Module 2 Topic B Lesson 5 Metric Unit Conversions 4.MD.1 and 4.MD.2.

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Presentation transcript:

Module 2 Topic B Lesson 5 Metric Unit Conversions 4.MD.1 and 4.MD.2

Lesson 5 Objective Use addition and subtraction to solve multi-step word problems involving length, mass, and capacity

Fluency Practice – Sprint A Think! Take your mark! Get set!

Fluency Practice – Sprint B Think! Take your mark! Get set!

Fluency Lesson 5 Convert Units 2 min. Convert Units 1 L 400 mL = ________mL 1 L 40 mL = ________mL 1 L 4 mL = ________mL 1 L 90 mL = ________mL 1,400 1,040 1,004 1,090

Unit counting (4 minutes) Count by 800 cm in the following sequence and change directions when you see the arrow. 800 cm 1,600 cm 2,400 cm 3,200 cm 4,000cm 3,200 cm 2,400 cm 1,600 cm 800 cm You did it! Fluency Lesson 5

Unit counting (4 minutes) Count by 800 cm in the following sequence and change directions when you see the arrow. 800 cm 1,600 cm 2,400 cm 3,200 cm 40 m 3,200 cm 2,400 cm 1,600 cm 800 cm You did it! Fluency Lesson 5

Unit counting (4 minutes) Count by 80 cm in the following sequence and change directions when you see the arrow. 80 cm 1 m 60 cm 2 m 40 cm 3 m 20 cm 4 m 3 m 20 cm 2 m 40 cm 1 m 60 cm 80 cm You did it! Fluency Lesson 5

Problem Set Lesson 5 42 min. Concept Development R D W Can you draw something? What can you draw? What conclusions can you make from your drawing?

Problem 1 Problem Set Lesson 5 42 min. Problem Set (42 Minutes) The first four problems of today’s Problem Set are the Concept Development portion of the lesson. You will complete the final two problems independently.

Problem 2 Problem Set Lesson 5 42 min.

Problem 3 Problem Set Lesson 5 42 min.

Problem 4 Problem Set Lesson 5 42 min.

Problem 5 Problem Set Lesson 5 42 min. Debrief question: How was the work completed to solve Problem 5 different than the other problems?

Problem 6 Debrief question: How was drawing a model helpful in organizing your thoughts to solve Problem 6? Problem Set Lesson 5 42 min.

Did you find yourself using similar strategies to add and to subtract the mixed unit problems? How can drawing different models to represent a problem lead you to a correct answer? Describe a mixed unit. What other mixed units can you name? How can converting to a smaller unit be useful when solving problems? When is it not useful? How is regrouping a mixed unit of measurement similar to regrouping a whole number when adding or subtracting? In what ways is converting mixed units of measurement useful in everyday situations? Student Debrief Problem Set Lesson 5 42 min.

Exit Ticket Lesson 5.

Homework