1. Module 2 Topic A Lesson 3 Metric Unit Conversions
4.MD.1 and 4.MD.2

2. Lesson 3 Objective
Express metric capacity measurements in terms of a smaller unit
Model and solve addition and subtraction word problems involving metric capacity

3. Convert Units 1 m = _______ cm 100 2 m = ________cm 200
Fluency
Lesson 3
Convert Units 2 min.
Convert Units
1 m = _______ cm
100
2 m = ________cm
200
4 m = ________cm
400
4 m 50 cm = ________cm
450

4. Convert Units 8 m 50 cm = _______ cm 850 8 m 5 cm = ________cm 805
Fluency
Lesson 3
Convert Units 2 min.
Convert Units
8 m 50 cm = _______ cm
850
8 m 5 cm = ________cm
805
6 m 35 cm = ________cm
635
407
4 m 7 cm = ________cm

5. Convert Units 1 1,000 m = _______ km 2,000 m = ________km 2
Fluency
Lesson 3
Convert Units 2 min.
Convert Units 1
1,000 m = _______ km
2,000 m = ________km 2
7,000 m = ________km 7
9,000 m = ________km 9

6. Write the whole as an addition sentence with mixed units.
Fluency
Lesson 3
Convert Units
Write the whole as an addition sentence with mixed units.
2 km
1,000 m
? m
1 km
1 km + 1,000 m = 1 km + 1 km = 2 km

7. Write the whole as an addition sentence with mixed units.
Fluency
Lesson 3
Convert Units
Write the whole as an addition sentence with mixed units.
3 km
1,000 m
? m
2 km
2 km + 1,000 m = 2 km + 1 km = 3 km

8. Write the whole as an addition sentence with mixed units.
Fluency
Lesson 3
Convert Units
Write the whole as an addition sentence with mixed units.
8 km
7 km
? km
1,000 m
1,000 m + 7 km = 1 km + 7 km = 8 km

9. Unit counting (4 minutes)
Fluency
Lesson 3
Unit counting (4 minutes)
Count by grams in the following sequence and change directions when you see the arrow.
500 g
1,000 g
1,500 g
2,000 g
2,500 g
3,000 g
2,500 g
2,000 g
1,500 g
1,000 g
500 g
0 g
You did it!

10. Unit counting (4 minutes)
Fluency
Lesson 3
Unit counting (4 minutes)
Count by grams in the following sequence and change directions when you see the arrow.
500 g
1 kg
1,500 g
2 kg
2,500 g
3 kg
2,500 g
2 kg
1,500 g
1 kg
500 g
You did it!

11. Unit counting (4 minutes)
Fluency
Lesson 3
Unit counting (4 minutes)
Count by grams in the following sequence and change directions when you see the arrow.
500 g
1 kg
1 kg 500 g
2 kg
2 kg 500 g
3 kg
2 kg 500 g
2 kg
1 kg 500 g
1 kg
500 g
You did it!

12. Unit counting (4 minutes)
Fluency
Lesson 3
Unit counting (4 minutes)
Count by grams in the following sequence. You will not change directions.
200 g
400 g
600 g
800 g
1 kg
1 kg 200 g
1 kg 400 g
1 kg 600 g
1 kg 800 g
2 kg
You did it!

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

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

15. Add and subtract meters and centimeters (4 minutes)
Fluency
Lesson 3
Add and subtract meters and centimeters (4 minutes)
560 cm cm = _______
Materials: Personal white boards
Say 560 cm in meters and centimeters.
Say 230 cm in meters and centimeters.
5 m 60 cm + 2 m 30 cm = _______
Add the meters: 5 m + 2 m = 7 meters
Add the cm: 60 cm + 30 cm = 90 cm
The sum is 7 m 90 cm.
5 meters
60 cm
2 meters
30 cm

16. Add and subtract meters and centimeters (4 minutes)
Fluency
Lesson 3
Add and subtract meters and centimeters (4 minutes)
650 cm cm = _______
Materials: Personal white boards
Say 650 cm in meters and centimeters.
Say 140 cm in meters and centimeters.
6 m 50 cm - 2 m 30 cm = _______
Subtract the meters: 6 m - 2 m = 4 meters
Subtract the cm: 50 cm - 30 cm = 20 cm
The difference is 4 m 20 cm.
6 meters
50 cm
2 meter
30 cm

17. Add and subtract meters and centimeters (4 minutes)
Fluency
Lesson 3
Add and subtract meters and centimeters (4 minutes)
470 cm cm = _______
Materials: Personal white boards
Say 470 cm in meters and centimeters.
Say 520 cm in meters and centimeters.
4 m 70 cm + 5 m 20 cm = _______
Add the meters: 4 m + 5 m = 9 meters
Add the cm: 70 cm + 20 cm = 50 cm
The difference is 9 m 50 cm.
4 meters
70 cm
5 meter
20 cm

18. Application Problem 8 minutes
Lesson 3
Application Problem 8 minutes
The Lee family had 3 liters of water. Each liter of water weighs 1 kilogram. At the end of the day, they have 290 grams of water left. How much water did they drink? Draw a tape model and solve using mental math or an algorithm.

19. Concept Development 30 minutes
Materials:
Several 3-liter beakers with measurements of liters and milliliters
Water
Personal white boards

20. Concept Development Lesson 3 Problem 1
Directions: Compare the sizes and note the relationship between 1 liter and 1 milliliters.
Look at the mark on your beaker that says 1 liter.
Pour water into your beaker until you reach that amount.
How many milliliters are in your beaker?
1,000 mL
How do you know?
1 liter is the same as 1,000 milliliters. The beaker shows that the measurements are the same.

21. 1 L = 1,000 ml Concept Development Lesson 3 Problem 1
With your partner, locate 1,500 milliliters and pour in more water to measure 1,500mL.
How many liters do you have?
Less than 2 L but more than 1L. 1 liter 500 milliliters.
Yes, we just named mixed unit of grams and kilograms in our previous lesson. Now we will can use mixed units of liters and milliliters by using both sides of the scale of the beaker.

22. Concept Development Lesson 3 Problem 1 1 L 500 mL = 1,500 mL
Pour water to measure liters. How many milliliters equals 2 liters?
2,000 mL
Pour more water to measure 2,200 mL of water. How many liters equals 2,200 mL?
2 L 200 mL

23. Lesson 3 Problem 1 Activity
I have several beakers of different amounts of water prepared. You will circulate to each beaker, recording the amount of water as mixed units of liters and milliliters and milliliters.
We will now compare answers as a class and record finding on the board to show equivalency between units of liters and milliliters and milliliters.

24. 32 L 420 mL + 13 L 858 mL= ______ Problem 2
Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
A simplifying strategy because 420 mL decomposed to 15 ml and 5 mL and 400 mL plus 585 makes 600 mL mL + 400mL is 1 L with 5 mL left over. 46 liters 5 milliliters.
There are some renamings so an algorithm could work too.
I can solve it mentally and then check my work with an algorithm.
Choose the way you want to do it. If you finish before two minutes is up, try solving a different way. Let’s have two pairs of students work at the board, one pair using the algorithm, one pair recording a simplifying strategy.
What strategy would you use?

25. 32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______

26. 32 L 420 mL + 13 L 585 mL= ______ Problem 2 Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a simplifying strategy.
32 L 420 mL + 13 L 585 mL= ______
Algorithm A:

27. 32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
Algorithm B:

28. 32 L 420 mL + 13 L 858 mL= ______ Problem 2 Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
Simplifying Solution C:

29. 12 L 215 mL - 8 L 600 mL= ______ Problem 3
Concept Development
Lesson 3
Problem 3
Problem 3
Subtract mixed units of capacity using the algorithm or a simplifying strategy
12 L 215 mL - 8 L 600 mL= ______
A simplifying strategy. I can count on from 8 liters 600 milliliters.
A simplifying strategy or the algorithm?
Oh for sure I’m using the algorithm. We have to rename a liter.
Choose the way you want to do it. If you finish before two minutes is up, try solving a different way. Let’s have two pairs of students work at the board, one pair using the algorithm, one pair recording a simplifying strategy.
I can do mental math. I’ll show you when we solve.

30. 12 L 215 mL - 8 L 600 mL= ______ Problem 3
Concept Development
Lesson 3
Problem 3
Problem 3
Subtract mixed units of capacity using the algorithm or a simplifying strategy
12 L 215 mL - 8 L 600 mL= ______
Algorithm A:
Algorithm B:
Algorithm C:
Algorithm E:
Algorithm D:

31. Solve a word problem involving mixed units of capacity.
Concept Development
Lesson 3
Problem 4
Problem 4
Solve a word problem involving mixed units of capacity.
Jennifer was making 2,170 milliliters of her favorite drink that combines iced tea and lemonade. If she put in 1 liter 300 milliliters of iced tea, how much lemonade does she need?

32. Problem Set
(10 Minutes)

33. Problem Set
Lesson 3
Problems 1 and 2

34. Concept Development
Lesson 3 Problem Set
Problem 3

35. Lesson 3
Problem Set
Problems 4 and 5
In Problem 4(a), what was your strategy for ordering the drinks?
Discuss why you chose to solve Problem 5 using mixed units or converting all units to milliliters.

36. Lesson 3 Problem Set Problem 6

37. Debrief
Lesson Objective: Express metric capacity measurements in terms of a smaller unit;
Model and solve addition and subtraction word problems involving metric capacity
Problem Set
Debrief
Lesson 3
Which strategy do you prefer for adding and subtracting mixed units?
Why is one way preferable to the other for you?
What new terms to describe capacity did you learn today?
What patterns have you noticed about the vocabulary used to measure distance, mass, and capacity?
How did the Application Problem connect to today’s lesson?
Describe the relationship between liters and milliliters.
How did today’s lesson relate to the lessons on weight and length?

39. Homework