social
S i l Studies
St di
Traveling Food (p. 505–506)
Chapter Review/Test (pp. 507–508)
Test Practice (pp. 509–510)
497b
Differentiated Instruction
Approaching Level
On Level
AL
Option 1
Use with 2C
OL
Option 1
Use with 2B
Hands-On Activity
Materials: two-color counters
Hands-On Activity
Materials: geometric solids, aluminum foil, unit cubes
• Write the following problem on the board: There were
9 pancakes on a tray. Steve took three pancakes. His sister
Mari took half of the pancakes that were left on the plate.
Finally, Ray took the remaining pancakes except one. How
many pancakes did Ray take? 2
• Students find the volume of a cone and a cylinder.
• Divide the class into small groups. Have students visualize the
actions in the problem. Is there a take-away? a put
together? a comparison?
• Discuss possible ways to solve the problem such as using
counters, drawing a picture, and writing a number sentence.
Ask each group to volunteer a strategy.
• Students wrap a geometric solid in aluminum foil. Making
sure they are careful to keep the shape, have students remove
the solid from the foil.
• Fill the foil shape with unit cubes to find the volume of each
shape. Have students state whether this is an actual answer or
an estimate. They should write a few sentences to explain
their reasoning. Estimate; cubes will not fit exactly into a
curved space.
• Model the different strategies with the students to arrive at a
solution.
Option 2
Use with 2C
Hands-On Activity
• Write the following problem on the board:
Emily walked the dog for her neighbor on Monday, Tuesday, and
Wednesday. She earned $3 each time. How much did she earn in
all? $9
Option 2
Use with 2A
Hands-On Activity
Materials: magazines, safety scissors
• Have each student cut out pictures of four objects that should
be weighed in pounds. Then have them cut out pictures of
four objects that should be weighed in ounces.
• After the pictures are cut out, mix them up.
• Have all students come together in a circle with their pictures
and make a “pound” group and an “ounce” group.
• Have students try to agree on which group each item should
go into. Then discuss their choices as a class.
• Have pairs of students choose at
least two strategies to solve the
problem. Then have them each take
a strategy and solve the problem
using that strategy. Students may
make a chart or write a number
sentence.
• Have students compare their work
and explain their strategy to each
other.
Other Options
Get ConnectED
Other Options
Get ConnectED
Virtual Manipulatives, Lesson Animations
497c Measure Capacity and Weight
Virtual Manipulatives, Lesson Animations
Weight and Mass
Beyond Level
English Language Learners
BL
Option 1
Use with 2B
Hands-On Activity
Materials: a variety of objects, bucket balance, box of medium
paper clips
• Show students a paper clip. Explain that its mass equals one
gram.
• Have students measure the other objects in grams. They
should place as many paper clips on one side of the balance
as is needed to balance the object on the other side.
• Have students try to find two objects that have the same mass
and will balance the scale.
• Explain that 1,000 grams equals one kilogram.
• Then have students make a list of five objects that would best
be measured in kilograms and five objects that would best
be measured in grams. Tell students they cannot list any
objects already used in this activity.
ELL
This strategy helps English Learners learn and use the language
required to discuss weight and mass.
Find Core Vocabulary and Common Use Verbs in the online
EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
AL Beginning
Word Meaning Contrast homonyms weigh/s and way/s.
• Write weigh. Model balancing an imaginary object in your
hands. Say and write, “Weigh.” Repeat for way (walk a path
to the door). Say, “The way to the door is
.”
• Say, “Listen again. Weigh and way sound the same, but they
have different meanings.” Point and say the words. Students
repeat. Repeat, stressing the /s/ for third-person verbs.
Intermediate
Scaffold Contrast homonyms weight/ed and wait/ed.
OL
• Model and write, “The weight of
(a thing) is
(greater
than, less than, equal to) to the weight of
(another
thing). They are weighted equally/unequally.”
• Continue with wait. Write, “How long did you wait in line?”
I waited 5 minutes.” Stress the –ed ending as indicating
past tense.
Option 2
Use with 2A
Hands-On Activity
Materials: Virtual Manipulatives
• Use the bucket balance with the weights to demonstrate
weight to students. You can refer to the weights as anything
from grams, ounces, pounds, or kilograms.
• Demonstrate how different combinations can equal the same
weight.
• When would this be beneficial to know?
Other Options
Get ConnectED
Lesson Animations
• Have students write homonyms weight/ed and wait/ed on
each side of 2 cards. Say other sentences/questions as
students show the correct term.
BL Advanced
Listen and Identify Compare meanings of mass.
• Write and model mass. Say, “This is a math word. What other
meanings are there for mass?”
• Have students brainstorm meanings of mass and use the
meanings to write, ask and answer questions that show
comprehension of the usage. Share sentences with the group.
Extend
Show several products that list weight on the packaging. Have
partners find matching weights. Allow partners to peer scaffold
language so that pairs can explain the differences in container
size to the group.
497d
Multi-Partt
Lesson
2
A
PART
PART
A
B
Multi-Part Lesson
Name
Weight and Mass
C
PART
A
2
B
C
C
Customary Units
of Weight
Get Ready
Main Idea
I will measure the
weight of objects
using ounces and
pounds.
Objective
Measure the weight of objects using ounces and pounds.
You can measure weight in ounces and pounds .
Weight tells us how heavy something is.
A golf ball weighs
about 1 ounce
or 1 oz.
Vocabulary
weight
ounce (oz)
pound (lb)
Vocabulary
weight, ounce (oz), pound (lb)
Resources
A soccer ball
weighs about
1 pound
or 1 lb.
Materials: pound and ounce weights, objects to weigh
Manipulatives: bucket balance
Leveled Worksheets
Get ConnectED
GLE 0206.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
Checks for Understanding ✔ 0206.1.7
1 INTRODUCE
Show students a 1-ounce snack bag of fruit chips. Use a balance
to show that it weighs 1 ounce. Give each group of students 10
items to estimate in ounces. Have them use the balance and
ounce weights to check their predictions.
C
Check
4. Sample answer: 1 soccer ball weighs more,
because 3 golf balls only weigh 3 ounces.
A soccer ball weighs 1 pound.
Circle the better unit to measure the weight of each object.
2.
3.
1.
ounce
pound
ounce
pound
oz
lb
4. E Talk Math Which weighs more, 3 golf balls or
1 soccer ball? Explain.
GLE 0206.1.5 Use mathematical ideas and processes in different settings to formulate
patterns, analyze graphs, set up and solve problems and interpret solutions.
four hundred ninety-seven
497
Activity Choice 2: Writing
Give students a list of animals such as a dog, salamander, cat,
butterfly, and rabbit. Have students choose one of the animals
and write why it would be weighed using either ounces or pounds.
497_498_C12_L02_103028.indd 497
Get Ready
• Provide each group with five different objects. Tell students to
predict whether each object is less than a pound, equal to a
pound, or more than a pound.
• Have students use a bucket balance with a one-pound weight
on one side to check their predictions. Suppose the object
weighs exactly one pound (lb). What will be the position
of the balance? Both sides will be equal or the same.
• If the object weighs more than a pound, what will be the
position of the balance? The side with the object will be
lower than the other side. What will be the position of the
balance if the object weighs less than a pound? The side
with the object will be higher than the other side.
lesson concept.
Check
2 TEACH
3/12/10 10:08 AM
Observe students as you work through the Check Exercises as a
class.
E
• Tell students that an ounce and pound are customary units
for measuring weight. Explain that one pound equals 16
ounces. Show students a 1-pound loaf of bread. This loaf of
bread weighs one pound. How many ounces does it
weigh? 16 ounces
• What are some things you would weigh in pounds?
Sample answers: myself, a bag of apples, my bike
• What are some things you would weigh in ounces?
Sample answers: one apple, a small book, a board eraser
Practice
AL
Find the item. Circle the better estimate.
Item
If
Estimate
Measure
about 1 pound
about 1 ounce
1 pound
1 ounce
about 1 pound
about 1 ounce
1 pound
1 ounce
7.
about 1 pound
about 1 ounce
1 pound
1 ounce
8.
about 1 pound
about 1 ounce
1 pound
1 ounce
about 1 pound
about 1 ounce
1 pound
1 ounce
5.
6.
9.
10. A green sea turtle lays 95 eggs.
ggs.
If all 95 eggs hatch, how much
uch
will the hatchlings weigh in all?
95
498
Then
1
Practice
Fun Facts
F
• A sea turtle cannot retract its limbs, head or neck under its
shell like a land turtle.
Level
Assignment
AL
Approaching Level
Help them measure to check their
answers.
OL
On Level
Complete independently by
measuring.
BL
Beyond Level
Complete exercises without measuring.
4 ASSESS
Math at Home Activity: Collect four items from around the house.
Ask your child to put them in order by weight.
497_498_C12_L02_103028.indd 498
Reteach Worksheet
3 PRACTICE
ounces
four hundred ninety-eight
AL
2 Pound Race Have students use the balance with a 1-pound
weight on one side to find combinations of different items
that equal one pound. Share the data on a class chart.
If you look closely, you might find
nd
a green sea turtle nest on the
beaches of Hawaii. Female adult
lt
green sea turtles weigh about
300 pounds. Each hatchling
weighs about 1 ounce.
students have trouble understanding ounces and
pounds . . .
3/12/10 10:09 AM
What is the difference between an ounce and pound?
Sample answers: 16 ounces equal one pound, ounces are used to
weigh lighter objects.
E
WRITE MATH Have students write about how they used
a bucket balance to weigh objects.
• All eight species of sea turtles are listed as either endangered
or threatened.
!
COMMON ERROR!
Students may have trouble understanding and remembering the
equivalent units of measurement. Have a chart with pictures to
refer to. Be sure to include abbreviations.
using ounces and pounds?
If Yes
AL
AL
W
When
students line up for recess, lunch or
dismissal, name an object and have students tell you if they
would weigh it in ounces or pounds.
AL
If No
OL
BL
Strategic Inter vention Guide (pp. T100-T101)
Enrich Worksheet
498
Extra
Practice
Extra Practice
Name
Review Lessons 1A to 2A
Decide which unit of measure would be better to
use to find the weight. For ounces, color the square
blue. For pounds, color the square yellow.
Objective: Review and assess mastery of previous lesson skills
and concepts.
• Review the weights of ounces and pounds with students.
• Make sure students colored the objects measured in ounces
blue and the objects measured in pounds yellow.
Practice with Technology
1. blue
2.
4. blue
5.
blue
6.
8.
yellow
9.
11.
yellow
12.
yellow
3.
blue
Get ConnectED
Find additional practice with online
activities, games and quizzes.
For extra practice of basic facts the students have learned,
see
Fast Facts Practice.
7.
blue
10. blue
499_C12_EP_103028.indd 499
yellow
yellow
blue
four hundred ninety-nine
499
3/12/10 10:09 AM
Tip the Scale
Weight
You Will Need
15
1 4
5
15
Play with a partner. Take turns.
Put your game pieces on Start.
Roll the number cube and move your
game piece.
If the weight of the object is better
measured in ounces, take 1 base-ten
cube. If the weight of the object is
better measured in pounds, take 1
connecting cube.
Have your partner check your work.
Play until both players reach Finish.
Each player puts their base-ten and
connecting cubes into one side of the
balance scale.
The person that tips the balance
scale down wins!
Tip the Scale
Weight
Materials: game pieces
Manipulatives: number cube, 15 base-ten units, 15 connecting
cubes, bucket balance
Introduce the game to students to play as a class, in small groups,
or at a learning station to review concepts introduced in this
chapter. You may wish to use the available Game Board to play
the game.
Instructions
• Have students play with a partner.
• Put the game pieces on Start.
• One player rolls the number cube and moves the game piece
the appropriate number of spaces.
• The same player takes a base-ten unit if the object he or she
lands on is better measured in ounces or a connecting cube if
the object is better measured in pounds.
• The partner checks to make sure the answer is correct.
• Play continues until both players reach Finish.
• Each player puts his or her base-ten units and connecting
cubes into one side of the bucket balance.
500
five hundred
• The player that tips the balance down wins!
500_C12_GT_103028.indd 500
3/12/10 10:10 AM
Differentiated Practice
Extend the Game
Use these leveled suggestions to differentiate the game for all learners.
• Have students cut out pictures of different objects from
magazines. Tape the pictures on top of the old pictures,
and play the game again.
Level
Assignment
BL
AL
Approaching Level
Have students play the game with the rules
as written.
• Have students estimate how much each object weighs
in ounces or pounds.
OL
On Level
Have students explain why they would use
ounces or pounds as the unit of measure.
• For another game focusing on the same mathematical concept,
see
Game Time.
500
Multi-Partt
Lesson
2
A
PART
B
C
PART
A
B
2
C
M
PART
B
Multi-Part Lesson
Name
Weight and Mass
Get Ready
Main Idea
I will measure the
mass of objects
using grams and
kilograms.
Objective
Measure the mass of objects using grams and kilograms.
Vocabulary
mass
gram (g)
kilogram (kg)
Vocabulary
mass, gram (g), kilogram (kg)
Mass is the amount of material in an object. You can
use grams and kilograms to measure mass.
A paper clip has the mass of 1 gram or 1 g.
A baseball bat has a mass of 1 kilogram or 1 kg.
Resources
Materials: objects to weigh, index cards, bags
C
Check
Leveled Worksheets
Circle the better unit to measure the mass of each object.
2.
3.
1.
Get ConnectED
Checks for Understanding ✔ 0206.1.7
1 INTRODUCE
• Have students work in small groups to find four objects that
weigh about 1 kilogram.
• If the object weighs 1 kilogram, students should place it in
front of a “Kilogram” sign. If it is less than a kilogram, they
should place it in front of a “Less than a Kilogram” sign. If the
object is more than a kilogram, they should place it in front of
a “More than a Kilogram” sign. Discuss each item.
gram
kilogram
gram
kilogram
g
kg
4. E Talk Math Which unit of mass would be best to
measure a strawberry? a gram
GLE 0206.1.5 Use mathematical ideas and processes in different settings to formulate
patterns, analyze graphs, set up and solve problems and interpret solutions.
five hundred one
501
501_502_C12_L02_103028.indd 501
Activity Choice 2: Vocabulary
Display Visual Vocabulary Cards 24 and 33, gram and kilogram, to
students. Read the routine on the back. Ask students to answer
the questions.
2 TEACH
• Show students a base-ten cube or a gram cube and explain
their weights are about 1 gram. Show other examples of items
they can use as a benchmark for grams, such as a paper clip.
• Measure the items in grams that were categorized as weighing
less than a kilogram.
• What is different about the items you weighed in grams
and those weighed in kilograms? Those measured in grams
are smaller and lighter than those measured in kilograms.
Get Ready
3/12/10 10:11 AM
lesson concept.
Check
Observe students as you work through the Check Exercises as a
class.
E
• Explain that gram and kilogram are metric units for measuring
mass. Mass is the amount of matter in an object and is
different than weight. The mass of an object never changes.
• Show students a bag of 8 apples. Say that a bag of 8 apples
is about 1 kilogram. Explain that kilo means “(thousand)”,
so a kilogram means 1,000 grams.
• Would you use grams to measure the weight of light or
heavy objects? light objects
• Would you use kilograms to measure the weight of light
or heavy objects? heavy objects
Practice
AL
Find the item. Circle the better estimate.
Item
5.
6.
7.
8.
If
Estimate
Measure
about 3 grams
about 15 grams
3 grams
15 grams
about 10 grams
about 1 gram
10 grams
1 gram
about 5 kilograms
about 15 kilograms
5 kilograms
15 kilograms
about 35 kilograms
about 10 kilograms
35 kilograms
10 kilograms
students have trouble understanding grams and
kilograms . . .
Then
1
AL
Reteach Worksheet
2 Kilogram Race Have students fill a bag with items they
estimate to equal 1 kilogram. Have students try combinations
of items such as books, boxes of crayons, and binders.
Discuss the estimates.
3 PRACTICE
Practice
9.
about 1000 grams
about 100 grams
1000 grams
100 grams
The side of the scale with the
1-kilogram weight will drop because
10. Explaining Math If you have a 1-kilogram
weight on one side of a balance scale and a
5-gram weight on the other side, what will
happen to the scale? Explain why.
Level
Assignment
AL
Approaching Level
Help them measure to check their
answers.
OL
On Level
Complete independently by
measuring.
BL
Beyond Level
Complete exercises without measuring.
1 kilogram is heavier than 5 grams.
502
five hundred two
4 ASSESS
Math at Home Activity: While at the grocery store, ask your child to
find items that show mass in kilograms and/or grams.
501_502_C12_L02_103028.indd 502
!
COMMON ERROR!
Students often confuse mass and weight. Mass is the amount
of matter in an object, which is different from the unit of
measurement, weight. Remember that weight is how heavy
an object is.
3/12/10 10:11 AM
What is the difference between a gram and kilogram?
Sample answer: 1 kilogram equals 1,000 grams.
E
WRITE MATH Have students write about how they would
use a balance to measure the weight of objects in grams and
kilograms.
grams and kilograms?
If Yes
AL
If No
OL
Enrich Worksheet
BL
OL
BL
(p. 497c)
(p. 497d)
502
Multi-Partt
Lesson
2
A
PART
PART
X
C
Multi-Part Lesson
Volume
B
PART
A
B
2
C
Name
C
Problem-Solving
Investigation
I use 16 ounces of
flour for each batch of
cookies that I make.
Main Idea
Objective
I will choose
a strategy
to solve a
problem.
Choose the best strategy to solve problems.
Your Mission:
Find how many ounces of flour
are in 3 batches of cookies.
Leveled Worksheets
Get ConnectED
What do I know? Underline what you know.
What do I need to find? Circle it.
GLE 0206.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and
reasonableness of the solution.
How will I solve the problem?
One way is to write a number sentence.
Activity Choice 1: Review
Tell students that they can choose from these strategies to solve
problems: logical reasoning; make a table; write a number
sentence. Write and read aloud the following:
Four boxes were delivered to Sam’s house. Each box weighed
3 pounds. How much did the boxes weigh altogether?
12 pounds
• How did you solve the problem? Sample answer: I wrote
a number sentence to show 3 + 3 + 3 + 3 = 12.
2 TEACH
Understand
Using the questions, review what students
know and what they need to find.
Plan
Guide students to write a number sentence to solve the
problem. Ask: Will you write an addition sentence or a
subtraction sentence to find how many ounces of flour are in
3 batches of cookies? addition sentence Have them discuss
their strategy.
Solve
Ask students:
• How many batches of cookies is he making? 3
• How many ounces of flour does he need for 1 batch of
cookies? 16 ounces
• Find how many ounces of flour are in 3 batches of
cookies. 48 ounces
Check
Have students look back at the problem to make sure
that they have written the number sentence correctly.
• Remind students to label their answers.
1 INTRODUCE
Write a number sentence.
16 + 16 + 16 = 48
There are
48
ounces of flour in 3 batches of cookies.
Look back.
Is my answer reasonable? See students’ explanations.
GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to
problem solving, including estimation, and reasonableness of the solution.
503_504_C12_PSI_103028.indd 503
five hundred three
503
3/12/10 10:12 AM
AL
• Write a number sentence
• Make a table
• Draw a picture
If
Choose a strategy. Solve.
Then
1. Kendra puts 3 toy cars in a row.
The black car is behind the red car.
The red car is behind the white car.
Which color car is in front?
1
white
car
Reteach Worksheet
3 PRACTICE
Mixed Problem Solving
81¢
Exercises 1–4 Be sure that students can read and understand
the problems. Have them apply the same steps they used in the
problem on the previous page.
3. For the school carnival, the principal bought
73 gallons of water and 59 gallons of juice.
How many gallons did he buy in all?
4. Pearl gives out 3 packs of markers to each group.
There are 5 groups in the class. How many
packs of markers does Pearl give out?
15 packs
Groups
1
2
3
4
5
Packs of
Markers
3
6
9
12
15
132 gallons
To assess partial mastery of GLE 0206.1.5,
see your Tennessee Assessment Book.
2 Show a Model Think aloud as you model choosing a
strategy for a particular problem. Explain your reasoning as
you set up the problem on the board.
2. Corey has 43¢ in his piggy bank. His brother has
38¢. If they put their money together, how much
will they have?
504
AL
students having trouble choosing a strategy . . .
4 ASSESS
Write the following problem on the board:
There are 15 children riding in a school bus. The bus stops
and picks up 6 more. How many children are riding in the
school bus?
• What strategy would you choose to solve the
problem? Sample answer: write a number sentence
Math at Home Activity: Take advantage of problem-solving
opportunities during daily routines such as riding in the car, bedtime,
doing laundry, putting away groceries, planning schedules, and so on.
• Use your strategy to solve the problem. See students’ work.
E
503_504_C12_PSI_103028.indd 504
!
COMMON ERROR!
3/12/10 10:12 AM
WRITE MATH Have students write about how they would
use a balance to measure the weight of objects in grams
and kilograms.
Students may not understand what the problem is asking. Have
them break down the information given to be able to choose the
best strategy for solving.
A students line up for recess, lunch or
As
dismissal, call out a combination of coins and have students
say the total.
choosing a strategy?
If Yes
Multi-Part Lesson 3 What are some things you learned
about measuring capacity or weight of an object in this multipart lesson? They are measured using standard units like
ounces, pounds, cups, pints and quarts.
AL
AL
If No
BL
OL
BL
Enrich Worksheet
(p. 497c)
(p. 497d)
504
3/12/10 10:13 AM
505_506_C12_CC_103028.indd 506
Farmers grow some vegetables
from seeds. Then the
vegetables are picked.
They
truc
sent
are
Use data to solve problems in social studies.
✔ 0206.1.15 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
B
3/12/10 10:13 AM
Objective
A
Som
the
Copyright
Copyright ©
© Macmillan/McGraw-Hill,
Macmillan/McGraw-Hill, aa division
division of
of The
The McGraw-Hill
McGraw-Hill Companies,
Companies, Inc.
Inc.
This book belongs to
505_506_C12_CC_103028.indd 505
Do you know what happens before
fruits and vegetables are ready
to eat?
Activate Prior Knowledge
Before you turn your students’ attention to the pages, have them share
what they know about vegetables and where they grow.
• What are examples of vegetables you eat? Sample answers:
carrots, potatoes, celery, lettuce
• Where have you seen vegetables? Sample answers: in the grocery
store, on farms
• Why is it important to eat vegetables each day? They are good
for you. Vegetables contain important vitamins that your body needs
to stay healthy.
les
They are loaded onto big
trucks. Some vegetables are
sent to be canned, and some
are sent to be frozen.
Look at the picture below. Would you
measure the amount of tomatoes in
ounces or pounds?
pounds
At a factory, tomatoes are turned
into tomato juice. The juice is sold at
stores. Would tomato juice be sold
by cups or by gallons?
gallons
D
C
Fun Facts
F
• In the United States, more tomatoes are consumed than any
other single vegetable or fruit.
• Almost all of the broccoli sold in the United States is
produced in California.
• Florida is the #1 producer of fresh market tomatoes.
• According to the USDA, the average American eats beween
126–140 pounds of potatoes each year. This includes over 50
pounds of french fries! The state of New York consumes more
potatoes than any other state, followed by Ohio.
FOLD DOWN
Some vegetables are sent to
the grocery store.
Use the Student Pages
Have students work individually or in pairs to solve the word problem
on page D.
Page B Discuss with students how the vegetables have changed since
they were planted as seeds. Explain that they needed water, sun, and
a place to grow.
Page D Help students determine what a reasonable estimate would be.
Encourage them to come up with different scenarios and which form of
measurement would be appropriate.
E
WRITE MATH Have students write about what happens to
vegetables before they are sent to the grocery store.
ELL
Extend Vocabulary: Consumed Students may need direct
instruction on how consumed can be used (consumed in a fire,
consume food, etc.) and that it has the same meaning as eaten.
Extend the Activity
BL
Bring in information on vegetables grown in your area, including
pictures.
506
Chapter Review/Test
Chapter
Review/Test
Name
Vocabulary
The
Use the words below to complete the sentences.
BIG Idea
pounds
As a class, revisit this chapter’s Big Idea.
capacity
weight
1. When I measure using cups and pints, I am
How will I measure the capacity, weight, and mass of objects?
Sample answer: I will use standard and nonstandard units of
measurement for solids and liquids to determine the weight mass
or capacity of various objects.
measuring
capacity
.
2. Weight can be measured in ounces and
3.
Weight
pounds
.
tells us how heavy something is.
Dinah Zike’s Foldables®
Use the lesson suggestion to incorporate the Foldable during
the chapter. Students can then use their Foldable to review for
the test.
Concepts
• Visual Vocabulary Cards (24, 33, 34, 43, 49, 73)
• eGlossary
•
Reflecting on the Chapter
Chapter Test
Get ConnectED
Find alternative summative assessment
Review chapter vocabulary using one of the following options.
5.
4.
Lessons 2A and 2B Guide students to record what they have
learned about customary units of weight and metric units of mass.
Vocabulary Review
cup
pint
quart
cup
gallon
pint
quart
gallon
Circle the better unit to measure each metric capacity.
7.
6.
options.
milliliter
liter
milliliter
liter
five hundred seven
507_508_C12_CR_103028.indd 507
Chapter Project
Favorite Recipes Have students discuss the results of their completed
chapter project as a class.
507
3/12/10 10:14 AM
Circle the better unit to measure the weight of each object.
8.
9.
ounce
pound
Summative Assessment
ounce
Use these alternate leveled chapter tests to differentiate
assessment for the specific needs of your students.
pound
Circle the better unit to measure the mass of each object.
10.
Level
11.
gram
kilogram
gram
12.
kilogram
kilogram
gram
kilogram
Form
AL
Multiple Choice
1A
AL
Multiple Choice
1B
OL
Multiple Choice/Free
Response
2A
OL
Multiple Choice/Free
Response
2B
BL
Free Response
3A
BL
Free Response
3B
13.
gram
Chapter Tests
Type
Additional Chapter Resource Masters
84
pounds
15. Dee thinks her backpack is heavy. She thinks it
is at least 5 ounces. Is ounce the correct
unit of measure? Which unit should she use?
14. There are two dogs at the park. Max weighs
two pounds more than Barkley. Barkley weighs
eighty-two pounds. How much does Max weigh?
OL
Vocabulary Test
OL
Oral Assessment
OL
Listening Assessment
AL
= approaching grade level
OL
= on grade level
BL
= beyond grade level
No; she should use pounds.
508
five hundred eight
Customize and create multiple versions of
your Chapter Test and their test answer keys.
507_508_C12_CR_103028.indd 508
3/12/10 10:14 AM
Data-Driven Decision Making
Based on the results of the Chapter Test, use the following to review concepts that continue to
present students with problems.
Exercises
Tennessee
Standards
1–3
4–7
GLE 0206.1.5
What’s the Math?
Error Analysis
Understand vocabulary used in
measurement.
Does not understand math vocabulary.
Choose the better unit to measure
capacity.
Confuses customary and metric units of
capacity.
8–13
GLE 0206.1.5
Choose the better unit to measure
weight and mass.
Does not understand ounces, pounds, grams,
or kilograms.
14, 15
GLE 0206.1.2
Solve problems involving weight.
Does not understand ounces and pounds.
Resources for Review
Chapter Resource Masters
Get ConnectED
Lesson Animations • Self-Check
Quiz
508
Test Practice
Test
Practice
Name
Listen as your teacher reads each problem.
Choose the correct answer.
1 INTRODUCE
A. A vet made this note about
a dog.
Spot: 18 pounds, 4 ounces
Which of the following was
the vet recording?
For the Teacher
• Review units of weight, capacity, mass, and volume before
the test.
• Remind students not to work ahead of the problem you are
reading.
For the Student
• Look over the entire test before beginning.
Spot’s weight
Spot’s height
Spot’s age
Spot’s capacity
1. What number goes in the
box to make this number
sentence true?
• If you have extra time, check each problem to make sure your
answer makes sense.
4+5=
2 TEACH
3
Before beginning the practice test, give students an opportunity to
solve the Additional Example.
p
What unit would you use to measure the weight
of a box of 64 crayons?
○
gallons
○
liters
○
milliliters
B. Look at the cube. Exactly
how many faces does the
cube have?
pounds
4
8
6
2. Which unit could you use to
measure the weight of a
stapler?
4
2
3. What is the capacity of this
spoon?
+4
5
6
1 liter
1 gallon
1 cup
1 milliliter
4. Martin wants to find the
capacity of a fish tank.
Which unit should Martin
use to find the capacity?
milliliter
ounce
gram
hour
cup
gallon
gallon
pint
IWB INTERACTIVE WHITEBOARD READY
five hundred nine
509
3 ASSESS
509_510_C12_TP_103028.indd 509
3/12/10 10:15 AM
• Use Student Edition as practice and cumulative review. The
questions are written in the same style as many standardized
tests.
• You can use these two pages to benchmark student progress,
or as an alternative homework assignment.
Additional Practice
•
Standardized Test Practice
•
Get ConnectED
•
Find additional test practice.
Create practice worksheets or tests that align
to your state’s standards.
5. Which number goes in
the box?
30 <
14
8. Estimate the mass of a
paper clip.
< 60
22
42
71
6. Look at the items below.
Which item has the largest
capacity?
1 gram
50 grams
1 kilogram
5 kilograms
Test Directions for Teachers
Read the following directions to students before they begin the
test. Then read each question followed by a pause to allow
students time to work on the problem and choose an answer.
The first two test items can be worked as class examples.
9. Alice wants to know the length
of her pencil. What is the
length of the pencil to the
nearest inch?
• Write your name at the top of the page.
• I am going to read each question to you. Listen carefully to
the entire question before you choose an answer.
Multiple Choice
5
10. Zach has 63 baseball cards.
Robby has 20 baseball cards.
How many baseball cards do
they have altogether?
Zach
Robby
milliliters
liters
pounds
gallons
83
510
five hundred ten
63
20
1. What number goes in the box to make this number
sentence true?
2. Which unit could you use to measure the weight of
a stapler?
3. What is the capacity of this spoon?
4. Martin wants to find the capacity of a fish tank. Which unit
should Martin use to find the capacity?
7. Which unit would you use
to measure the weight of a
soccer ball?
A. A vet made this note about a dog. Spot: 18 pounds, 4 ounces.
Which of the following was the vet recording?
B. Look at the cube. Exactly how many faces does the
cube have?
inches
• Turn the page over.
5. Which number goes in the box?
6. Look at the items below. Which item has the largest capacity?
7. Which unit would you use to measure the weight of a
soccer ball?
8. Estimate the mass of a paper clip.
baseball cards
509_510_C12_TP_103028.indd 510
3/12/10 10:15 AM
If You Missed
Question...
Go to
Lesson...
For Help With...
A
2A
GLE0206.1.5
B
10-2B
GLE0206.4.1
1
1-3B
GLE0206.3.3
2
2A
GLE0206.1.5
3
1C
[optional]
4
1B
[optional]
5
9-3D
GLE0206.2.1
6
1B
[optional]
7
2A
GLE0206.1.5
8
2B
GLE0206.1.5
9
11-2B
GLE0206.4.2
10
3-2E
GLE0206.2.3
Short Response
9. Alice wants to know the length of her pencil. What is the
length of the pencil to the nearest inch?
10. Zach has 63 baseball cards. Robby has 20 baseball cards.
How many baseball cards do they have altogether?
510
Photo Credits:
Unless otherwise credited, all currency courtesy of the US Mint.
481E (l to r, t to b)Burke/Triolo Productions/Brand X Pictures/Getty Images, Ken Karp/The McGraw-Hill Companies,
Ingram Publishing/Superstock, G.K. Vikki Hart/Photodisc/Getty Images, Brand X Pictures/PunchStock, Mark Steinmetz,
Mark Steinmetz, Mark Steinmetz; 481F (t)Ed-Imaging, (c)Digital Stock/CORBIS, (b)Richard Hutchings/Digital Light Source
Inc.; 485C (l)Mark Steinmetz, (r)Digital Stock/CORBIS; 485D (t)D. Hurst/Alamy Images, (b)Image Source/PunchStock;
497C G.K. Vikki Hart/Photodisc/Getty Images; 497D Mark Steinmetz.
Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to
reproduce the Chapter Resource Masters material on pages 1–61 on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without
charge; and be used solely in conjunction with Tennessee Math Connects. Any other reproduction,
for use or sale, is prohibited without prior written permission of the publisher. No additional parts
of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc.,
including, but not limited to, network storage or transmission, or broadcast for distance learning.
Send all inquiries to:
Macmillan/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-02-103075-0 (Teacher Edition)
MHID: 0-02-103075-8 (Teacher Edition)
ISBN: 978-0-02-103028-6 (Student Edition)
MHID: 0-02-103028-6 (Student Edition)
Tennessee Math Connects, Grade 2
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 RJE 19 18 17 16 15 14 13 12 11 10

Measure Capacity and Weight - Macmillan/McGraw-Hill

Transcription

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