1. Splash Screen Chapter 9 Measurement: Metric System Click the mouse or press the space bar to continue. Chapter 9 Measurement: Metric System Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 9-1Lesson 9-1Metric Units of Length Lesson 9-2Lesson 9-2Problem-Solving Strategy: Guess and Check Lesson 9-3Lesson 9-3Metric Units of Capacity Lesson 9-4Lesson 9-4Problem-Solving Investigation: Choose a Strategy Lesson 9-5Lesson 9-5Metric Units of Mass Lesson 9-6Lesson 9-6Metric Unit Conversions 9 9 Measurement: Metric System

3. Lesson 1 Menu Five-Minute Check (over Chapter 8) Main Idea and Vocabulary California Standards Example 1: Choose Metric Units Example 2: Choose Metric Units Example 3: Estimate Length 9-1 Metric Units of Length Millimeter and Centimeter

4. 9-1 Metric Units of Length Lesson 1 MI/Vocab I will learn to choose the appropriate tools and units to estimate and measure metric units of length. centimeter (cm) millimeter (mm) meter (m) kilometer (km)

5. 9-1 Metric Units of Length Lesson 1 Standard 1 Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

6. You need to determine whether to use millimeter, centimeter, meter, or kilometer. A millimeter and centimeter are too short. A kilometer is too long to measure the length of a basketball court. Lesson 1 Ex1 What unit should be used to measure the length of a basketball court? 9-1 Metric Units of Length Answer: Use a meter.

7. A.centimeter B.meter C.kilometer Lesson 1 CYP1 9-1 Metric Units of Length What unit should be used to measure the length of a city highway?

8. Lesson 1 Ex2 9-1 Metric Units of Length You need to determine whether to use millimeter, centimeter, meter, or kilometer. A meter and kilometer are too long. A millimeter is too short to measure the length of a sneaker. Linda is measuring the length of her sneaker. Choose the unit that should be used to find how long it is. Answer: Use a centimeter.

9. A.centimeter B.meter C.kilometer Lesson 1 CYP2 9-1 Metric Units of Length If you were to measure the size of your own hand, what unit should be used?

10. Lesson 1 Ex3 9-1 Metric Units of Length Think about a meter and a kilometer. A kilometer is about the length of six city blocks. A meter is about the width of a door. Kelsey rode his bike for over 4 hours. Choose the best estimate for the distance traveled, 10 kilometers or 10 meters. Answer: So, 10 kilometers is the best estimate.

11. A.300 centimeters B.300 kilometers C.300 meters Lesson 1 CYP3 9-1 Metric Units of Length Your family went on a long road-trip. Choose the best estimate for the distance traveled.

12. End of Lesson 1

13. Lesson 2 Menu Five-Minute Check (over Lesson 9-1) Main Idea California Standards Example 1: Problem-Solving Strategy 9-2 Problem-Solving Strategy: Guess and Check

14. 9-2 Problem-Solving Strategy: Guess and Check Lesson 2 MI/Vocab I will use the guess and check strategy to solve problems.

15. 9-2 Problem-Solving Strategy: Guess and Check Lesson 2 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

16. 9-2 Problem-Solving Strategy: Guess and Check Lesson 2 Standard 2 Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

17. Lesson 2 Ex1 Octavia is making 3 candles. The blue candle is 5 centimeters taller than the red and green candles. The total height of the candles is 29 centimeters. How tall is each candle? 9-2 Problem-Solving Strategy: Guess and Check

18. Lesson 2 Ex1 Understand What facts do you know? The total height of the candles is 29 centimeters. The red and green candles are the same height. The blue candle is 5 centimeters taller than the other two. What do you need to find? The height of each candle. 9-2 Problem-Solving Strategy: Guess and Check

19. Lesson 2 Ex1 Plan You can us the guess and check strategy. Guess different combinations of numbers and check to see if they fit the facts in the problem. 9-2 Problem-Solving Strategy: Guess and Check

20. Lesson 2 Ex1 Solve The red and green candles are the same height. The blue one is 5 centimeters taller than the others. The total is 29. 9-2 Problem-Solving Strategy: Guess and Check 10 9 8 9 8 15 14 13 35 32 29 no yes

21. Lesson 2 Ex1 Solve 9-2 Problem-Solving Strategy: Guess and Check Answer: So, the green and the red candles are 8 centimeters each and the blue candle is 13 centimeters.

22. Lesson 2 Ex1 Check Look back at the problem. So, the answer is correct. 9-2 Problem-Solving Strategy: Guess and Check 8 + 8 + 13 = 29 and 13 is 5 more 8.

23. End of Lesson 2

24. Lesson 3 Menu Five-Minute Check (over Lesson 9-2) Main Idea and Vocabulary California Standards Example 1: Choose Metric Units Example 2: Estimate Capacity Example 3: Compare Capacity 9-3 Metric Units of Capacity

25. 9-3 Metric Units of Capacity Lesson 3 MI/Vocab I will learn to choose the appropriate tools and units to estimate and measure metric units of capacity. liter (L) milliliter (mL)

26. 9-3 Metric Units of Capacity Lesson 3 Standard 1 Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

27. Lesson 3 Ex1 9-3 Metric Units of Capacity A liter is too large. An eyedropper would hold small amounts of liquid. William is putting drops in his eyes. What unit should he use to measure the amount of drops? Answer: William should measure the amount in milliliters.

28. A.liter B.milliliter Lesson 3 CYP1 9-3 Metric Units of Capacity Tom is filling his new fish tank with water. What unit should he use to measure the amount of water needed?

29. Lesson 3 Ex2 9-3 Metric Units of Capacity 7 mL is a small amount. It is not reasonable. Since 7 L is a larger amount of limeade, 7 L is reasonable. Roni is bringing limeade to the party. Choose the best estimate for the amount of limeade Roni will bring to the party, 7 milliliters or 7 liters. Answer: Roni will bring 7 L of limeade to the party.

30. A.20 milliliters B.20 liters Lesson 3 CYP2 9-3 Metric Units of Capacity Nick found a bottle cap full of rain water. Choose the best estimate for the amount of rain water captured in the bottle cap.

31. Lesson 3 Ex3 9-3 Metric Units of Capacity 1 milliliter < 1 liter Compare 450 mL and 3 L. Use >, <, or =. Answer: So, 450 mL < 3 L. 450 mL 3 L Even though there are 450 milliliters, 3 liters of water is greater.

32. Lesson 3 CYP3 9-3 Metric Units of Capacity A.> B.< C.= Compare 8,000 mL and 8 L. Use >, <, or =. 8,000 mL 8 L

33. End of Lesson 3

34. Lesson 4 Menu Five-Minute Check (over Lesson 9-3) Main Idea California Standards Example 1: Problem-Solving Investigation 9-4 Problem-Solving Investigation: Choose a Strategy

35. 9-4 Problem-Solving Investigation: Choose a Strategy Lesson 4 MI/Vocab I will choose the best strategy to solve a problem.

36. 9-4 Problem-Solving Investigation: Choose a Strategy Lesson 4 Standard 1 Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables diagrams, and models, to explain mathematical reasoning. Standard 3NS2.8 Solve problems that require two or more of the skills mentioned above.

37. Lesson 4 Ex1 CHARLIE: Ria, Marcela, and I were playing basketball. I made 3 more baskets than Marcela. Ria made 7 baskets. Marcela made one less basket than Ria. YOUR MISSION: Find how many baskets were made in all. 9-4 Problem-Solving Investigation: Choose a Strategy

38. Lesson 4 Ex1 Understand What facts do you know? You know Charlie made 3 baskets more than Marcela. Marcela made 1 less than Ria, who made 7. What do you need to find? Find how many baskets they made in all. 9-4 Problem-Solving Investigation: Choose a Strategy

39. Lesson 4 Ex1 Plan Organize the data into a table. Then solve. 9-4 Problem-Solving Investigation: Choose a Strategy

40. Lesson 4 Ex1 Solve The table shows the facts in the problem. 9-4 Problem-Solving Investigation: Choose a Strategy 7 + 6 + 9 = 22 Answer: So, the students made 22 baskets altogether.

41. Lesson 4 Ex1 Check Look back at the problem. Draw a picture. 9-4 Problem-Solving Investigation: Choose a Strategy So, the answer is correct.

42. End of Lesson 4

43. Lesson 5 Menu Five-Minute Check (over Lesson 9-4) Main Idea and Vocabulary California Standards Example 1: Choose Units of Mass Example 2: Estimate Mass Example 3: Compare Mass 9-5 Metric Units of Mass

44. 9-5 Metric Units of Mass Lesson 5 MI/Vocab I will learn to choose the appropriate tools and units to estimate and measure metric units of mass. mass gram (g) kilogram (kg)

45. 9-5 Metric Units of Mass Lesson 5 Standard 1 Standard 3MG1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

46. Lesson 5 Ex1 9-5 Metric Units of Mass Abby has a box of crayons. What unit would you use to measure its mass? Answer: Crayons are small and it would be more reasonable to measure their mass with grams.

47. A.gram B.kilogram Lesson 5 CYP1 9-5 Metric Units of Mass Lisa has a pack of markers. What unit would you use to measure its mass?

48. Lesson 5 Ex2 9-5 Metric Units of Mass Choose the best estimate for the mass of a bowling ball, 5 grams or 5 kilograms. Think about a gram and a kilogram. Since a bowling ball does not have the same mass as 5 paper clips, we can see that the estimate should be 5 kilograms. Answer: So, the best estimate is 5 kilograms.

49. A.2,000 grams B.2,000 kilograms Lesson 5 CYP2 9-5 Metric Units of Mass Choose the best estimate for the mass of a car.

50. Lesson 5 Ex3 9-5 Metric Units of Mass Compare 300 g and 2 kg. Use >, <, or =. Answer: So, 300 g < 2 kg. 300 g 2 kg 300 paper clips have a mass smaller than 2 baseball bats.

51. A.> B.< C.= Lesson 5 CYP3 9-5 Metric Units of Mass Compare 30 g and 3 kg. Use >, <, or =. 30 g 3 kg

52. End of Lesson 5

53. Lesson 6 Menu Five-Minute Check (over Lesson 9-5) Main Idea California Standards Key Concept: Metric Unit Conversions Key Concept: Convert Example 1: Convert Metric Units Example 2: Real-World Example Example 3: Real-World Example 9-6 Metric Unit Conversions

54. 9-6 Metric Unit Conversions Lesson 6 MI/Vocab I will learn to convert metric units.

55. 9-6 Metric Unit Conversions Lesson 6 Standard 1 Standard 3AF1.4 Express simple unit conversions in symbolic form. Standard 3MG1.4 Carry out simple unit conversions within a system of measurement.

56. Lesson 6 Key Concept 1 9-6 Metric Unit Conversions

57. Lesson 6 Key Concept 2 9-6 Metric Unit Conversions

58. Lesson 6 Ex1 How many centimeters are in 4 meters? Use patterns to help you. You know that there are 100 centimeters in 1 meter. 9-6 Metric Unit Conversions Answer: So, there are 400 centimeters in 4 meters.

59. Lesson 6 CYP1 9-6 Metric Unit Conversions How many meters are in 4 kilometers? A.4 m B.400 m C.4,000 m D.40,000 m

60. Lesson 6 Ex2 Margaret’s dog weighs 5 kilograms. How many grams is that? 9-6 Metric Unit Conversions One Way: Use a Table 5 kilograms = grams Convert to a smaller unit. The table shows that 5 kilograms = 5,000 grams.

61. Lesson 6 Ex2 9-6 Metric Unit Conversions Another Way: Multiply 1 kilogram = 1,000 grams Answer: So, 5 kilograms × 1,000 = 5,000 grams.

62. A.800 g B.80 g C.8 g D.8,000 g Lesson 6 CYP2 9-6 Metric Unit Conversions If a person weighs 8 kilograms, how many grams is that?

63. Lesson 6 Ex3 9-6 Metric Unit Conversions Wanda bought 600 centimeters of drapery cord. How many meters is that? One Way: Use a Table 600 centimeters = meters Convert to a smaller unit. The table shows that 600 centimeters = 6 meters.

64. Lesson 6 Ex3 9-6 Metric Unit Conversions Another Way: Divide 100 centimeters = 1 meter Answer: So, 600 centimeters ÷ 100 = 6 meters.

65. A.100 cm B.1,000 cm C.10 cm D.10,000 cm Lesson 6 CYP3 9-6 Metric Unit Conversions Kelly walked 10 meters from her car to the mailbox. How many centimeters is that?

66. End of Lesson 6

67. 9 9 Measurement: Metric System 9 9 CR Menu Five-Minute Checks Math Tool Chest Image Bank Millimeter and Centimeter Metric Units of Mass

68. 9 9 Measurement: Metric System IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

69. 9 9 Measurement: Metric System IB 1

70. 9 9 Measurement: Metric System IB 2

71. 9 9 Measurement: Metric System IB 3

72. 9 9 Measurement: Metric System IB 4

73. 9 9 Measurement: Metric System 9 9 5Min Menu Lesson 9-1Lesson 9-1(over Chapter 8) Lesson 9-2Lesson 9-2(over Lesson 9-1) Lesson 9-3Lesson 9-3(over Lesson 9-2) Lesson 9-4Lesson 9-4(over Lesson 9-3) Lesson 9-5Lesson 9-5(over Lesson 9-4) Lesson 9-6Lesson 9-6(over Lesson 9-5)

74. 9 9 Measurement: Metric System 5Min 1-1 (over Chapter 8) A.120 B.24 C.12 D.240 Convert. 4 hours = __ minutes

75. 9 9 Measurement: Metric System 5Min 1-2 (over Chapter 8) A.2 B.4 C.8 D.16 Convert. 60 minutes = __ half hours

76. 9 9 Measurement: Metric System 5Min 1-3 (over Chapter 8) A.2 B.8 C.16 D.24 Convert. __ quarter hours = 2 hours

77. 9 9 Measurement: Metric System 5Min 1-4 (over Chapter 8) A.15 B.45 C.30 D.60 Convert. 3 quarter hours = __ minutes

78. 9 9 Measurement: Metric System 5Min 2-1 (over Lesson 9-1) Choose the best estimate for the height of a child: 1 m or 1 km. A.1 km B.1 m

79. 9 9 Measurement: Metric System 5Min 2-2 Choose the best estimate for the length of a spoon: 13 cm or 13 mm. A.13 cm B.13 mm (over Lesson 9-1)

80. 9 9 Measurement: Metric System 5Min 2-3 (over Lesson 9-1) A.< B.= C.> Compare. Use, or =. 6 m 600 cm

81. 9 9 Measurement: Metric System 5Min 2-4 (over Lesson 9-1) A.> B.= C.< Compare. Use, or =. 7 km 70 m

82. 9 9 Measurement: Metric System 5Min 3-1 (over Lesson 9-2) Solve. Use the guess and check strategy. Jessica ran 40 miles in 7 days. She ran equal distances on Tuesday and Thursday, which was half of her mileage for the week. For the other 5 days she ran the same distance each day. How far did she run each day? A.10 miles Tuesday and Thursday; 4 miles each other day. B.23 miles Tuesday and Thursday; 1 mile each other day. C.4 miles Tuesday and Thursday; 12 miles each other day.

83. 9 9 Measurement: Metric System 5Min 4-1 (over Lesson 9-3) A.= B.> C.< Compare. Use, or =. 3 L 3,000 mL

84. 9 9 Measurement: Metric System 5Min 4-2 (over Lesson 9-3) A.> B.< C.= Compare. Use, or =. 600 mL 5 L

85. 9 9 Measurement: Metric System 5Min 4-3 A.< B.> C.= (over Lesson 9-3) Compare. Use, or =. 7 mL 7,000 L

86. 9 9 Measurement: Metric System 5Min 4-4 (over Lesson 9-3) A.= B.< C.> Compare. Use, or =. 2 L 6,000 mL

87. 9 9 Measurement: Metric System 5Min 4-5 (over Lesson 9-3) A.< B.> C.= Compare. Use, or =. 2,000 mL 2 L

88. 9 9 Measurement: Metric System 5Min 5-1 (over Lesson 9-4) Solve. Use any strategy. Allison reads 50 pages in 5 days. How many days will it take her to read 200 pages? A.5 B.10 C.120 D.20

89. 9 9 Measurement: Metric System 5Min 6-1 (over Lesson 9-5) A.< B.> C.= Compare. Use, or =. 5,000 g 12 kg

90. 9 9 Measurement: Metric System 5Min 6-2 (over Lesson 9-5) A.< B.> C.= Compare. Use, or =. 22,000 g 22 kg

91. 9 9 Measurement: Metric System 5Min 6-3 (over Lesson 9-5) A.< B.> C.= Compare. Use, or =. 2 kg 100 g

92. 9 9 Measurement: Metric System 5Min 6-4 (over Lesson 9-5) A.< B.> C.= Compare. Use, or =. 3 kg 9,000 g

93. End of Custom Shows This slide is intentionally blank.