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eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

848 Unit 11 3-D Shapes, Weight, Volume, and Capacity

Advance PreparationGive each student a nickel to use in the Math Message. In preparation for the Gram and Ounce Museum

in Part 1, gather different kinds of scales, balances, and standard mass sets. See the note on page 850

for additional information.

Teacher’s Reference Manual, Grades 4–6 pp. 13, 44 – 46, 216 – 218, 225, 236, 237

Key Concepts and Skills• Estimate weight with and without tools.

[Measurement and Reference Frames Goal 1]

• Describe relationships among metric

units of mass and weight.


• Convert between metric and customary

units of mass and weight.


• Extend numeric patterns.

[Patterns, Functions, and Algebra Goal 1]

Key ActivitiesStudents review measuring weight in ounces

and grams and start a classroom Gram and

Ounce Museum. They estimate weights

and practice converting between grams

and ounces.

Ongoing Assessment: Informing Instruction See page 851.

Key Vocabularygram � ounce

MaterialsMath Journal 2, pp. 286 and 287

transparency of Math Masters, p. 448

(optional) � balance or scale � standard

masses � index cards � nickels � pennies

and quarters (optional) � liter bottles of

water (optional) � chart paper (optional)

Updating the World TourMath Journal 2, pp. 329–331, 340,

and 341

Student Reference Book, pp. 276, 277,

281, 292, 293, 297, and 302–305

Math Masters, pp. 419–421 (optional)

Students continue the World Tour,

traveling to Region 5.

Math Boxes 11�1Math Journal 2, p. 288

Students practice and maintain skills

through Math Box problems.

Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 1a. [Geometry Goal 3]

Study Link 11�1Math Masters, p. 327

Students practice and maintain skills

through Study Link activities.

READINESS

Ordering WeightsMath Masters, p. 389

5 objects to weigh � balance or scale

Students order objects by weight.

EXTRA PRACTICE

Estimating Weightsobjects to weigh � scale

Students estimate weights of objects.

EXTRA PRACTICE

5-Minute Math5-Minute Math ™, p. 134

Students convert among units of weight.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

� WeightObjectives To review grams and ounces as units of mass and weight;

and to guide the estimation and measurement of weight in grams

and ounces.

a

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Lesson 11�1 849

NOTE In everyday language, the terms

weight and mass are used more or less

interchangeably. One may, for example,

try to lose weight in order to improve one’s

body mass index. But in technical and

scientific contexts, weight and mass are quite

different. In such contexts, weight refers to the

force of gravity on an object, whereas mass

is a measure of the amount of matter in an

object. Mass and weight are proportional—

an object with twice the mass, for example,

weighs twice as much—so the distinction

between them is subtle and was not

understood even by scientists until relatively

recently. So, for example, units such as

grams and pounds, which have been in use

for hundreds of years, are often used for both

mass and weight, and the context must be

used to sort out what is being measured. See

Section 14.6 of the Teacher’s Reference

Manual for a further discussion of the

differences between weight and mass.

Interactive whiteboard-ready

ePresentations are available at

www.everydaymathonline.com to

help you teach the lesson.

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

Demonstrate or have students demonstrate how to use a scale or balance to weigh some of the objects identified by students for the weights given. For example:

1 gram centimeter cube 10 grams hexagon pattern block 25 grams compass 100 grams calculator

For greater accuracy in weighing small objects, weigh several at once and divide to find the weight of a single object.

Review the relationship betwen grams and kilograms (1,000 grams = 1 kilogram) and other metric units of mass, including the milligram ( 1 _ 1,000 gram) and the metric ton (1,000 kilograms). Ask:

● What might be measured in milligrams? Sample answer: medicine

● In grams? Sample answer: food

● In kilograms? Sample answer: body weight

● In metric tons? Sample answer: whale

Discuss the difference between weight and mass. Ask questions such as the following:

● If you went to the moon and weighed yourself, would you weigh more or less than you do on Earth? less Why? Gravity is weaker on the moon than it is on Earth.

● If your weight on the moon is not the same as on Earth, what does remain the same? mass

● Would you rather have a bowling ball dropped on your toe on Earth or on the moon? Explain. On the moon, because the weight of the bowling ball is less on the moon so it would hurt less.

Getting Started

Math MessageA nickel weighs about 5 grams. Look around the classroom. Find objects you think weigh about:

1 gram 10 grams 25 grams 100 grams

Mental Math and ReflexesWrite pairs of fractions on the board. Have students indicate “thumbs-up” if the fractions are equivalent. Suggestions:

1

_ 2 and

2

_ 4 up

1

_ 4 and

25

_ 100

up

1 _ 5 and

3

_ 10

down

1 _ 10

and 20

_ 100

down

3

_ 4 and

6

_ 8 up

4

_ 5 and

9

_ 10

down

2 _ 3 and

3

_ 9 down

7 _ 8 and

70

_ 80

up

14

_ 21

and 2

_ 3 up

12

_ 20

and 2

_ 5 down

8

_ 40

and 1

_ 5 up

18

_ 54

and 1

_ 3 up

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Adjusting the Activity

NOTE Use a variety of measuring tools for

the Gram and Ounce Museum (for example, a

bathroom scale, a diet scale, and a spring

scale) so students can measure a range of

weights. The minimum equipment is a rocker

balance or pan balance and a set of standard

masses. Use commercial standard masses, or

� for metric standard masses, use nickels

(about 5 grams each) and pennies dated

1983 or later (about 2.5 grams each).

� for customary standard masses, use

quarters (about 0.2 ounce each).

To make larger standard masses for weighing

heavier objects, coins, washers, or other

objects can be taped together or placed in

resealable plastic bags.

NOTE The distinction between mass and

weight is tricky, so do not expect students to

grasp it right away. Return to questions such

as these throughout this unit as the occasion

arises.

● Can you think of an activity where your weight changes but your mass stays the same? Sample answers: skydiving; jumping off a diving platform; riding on an elevator that is either starting to move or coming to a stop

● Would an astronaut be able to move a large satellite easily since it is weightless in outer space? No, because the satellite is still massive and resists being moved.

Review ounces by asking students to name objects that weigh about 1, 4, 8, 16, and 32 ounces. Have students use the scale or balance to weigh some of the objects they suggest. For example:

1 ounce chalk/white board eraser 4 ounces calculator 8 ounces pad of paper; 50 sheets 16 ounces Student Math Journal 32 ounces Student Reference Book

Review the relationship between ounces and pounds (16 ounces = 1 pound) and pounds and tons (2,000 pounds = 1 ton). Ask:

● What might be measured in ounces? Sample answer: letters

● In pounds? Sample answer: body weight

● In tons? Sample answer: trucks

Display a poster in the classroom to remind students of weight

equivalencies and approximate comparisons. Consider adding pictures of

items for the weights listed to provide a reference for students. For example:

Metric Units

1 gram (g) = 1,000 milligrams (mg)

1 kilogram (kg) = 1,000 grams

1 metric ton (t) = 1,000 kilograms

U.S. Customary Units

1 pound (lb) = 16 ounces (oz)

1 ton (T) = 2,000 pounds

Rules of Thumb

1 kilogram equals about 2.2 pounds.

1 ounce equals about 30 grams.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Setting up a Gram and WHOLE-CLASSDISCUSSION

Ounce MuseumIntroduce a project to create a museum of objects of different weights measured in grams and ounces. Use index cards to label objects in the museum and record their weights. The measuring tools available determine the range of weights you can display. For example, if you are limited to one balance and coins as standard

ELL

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Estimating Weights in Grams and KilogramsLESSON

11�1

Date Time

A nickel weighs about 5 grams (5 g).

A liter of water weighs about 1 kilogram (1 kg).

In Problems 1–7, circle a possible weight for each object.

1. A dog might weigh about

20 kg 200 kg 2,000 kg

2. A can of soup might weigh about

4 g 40 g 400 g

3. A newborn baby might weigh about

3 kg 30 kg 300 kg

4. An adult ostrich might weigh about

1.5 kg 15 kg 150 kg

5. A basketball might weigh about

0.6 kg 6 kg 60 kg

6. The weight limit in an elevator might be about

100 kg 1,000 kg 10,000 kg

7. A pencil might weigh about

4.5 g 45 g 450 g

8. Choose one of the problems above. Explain why you chose your answer.

140

Sample answer: Problem 7—I thought a pencil would weigh

about the same as a nickel so I chose 4.5 grams.

286-308_EMCS_S_MJ2_G4_U11_576426.indd 286 2/15/11 6:15 PM

Math Journal 2, p. 286

Student Page

Metric and Customary WeightLESSON

11�1

Date Time

The number line below has ounces on the top and grams on the bottom.

It shows, for example, that 7 ounces are about equal to 200 grams.

Use the number line to give the approximate weight of each object.

1. 2.

About 425 grams About 455 grams

3. 4.

About 3 1 _ 2 ounces About 17 1 _

2 ounces

Use the number line to help you determine which object weighs more. Circle the heavier object.

5.

6.

0 2 4 6 8 10 12 14 16 18 20

ounces

0 100 200 300 400 500

grams

15 ounces 16 ounces

5 ounces 454 grams

Sample answers:

140

225 grams2.3 ounces

100 grams 500 grams

286-308_EMCS_S_MJ2_G4_U11_576426.indd 287 2/16/11 1:33 PM


Student Page

Lesson 11�1 851

Adjusting the Activity

masses, then aim for a modest weight range (possibly up to 500 grams or 16 ounces). If you also have a scale or a balance that can accommodate larger weights, then expand the range of weights.

Discuss the goals for the collection, the kinds of objects to be collected, and the procedures for adding objects to the museum. For example, if you have a scale that is precise enough to weigh objects to the nearest gram, you might decide to try to find an object for every number of grams from 1 to 100. Because this will be a large collection, you might focus on common items like rocks.

The procedure for adding items should probably be managed by students. Ask students to bring in objects for the museum over the next week or two. To ensure accuracy and to assess students’ skill in weighing different objects, require that every item added to the museum be weighed by two or three students working independently.

� Estimating Weights PARTNER ACTIVITY

(Math Journal 2, p. 286)

Students estimate the weights of different objects. Partners should discuss the possibilities and come to an agreement about which measure is the most reasonable for each object.

Have a handful of nickels and a couple of liter bottles of water available

so students have an opportunity to hold the different weights, compare them,

and use this information to make better estimates.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Converting between Metric and PARTNER ACTIVITY

Customary Weights(Math Journal 2, p. 287; Math Masters, p. 448)

Students use a double-scale number line to convert between grams and ounces. Use a transparency of Math Masters, page 448 to demonstrate how to use the number line.

Ongoing Assessment: Informing Instruction

Watch for students who do not notice that the ounces number line has a different

scale than the grams number line. Have students cover the grams portion of the

double-scale number line with a sheet of paper while they label the tick marks on

the ounces number line. Then have them reverse the procedure.

PROBLEMBBBBBBBBBBBOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEEMMMMLEBLELBLEBLELLLBLEBLEBLEBLEBLEBLEBLEEEEMMMMMMMMMMMMMMOOOOOOOOOOOOBBBBBBLBLBLBLBLBLBLLLLPROPROPROPROPROPROPROPROPROPROPROPPRPROPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROROROROROOPPPPPPP MMMMMMMMMMMMMMMMMMMEEEEEEEEEEEELLELEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBBBLELEELEMMMMMMMMOOOOOOOOOBBLBLBLBLBLBBBBLBLOOORORORORORORORORORROO LELELELEEEEEELEMMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGGGLLLLLLLLLLLLLVINVINVINNVINNNVINVINVINNVINVINVINVINVV GGGGGGGGGGGOLOOOOLOOLOLOLOO VVINVINLLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINGGGGGGGGGGOOOLOLOLOLOLLOLOOO VVVVVLLLLLLLLLLVVVVVVVVVSOSOSOOSOSOSOSOSOSOOSOSOSOSOOOSOOOSOSOSOSOSOSOSOOOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVLLLLLLLVVVVVVVVVLLLVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIISOLVING

ELL

PROBLEMBBBBBBBBBBBOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEEMMMMLEBLELBLEBLELLLBLEBLEBLEBLEBLEBLEBLEEEEMMMMMMMMMMMMMMOOOOOOOOOOOOBBBBBBLBLBLBLBLBLBLLLLPROPROPROPROPROPROPROPROPROPROPROPPRPROPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROROROROROOPPPPPPP MMMMMMMMMMMMMMMMMMMEEEEEEEEEEEELLELEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBBBLELEELEMMMMMMMMOOOOOOOOOBBLBLBLBLBLBBBBLBLOOORORORORORORORORORROO LELELELEEEEEELEMMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGGGLLLLLLLLLLLLLVINVINVINNNNNVINVINVINNVINVINVINVINVV GGGGGGGGGGGGOLOOOLOOLOLOLOO VVINVINLLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINGGGGGGGGGGOOOLOLOLOLOLLOLOOO VVVVVLLLLLLLLLLVVVVVVVVVVSOSOSOOSOSOSOSOSOSOOSOSOSOSOOOSOOOSOSOSOSOSOSOSOOOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVLLLLLLLVVVVVVVVVLLVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIISOLVING



Math Boxes LESSON

11� 1

Date Time

1. a. Explain how you know that the pattern

below is an example of a translation.

b. Draw the figure after it is translated

to the right.

2. Find the solution of each open sentence.

a. �6

7� � y � �

4

7� y �

b. �1

3

0� � a � �

1

9

0� a �

c. �3

5� � r � �

1

1

0� r �

d. �3

4� � m � �

7

8� m �

4. Insert parentheses to make each number

sentence true.

a. 14 � 18 � 15 � 42

b. 13 � 6 � 5 � 56 � 21

c. 48 / 6 � 2 � 10 � 4

d. 150 / 10 � 5 � 4 � 4

3. Circle the numbers that are multiples of 6.

Put an X through the numbers that are

multiples of 5.

38

84

150

198

540

3,500

5. If you use an average of 7 sheets of paper

per day, about how many sheets would

you use in

a. 1 week? sheets

b. 4 weeks? sheets

c. 52 weeks? sheets

d. 2 years? sheets

Sample answer: The figure is slid to

the right. It was not turned or flipped.

The size and shape are the same.

�27

�

�160�

�18

�

�150�, or �

12

�

107

55 148

150 47

9

49

5,096,or 5,110

2,548

196

�

( )( )

( )

( )


Student Page

STUDY LINK

11�1 The World’s Largest Foods

327

140

Name Date Time

Use the information in the table to solve the following problems.

1. The largest apple weighed ounces.

2. A typical hamburger weighs about 4 ounces. The largest hamburger weighed

ounces.

3. Which 2 foods together weigh about a ton? and

4. A kilogram is a little more than 2 pounds. Which 4 foods each weigh more than

1,000 kilograms?

5. On the back of this page, use data from the table to write and solve your own problem.

Answers vary.

Pasta, chocolate bar, hamburger, ice cream sundae

Or, gingerbread man and tacopumpkin

bagel

96,640

59

Food Weight Date Location

Apple 3 pounds 11 ounces October 1997 Linton, England

Bagel 714 pounds July 1998 Mattoon, Illinois

Bowl of pasta 7,355 pounds February 2004 Hartford, New York

Chocolate bar 5,026 pounds March 2000 Turin, Italy

Garlic 2 pounds 10 ounces 1985 Eureka, California

Gingerbread man 372.13 pounds November 2003 Vancouver, Canada

Hamburger 6,040 pounds September 1999 Sac, Montana

Ice cream sundae 22.59 tons July 1988 Alberta, Canada

Pumpkin 1,337 pounds October 2002 Topsfield, Massachusetts

Taco 1,654 pounds March 2003 Mexicali, Mexico

Source: www.guinnessworldrecords.com

Practice

6. �$75 � $25 � 7. � �$45 � (�$30)

8. � �$60 � $60 9. $55 � (�$25) � $30$0

�$75�$50

Math Masters, p. 327

Study Link Master

Ongoing Assessment: Math Boxes

Problem 1a �Recognizing Student Achievement

Use Math Boxes, Problem 1a to assess students’ ability to describe a

translation. Students are making adequate progress if they state that the

pattern is an example of a translation because the original figure moved or

slid to the right, without being turned or flipped, and that the size and shape

of the figure remained the same. Some students might be able to sketch an

example of a translation in Problem 1b.

[Geometry Goal 3]

2 Ongoing Learning & Practice

� Updating the World Tour INDEPENDENTACTIVITY

(Math Journal 2, pp. 329–331, 340, and 341; Student Reference Book,

pp. 276, 277, 281, 292, 293, 297, and 302–305; Math Masters,

pp. 419–421)

Social Studies Link Students follow the established World Tour routine:

� They update the Route Map by drawing a line segment connecting Beijing, China, and Mexico City, Mexico.

� They use the World Tour section of the Student Reference Book to locate facts about Mexico and Mexico City, and fill in the Country Notes pages for this country and capital.

� If they are keeping a Route Log, they update it.

� Math Boxes 11�1 INDEPENDENTACTIVITY

(Math Journal 2, p. 288)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 11-3. The skill in Problem 5 previews Unit 12 content.

� Study Link 11�1 INDEPENDENTACTIVITY

(Math Masters, p. 327)

Home Connection Students convert among ounces, pounds, and tons as they solve problems involving some of the world’s largest foods.

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Lesson 11�1 853

3 Differentiation Options

READINESS SMALL-GROUP ACTIVITY

� Ordering Weights 15–30 Min

(Math Masters, p. 389)

To explore estimating and ordering weights, have students hold and compare the weights of five objects and then place them in order from lightest to heaviest. Ask students to record the estimated order on an Exit Slip. Then have the group use a balance or scale to check their estimates and record the actual order and weights on the Exit Slip.

Discuss how this activity uses the force of gravity as a guide to ordering objects by weight. In the Space Shuttle, the objects would be weightless, but their masses would be the same as they are on Earth. Ask students how they might order a set of objects by mass in the Space Shuttle. Sample answer: One method would be to give each object a push to set it in motion. The more an object resists being set in motion, the more massive it is. So the harder an object is to push, the more mass it has.

EXTRA PRACTICE SMALL-GROUP ACTIVITY

� Estimating Weights 15–30 Min

To practice estimating weights of objects with and without tools, have students estimate the weights of objects by holding them and by comparing the weights to benchmarks. Then have students use a scale to determine the actual weight.

Consider having students do this activity in teams. Have students devise a scoring system to determine the winning team.

EXTRA PRACTICE SMALL-GROUP ACTIVITY

� 5-Minute Math 5–15 Min

To offer students more experience with units of weight, see 5-Minute Math, page 134.

Planning Ahead

Have models of the following geometric solids available for Lesson 11-2: rectangular prism, triangular prism, square pyramid, cylinder, cone, and sphere. Gather examples from everyday objects or make them from Math Masters, pages 449–451.


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