1. Splash Screen Chapter 8 Measurement: Customary System Click the mouse or press the space bar to continue. Chapter 8 Measurement: Customary System Click the mouse or press the space bar to continue.

2. 8 8 Measurement: Customary System Chapter Menu Lesson 8-1Lesson 8-1Length to the Nearest Half Inch Lesson 8-2Lesson 8-2Customary Units of Length Lesson 8-3Lesson 8-3Problem-Solving Strategy: Work Backward Lesson 8-4Lesson 8-4Customary Units of Capacity Lesson 8-5Lesson 8-5Problem-Solving Investigation: Choose a Strategy Lesson 8-6Lesson 8-6Customary Units of Weight Lesson 8-7Lesson 8-7Convert Units of Time

3. Lesson 1 Menu Five-Minute Check (over Chapter 7) Main Idea and Vocabulary California Standards Example 1 Example 2 8-1 Length to the Nearest Half Inch Length to the Nearest Inch

4. 8-1 Length to the Nearest Half Inch Lesson 1 MI/Vocab I will estimate and measure length to the nearest half inch. length inch (in.)

5. 8-1 Length to the Nearest Half Inch 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. Estimate The string is longer than the length of 4 paper clips and less than the length of 5, so it is in between 4 and 5 inches. Lesson 1 Ex1 This is the length of string needed for making a bracelet. Measure it to the nearest half inch. 8-1 Length to the Nearest Half Inch

7. Since you are measuring to the nearest half inch, the end of the string is closest to 4 inch mark. 1 2 Lesson 1 Ex1 8-1 Length to the Nearest Half Inch Answer: So, to the nearest half inch, the string is 4 inches long. 1 2

8. Lesson 1 CYP1 8-1 Length to the Nearest Half Inch Measure the length of the line below to the nearest half inch. A.2 1 2 1 2 B. 1 2 C. 3 1 2 D. 1

9. Lesson 1 Ex2 To the nearest half inch, what is the length of your pencil? 8-1 Length to the Nearest Half Inch Line your pencil up onto the ruler so that the eraser end lines up with zero. Check to see where the other end lines up. Decide if it is closer to a whole number or a inch mark. Write down the length of you pencil to the nearest half inch. 1 2

10. Lesson 1 Ex2 8-1 Length to the Nearest Half Inch Answer: Answers will vary. In this example, the pencil is about 8 inches long.

11. Lesson 1 CYP2 8-1 Length to the Nearest Half Inch To the nearest half inch, what is the length of your thumb? Answers will vary.

12. End of Lesson 1

13. Lesson 2 Menu Five-Minute Check (over Lesson 8-1) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example 4 8-2 Customary Units of Length

14. 8-2 Customary Units of Length Lesson 2 MI/Vocab I will estimate, measure, and convert units of length. foot yard (yd) mile (mi)

15. 8-2 Customary Units of Length Lesson 2 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.

16. 8-2 Customary Units of Length Lesson 2 Standard 2 Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

17. Lesson 2 Ex1 Which unit of length should you use to find the distance between cities? 8-2 Customary Units of Length The length of a paper clip is about 1 inch long. A sheet of notebook paper is about a foot long.

18. Lesson 2 Ex1 8-2 Customary Units of Length A baseball bat is about 1 yard long. A mile equals 4 times around a football field. The distance between cities can be very large, so you would use the biggest unit of length, a mile. Answer: So, you would use a mile.

19. A.a foot B.an inch C.a mile D.a yard Lesson 2 CYP1 8-2 Customary Units of Length Which unit of length should you use to find the size of a computer screen?

20. Lesson 2 Ex2 Do you think the height of the Empire State Building is closer to 1,250 feet or 1,250 miles? 8-2 Customary Units of Length A sheet of notebook paper is about a foot long. A mile equals 4 times around a football field.

21. Lesson 2 Ex2 Think about the distance in terms of how far you can see. If the Empire State Building was 1,250 miles, would you be able to see the top of it. Not at all, since you can see the top of the Empire State Building, this means it is closer to 1,250 feet. Answer: So, the Empire State Building is closer to 1,250 feet. 8-2 Customary Units of Length

22. A.8 feet B.8 inches Lesson 2 CYP2 8-2 Customary Units of Length Do you think the length of a sheet of paper is closer to 8 inches or 8 feet?

23. Lesson 2 Ex3 Since 1 foot = 12 inches, to find out how many inches 2 feet equals, multiply 2 × 12 inches. Answer: So, 2 × 12 inches = 24 inches. 8-2 Customary Units of Length 2 feet = __ inches

24. A.4 B.36 C.48 D.24 Lesson 2 CYP3 8-2 Customary Units of Length 4 feet = __ inches

25. Lesson 2 Ex4 8-2 Customary Units of Length Since 3 feet equal 1 yard, to find out how many yards 15 feet equals, divide 15 by 3 feet. Answer: So, 15 feet ÷ 3 = 5 yards. 15 feet = __ yards

26. A.9 B.3 C.81 D.108 Lesson 2 CYP4 8-2 Customary Units of Length 9 feet = __ yards

27. End of Lesson 2

28. Lesson 3 Menu Five-Minute Check (over Lesson 8-2) Main Idea California Standards Example 1: Problem-Solving Strategy 8-3 Problem-Solving Strategy: Work Backward

29. 8-3 Problem-Solving Strategy: Work Backward Lesson 3 MI/Vocab I will solve problems by working backward.

30. 8-3 Problem-Solving Strategy: Work Backward Lesson 3 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

31. 8-3 Problem-Solving Strategy: Work Backward Lesson 3 Standard 2 Standard 3NS2.8 Solve problems that require two or more of the skills mentioned above.

32. Lesson 3 Ex1 Clarissa is at a fair. She wants to play three games. The line for the second game is twice as long as the first line. The third line has 5 fewer people than the second line. There are 17 people in line for her last game. How many people are in line for the first game? 8-3 Problem-Solving Strategy: Work Backward

33. Lesson 3 Ex1 Understand What facts do you know? The second line is twice as long as the first one. The third line has 5 fewer people than the second one. The third line has 17 people. What do you need to find? The number of people in the first line. 8-3 Problem-Solving Strategy: Work Backward

34. Lesson 3 Ex1 Plan Work backward to find the number of people in the first line. 8-3 Problem-Solving Strategy: Work Backward

35. Lesson 3 Ex1 Solve 8-3 Problem-Solving Strategy: Work Backward 17 + 5 22 People in the third line. Second line has 5 more people than the third line. People in the second line. 2 First line is half as long as the second one. 22 11 Answer: So, there are 11 people in the first line.

36. Lesson 3 Ex1 Check Look back to see if 11 people makes sense for the situation. So, the answer is correct. 8-3 Problem-Solving Strategy: Work Backward 11 + 11 = 22 22 – 5 = 17

37. End of Lesson 3

38. Lesson 4 Menu Five-Minute Check (over Lesson 8-3) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example 4 8-4 Customary Units of Capacity Capacity

39. 8-4 Customary Units of Capacity Lesson 4 MI/Vocab I will estimate, measure, and convert customary units of capacity. capacity cup (c) pint (pt) quart (qt) gallon (gal)

40. 8-4 Customary Units of Capacity Lesson 4 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.

41. 8-4 Customary Units of Capacity Lesson 4 Standard 2 Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

42. Lesson 4 Ex1 Choose the most appropriate unit to measure the capacity of a bathtub. 8-4 Customary Units of Capacity A cup, a pint, and a quart are too small. Answer: So, the most appropriate unit to use would be a gallon.

43. A.cup B.quart C.pint D.gallon Lesson 4 CYP1 8-4 Customary Units of Capacity Choose the most appropriate unit to measure the capacity of a swimming pool.

44. Lesson 4 Ex2 8-4 Customary Units of Capacity Choose the best estimate for the capacity of a baby’s bottle of milk, 1 cup or 1 gallon. Think about how much a baby can drink. Answer: So, the best estimate would be 1 cup.

45. A.1 cup B.1 quart Lesson 4 CYP2 8-4 Customary Units of Capacity Choose the best estimate for the capacity of a glass of water, 1 cup or 1 quart.

46. Lesson 4 Ex3 8-4 Customary Units of Capacity Jake’s dad bought 5 quarts of orange juice. How many pints of juice can he serve to the soccer team? Figure out how many pints 5 quarts equals. Since 1 quart = 2 pints, multiply 2 × 5 quarts. Answer: So, 5 quarts × 2 = 10 pints.

47. A.8 B.10 C.12 D.16 Lesson 4 CYP3 8-4 Customary Units of Capacity Will’s father drinks one pint of milk everyday. If Will’s father bought 2 gallons of milk from the store, how many days will he be able to drink his regular serving of milk.

48. Lesson 4 Ex4 8-4 Customary Units of Capacity Lily needs to buy 32 pints of water, but the store only has quarts. How many quarts will Lily need to buy? Figure out how many quarts 32 pints equals. Since 2 pints = 1 quart, divide 32 pints by 2. Answer: So, 32 pints ÷ 2 = 16 quarts.

49. A.6 B.7 C.8 D.9 Lesson 4 CYP4 8-4 Customary Units of Capacity Heidi wants to reward her class by giving all 12 students a pint of fruit juice. The store only sells the fruit juice in quarts, how many quarts will Heidi have to buy?

50. End of Lesson 4

51. Lesson 5 Menu Five-Minute Check (over Lesson 8-4) Main Idea California Standards Example 1: Problem-Solving Investigation 8-5 Problem-Solving Investigation: Choose a Strategy

52. 8-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

53. 8-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 1 Standard 3NS2.8 Solve problems that require two or more of the skills mentioned above. Standard 3MR1.2 Determine when and how to break a problem into simpler parts.

54. Lesson 5 Ex1 DELMAR: Morgan and I set up a lemonade stand. We sold 2 cups the first hour, 4 cups the second hour, and 6 cups the third hour. If the pattern continued, how many pints did we sell in the fourth hour? YOUR MISSION: Find out how many pints of lemonade Delmar and Morgan sold after four hours. 8-5 Problem-Solving Investigation: Choose a Strategy

55. Lesson 5 Ex1 Understand What facts do you know? You know how many cups were sold. That there are 2 cups in 1 pint. What do you need to find? Find how many pints were sold. 8-5 Problem-Solving Investigation: Choose a Strategy

56. Lesson 5 Ex1 Plan You can organize the data in a table. 8-5 Problem-Solving Investigation: Choose a Strategy

57. Lesson 5 Ex1 Solve The pattern is add 2 cups each hour. So, 6 + 2 = 8 cups sold the fourth hour. 8-5 Problem-Solving Investigation: Choose a Strategy

58. Lesson 5 Ex1 Solve Now, change 8 cups to pints. 2 cups = 1 pint. So, divide the total number of cups by 2. 8-5 Problem-Solving Investigation: Choose a Strategy Answer: So, they sold 4 pints of lemonade.

59. Lesson 7 Ex1 Check Look back at the problem. Check the division using multiplication. 4 × 2 = 8. So, the answer is correct. 8-5 Problem-Solving Investigation: Choose a Strategy

60. End of Lesson 5

61. Lesson 6 Menu Five-Minute Check (over Lesson 8-5) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example 4 8-6 Customary Units of Weight

62. 8-6 Customary Units of Weight Lesson 6 MI/Vocab I will estimate, measure, and convert customary units of weight. weight pound (lb) ounce (oz)

63. 8-6 Customary Units of Weight Lesson 6 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. Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

64. Lesson 6 Ex1 8-6 Customary Units of Weight Choose the unit you would use to measure the weight of a coin. Write ounce or pound.

65. Lesson 6 Ex1 8-6 Customary Units of Weight A golf ball weighs about 1 ounce. A soccer ball weighs about 1 pound. Think about an ounce and a pound. A coin would be closer in weight to a golf ball than a soccer ball. Answer: So, the unit you should use to measure a coin would be an ounce.

66. A.ounce B.pound Lesson 6 CYP1 8-6 Customary Units of Weight Choose the unit you would use to measure the weight of a bag of potatoes.

67. Lesson 6 Ex2 8-6 Customary Units of Weight Choose the best estimate for the weight of a small dog, 20 pounds or 20 ounces.

68. Lesson 6 Ex2 8-6 Customary Units of Weight A golf ball weighs about 1 ounce. A soccer ball weighs about 1 pound. Think about an ounce and a pound. A small dog would weigh a lot more than 20 golf balls. Answer: So, a better estimate would be 20 pounds.

69. A.1 ounce B.1 pound Lesson 6 CYP2 8-6 Customary Units of Weight Choose the best estimate for the weight of your pencil.

70. Lesson 6 Ex3 Figure out how many ounces 4 pounds equals. Since 1 pound = 16 ounces, multiply 16 ounces by 4. Answer: So, 16 ounces × 4 = 64 ounces. 8-6 Customary Units of Weight 4 pounds = __ ounces

71. A.50 B.36 C.48 D.40 Lesson 6 CYP3 8-6 Customary Units of Weight 3 pounds = __ ounces

72. Lesson 6 Ex4 8-6 Customary Units of Weight Figure out how many pounds 80 ounces equals. Since 1 pound = 16 ounces, divide 80 ounces by 16. Answer: So, 80 ounces ÷ 16 = 5 pounds. 80 ounces = __ pounds

73. A.4 B.8 C.6 D.5 Lesson 6 CYP4 8-6 Customary Units of Weight 64 ounces = __ pounds

74. End of Lesson 6

75. Lesson 7 Menu Five-Minute Check (over Lesson 8-6) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 8-7 Convert Units of Time

76. 8-7 Convert Units of Time Lesson 7 Main Idea/Vocab I will learn to convert units of time. hour (h) minute (min)

77. 8-7 Convert Units of Time Lesson 7 Standard 2 Standard 3MG1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes). Standard 3AF1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet × 12).

78. Lesson 7 Ex1 Wanda goes on a 3-hour hike. How many minutes is this? 8-7 Convert Units of Time There are 60 minutes in one hour so for three hours multiply by 60. Answer: So, 3 × 60 = 180 minutes.

79. A.180 B.240 C.120 D.300 Lesson 7 CYP1 8-7 Convert Units of Time If you were to sleep for 4-hours, how many minutes is that?

80. Lesson 7 Ex2 8-7 Convert Units of Time It takes Lin 180 minutes to do his homework. How many hours is 180 minutes? One hour is 60 minutes, so divide 180 minutes by 60. Answer: So, 180 ÷ 60 = 3 hours.

81. A.3 B.5 C.12 D.2 Lesson 7 CYP2 8-7 Convert Units of Time Your teacher gives you an assignment that takes you 120 minutes to complete, how many hours is that?

82. Lesson 7 Ex3 8-7 Convert Units of Time Answer: So, 60 + 15 + 15 + 15 = 105 minutes. One hour is 60 minutes. Since hour is 15 minutes, and there are three fourths, add 60 + 15 + 15 + 15. 1 4 Mr. Chow napped for 1 hour. How many minutes did he nap? 3 4

83. A.90 B.100 C.80 D.75 Lesson 7 CYP3 8-7 Convert Units of Time Pam was riding her bike for 1 hours. How many minutes was she riding? 1 2

84. End of Lesson 7

85. 8 8 Measurement: Customary System CR Menu Five-Minute Checks Length to the Nearest Inch Capacity

86. 8 8 Measurement: Customary System 5Min Menu Lesson 8-1Lesson 8-1(over Chapter 7) Lesson 8-2Lesson 8-2(over Lesson 8-1) Lesson 8-3Lesson 8-3(over Lesson 8-2) Lesson 8-4Lesson 8-4(over Lesson 8-3) Lesson 8-5Lesson 8-5(over Lesson 8-4) Lesson 8-6Lesson 8-6(over Lesson 8-5) Lesson 8-7Lesson 8-7(over Lesson 8-6)

87. 8 8 Measurement: Customary System 5Min 1-1 (over Chapter 7) Write the product of 6 and 9 as an expression. A.6 – 9 B.5 – 15 C.6 × 9 D.54

88. 8 8 Measurement: Customary System 5Min 1-2 (over Chapter 7) Write four groups of 6 drinks as an expression. A.4 × 6 B.24 C.48 D.6 – 4

89. 8 8 Measurement: Customary System 5Min 1-3 (over Chapter 7) Write five more than 22 as an expression. A.27 + 5 B.22 + 5 C.5 × 22 D.27

90. 8 8 Measurement: Customary System 5Min 1-4 (over Chapter 7) Write the difference between 71 and 38 as an expression. A.71 – 38 B.71 + 38 C.43 D.42

91. 8 8 Measurement: Customary System 5Min 2-1 (over Lesson 8-1) C.13 inches 1 2 D.44 inches B.3 inches 1 2 Alanza’s hair is 5 inches long. How much more must it grow so that it is 8 inches long? 1 2 A.2 inches 1 2

92. 8 8 Measurement: Customary System 5Min 3-1 (over Lesson 8-2) Choose from the most appropriate unit to measure the length of a piece of paper. Choose from inch, foot, yard, or mile. A.foot B.yard C.mile D.inch

93. 8 8 Measurement: Customary System 5Min 3-2 Choose from the most appropriate unit to measure a the height of a man. Choose from inch, foot, yard, or mile. A.foot B.inches C.yard D.mile (over Lesson 8-2)

94. 8 8 Measurement: Customary System 5Min 3-3 Convert. 48 inches = ___ feet A.12 B.6 C.4 D.48 (over Lesson 8-2)

95. 8 8 Measurement: Customary System 5Min 3-4 Convert. 3 yards = ___ inches A.16 B.108 C.12 D.48 (over Lesson 8-2)

96. 8 8 Measurement: Customary System 5Min 4-1 (over Lesson 8-3) Solve. Use the work backward strategy. I have 14 stamps. Last week I used half of my stamp collection. The week before that, a friend gave me 2 stamps. How many stamps did I start with? A.16 B.12 C.28 D.26

97. 8 8 Measurement: Customary System 5Min 5-1 (over Lesson 8-4) Convert 16 cups = ___ quarts. A.8 B.2 C.32 D.4

98. 8 8 Measurement: Customary System 5Min 5-2 Convert 2 gallons = ___ quarts. A.16 B.4 C.8 D.48 (over Lesson 8-4)

99. 8 8 Measurement: Customary System 5Min 5-3 Convert 8 pints = ___ quarts. A.4 B.32 C.8 D.2 (over Lesson 8-4)

100. 8 8 Measurement: Customary System 5Min 5-4 Convert 12 quarts = ___ gallons. A.6 B.32 C.3 D.2 (over Lesson 8-4)

101. 8 8 Measurement: Customary System 5Min 6-1 (over Lesson 8-5) Choose a strategy to solve the problem. On the beach, there are 15 sand castles. Each castle has 4 flags. How many flags are there all together? A.15 × 4 = 60 flags in all B.4 – 15 = 11 flags in all C.4 + 15 = 19 flags in all

102. 8 8 Measurement: Customary System 5Min 6-2 What number is missing in the pattern? 25, 19, ___, 7 A.17 B.9 C.35 D.13 (over Lesson 8-5)

103. 8 8 Measurement: Customary System 5Min 7-1 (over Lesson 8-6) Convert 6 lb = ___ oz. A.96 B.16 C.32 D.104

104. 8 8 Measurement: Customary System 5Min 7-2 Convert 48 oz = ___ lb. A.4 B.12 C.10 D.3 (over Lesson 8-6)

105. 8 8 Measurement: Customary System 5Min 7-3 Solve. How many ounces is a 2-pound bag of pretzels? A.12 B.32 A.12 B.10 (over Lesson 8-6)

106. 8 8 Measurement: Customary System 5Min 7-4 Solve. How many pounds is an 80-ounce bag of sand? A.5 B.12 C.40 D.4 (over Lesson 8-6)

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