Using the worksheets, students sort measurement unit words into the most appropriate column. I allow students to utilize their InterActive Notebooks, that contain all of the notes/work that we've done all week, to assist them.
If doing this together, I'd ask them to place (but not glue) the words onto the sorting mat, but in this case I am using this activity as an evaluative tool, so the students are told to glue on the words.
I give them the opportunity, later, to cross out, and "fix" their chart when we go over it together. Once finished, I use cold calling to solicit answers from the students, and create a collaborative chart on the board. Afterward, we look for patterns - prefixes and suffixes.
John has a lemonade stand. One glass of lemonade has 4950 milligrams of sugar. One weekend, he sells 87 glasses of lemonade. How many grams of sugar does John use that weekend?
Using MP1, students make sense of problems and persevere in solving them. Students determine an approach to a conversion problem.
If students are having trouble with how to approach the problem, have them list the givens in the problem. You might even want to color code information.
One of my students remarked that was a lot of sugar. This, actually, is exactly what I wanted to happen, and what I expected to happen. We have discussed nutrition, and sugar specifically, in Health. (Of course that amount sounds like a lot, but once converted into grams, it isn't much sugar at all.) Students work with their table partner to solve the 2 step problem.
A.) 4950 milligrams = 4.95 grams of sugar
B.) 4.95 (grams) x 87 (glasses) = 430.65 grams
(John used 430.65 grams of sugar that weekend.)
Sophia is a runner. As part of her training, she keeps detailed records about the distances that she runs. Last year, Sophia ran 1820 kilometers. On average, how many meters did Sophia run every week last year?
Using MP1, students make sense of problems and persevere in solving them. Students work with their table partners to determine an approach to a conversion problem.
Many students need support in approaching the problem, which I did by asking what they needed to know that wasn't already in the problem. I also had to inform several groups that there are 52 weeks in a year. There are two steps to this problem as well:
A.) 1820 (kilometers) divided by 52 (weeks in a year) = 35 kilometers per week.
Many groups stopped there, and thought that they were finished, but I referred them back to what the question was asking. This is a great opportunity to once again remind students to reread and check to make sure they are following all of the steps. I report out to the whole class this common error, so that even the groups who did not make this mistake right now could learn from a common error (that they even might make in the future).
B.) 35 kilometers=35,000 meters
(Sophia ran 35,000 meters every week last year.)
Students write an explanatory paragraph that explains the relationship between kilometers, meters, and millimeters. For the students who need extra help, English Language Learners, and students with exceptionalities (challenges), I provide a word list of words that should be included in their paragraph: kilometers, meters, millimeters, multiplication, division, place value, the number 10.
Students also have the opportunity to exchange papers with their table partner to read another student's work to ensure it made sense.