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4-6 Metric Measurements Warm Up Warm Up Lesson Presentation Lesson Presentation Problem of the Day Problem of the Day Lesson Quizzes Lesson Quizzes

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4-6 Metric Measurements Warm Up Find each value. 1. 10 2 2. 10 4 3. 100 2 4. 100 3 10010,000 1,000,000

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4-6 Metric Measurements Problem of the Day Which is larger, 100 3 or 100 4 ? How do you know? 100 4 is larger; the power of 100 is greater.

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4-6 Metric Measurements Prep for MA.7.G.4.4 Compare, contrast, and convert units of measure between different measurement systems (US customary or metric (SI))… Rev. MA.5.G.5.2 Sunshine State Standards

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4-6 Metric Measurements

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4-6 Metric Measurements Choose the most appropriate metric unit for each measurement. Justify your answer. A. The amount of water a runner drinks each day Meters—The length of a boat is similar to the length of several doorways. Liters—The amount of water a runner drinks each day is similar to the amount of water in a large water bottle. Kilograms—The mass of a car is similar to the mass of several hundred textbooks. Additional Example 1: Choosing the Appropriate Metric Unit C. The mass of a car B. The length of a boat

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4-6 Metric Measurements Choose the most appropriate metric unit for each measurement. Justify your answer. A. The amount of liquid in 10 teardrops B. The mass of a pencil eraser C. The length of 15 soccer fields Check It Out: Example 1 Grams—The mass of a pencil eraser is similar to the mass of a few paperclips. Milliliters—The amount of liquid in 10 teardrops is similar to the amount of liquid in several eyedroppers. Kilometers—The length of 15 soccer fields is similar to the length of 10 football fields.

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4-6 Metric Measurements Prefixes: Milli- means “thousandth” Centi- means “hundredth” Kilo- means “thousand” Reading Math

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4-6 Metric Measurements To convert metric units, multiply or divide by a power of 10. Multiply to convert to a smaller unit and divide to convert to a larger unit.

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4-6 Metric Measurements Move the decimal point 2 places left: 530. Convert the measure. 530 cL to liters 530 cL = (530 ÷ 100) L 100 cL = 1L, so divide by 100. = 5.3 L Additional Example 2A: Converting Metric Units

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4-6 Metric Measurements Additional Example 2B: Converting Metric Units 1,070 g = (1070 1000) mg 1 g = 1000 mg, so multiply by 1000. = 1,070,000 mg Move the decimal point 3 places right: 1,070,000. Convert the measure. 1,070 g to milligrams

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4-6 Metric Measurements Check It Out: Example 2A 980 dm = (980 ÷ 10) m 10 dm = 1m, so divide by 10. = 98 m Move the decimal point 1 place left: 980. Convert the measure. 980 dm to meters

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4-6 Metric Measurements Check It Out: Example 2B 580 g = (580 100) cg 1 g = 100 cg, so multiply by 100. = 58,000 cg Move the decimal point 2 places right: 58,000. Convert the measure. 580 g to centigrams

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4-6 Metric Measurements Additional Example 3: Using Unit Conversion t to Make Comparisons Elizabeth purchases one pumpkin that weighs 3 kg and another that weighs 2,150 g. Which pumpkin weighs more? Use estimation to explain why your answer makes sense. You can convert the mass of Elizabeth’s pumpkin to grams. 1 kg = 1000 g, so multiply by 1,000. 3 kg = (3 1,000) g Move the decimal point 3 places right: 3.000. = 3,000 g 2,150 g is about 2 kg. Since 2 kg < 3 kg, Elizabeth’s 3 kg pumpkin weighs more.

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4-6 Metric Measurements Check It Out: Additional Example 3 Tyesha purchases a bag of potatoes that weighs 2.5 kg and another bag that weighs 3,850 g. Which bag weighs more? Use estimation to explain why your answer makes sense. You can convert the mass of Tyesha’s bag to grams. 1 kg = 1000 g, so multiply by 1,000. 2.5 kg = (2.5 x 1,000) g Move the decimal point 3 places right: 2.500. = 2,500 g 3,850 g is about 4 kg. Since 4 kg > 2.5 kg, Tyesha’s 3,850 g bag weighs more.

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4-6 Metric Measurements Standard Lesson Quiz Lesson Quizzes Lesson Quiz for Student Response Systems

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4-6 Metric Measurements Lesson Quiz Convert each measure. 1. 1,270 g to kilograms 2.890 cm to millimeters 3. 750 mL to liters 4. 122 km to meters 5. 800 mg to grams 1.27 kg 8,900 mm 0.75 L 122,000 m 0.8 g 6. Rosa walks 1.5 km to the library. Meghan walks 2,200 m to the library. Who walks farther? Use estimation to explain why your answer makes sense. Meghan; 0.7 km

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4-6 Metric Measurements 1. Which of the following represents 1,320 g in kilograms? A. 1.32 kg B. 132 kg C. 13.2 kg D. 1,320 kg Lesson Quiz for Student Response Systems

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4-6 Metric Measurements 2. Which of the following represents 920 cm in millimeters? A. 9.2 mm B. 920 mm C. 92 mm D. 9,200 mm Lesson Quiz for Student Response Systems

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4-6 Metric Measurements 3. Which of the following represents 620 mL in liters? A. 0.62 L B. 620 L C. 6.2 L D. 6,200 L Lesson Quiz for Student Response Systems

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4-6 Metric Measurements 4. Which of the following represents 523 mg in grams? A. 5,230 g B. 52.3 g C. 5.23 g D. 0.523 g Lesson Quiz for Student Response Systems

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4-6 Metric Measurements 5. Robert drives 1.7 km to his office. James drives 2,800 m to his office. Who drives farther? Use estimation to explain why your answer makes sense. A. Robert drives farther. 2,800 m is 0.28 km. 1.7 km > 0.28 km, so the answer makes sense. B. James drives farther. 2,800 m is 2.8 km. 2.8 km > 1.7 km, so the answer makes sense. C. James drives farther. 2,800 m is 0.28 km. 1.7 km > 0.28 km, so the answer makes sense. D. Robert drives farther. 2,800 m is 2.8 km. 2.8 km > 1.7 km, so the answer makes sense. Lesson Quiz for Student Response Systems

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