Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Unit 08: Measurement: Capacity, Weight, Time, Temperature, and Volume (10 days) Possible Lesson 01 (10 days) POSSIBLE LESSON 01 (10 days) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis: Students explore measurements and measurement conversions for capacity and weight while selecting the most appropriate unit of measure in problem-solving situations. Students investigate volume of rectangular prisms with concrete and pictorial models in order to formalize and apply the formula for volume. Students represent temperature with integers and evaluate the reasonableness of temperatures on both Fahrenheit and Celsius scales. Students calculate elapsed time in problem-solving situations. TEKS: The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148 6.2 Number, operation, and quantitative reasoning.. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to: 6.2E Use order of operations to simplify whole number expressions (without exponents) in problem solving situations. Readiness Standard 6.3 Patterns, relationships, and algebraic thinking.. The student solves problems involving direct proportional relationships. The student is expected to: 6.3C Use ratios to make predictions in proportional situations. Readiness Standard 6.4 Patterns, relationships, and algebraic thinking.. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is expected to: page 1 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days 6.4B Use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc. Supporting Standard 6.8 Measurement.. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to: 6.8B Select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight. Readiness Standard 6.8D Convert measures within the same measurement system (customary and metric) based on relationships between units. Supporting Standard Underlying Processes and Mathematical Tools TEKS: 6.11 Underlying processes and mathematical tools.. The student applies mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: 6.11A Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. 6.11B Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 6.11C Select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. 6.11D Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. 6.12 Underlying processes and mathematical tools.. The student communicates about mathematics through informal and mathematical language, representations, and models. The student is expected to: 6.12A Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. page 2 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days 6.13 Underlying processes and mathematical tools.. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to: 6.13B Validate his/her conclusions using mathematical properties and relationships. Performance Indicator(s): page 3 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Grade 06 Unit 08 PI 01 Generate ratio tables of conversions within the same measuring system to solve a real-life problem situation (e.g., making lemonade, making ice cream, etc.) involving capacity, weight, volume, time, and temperature. Use mathematical properties and relationships to justify, in writing, the solution process used to solve the real-life problem situation. Sample Performance Indicator: Travis birthday party will be on Saturday at 1:15 P.M., and he wants to make a gallon of homemade lemonade. If Travis knows that one lemon weighs 6 ounces and yields a quarter cup of juice, use ratio tables to calculate how many lemons he will need to make a gallon of lemonade. When he viewed the advertisements for the local grocery store, he found that lemons were on sale for $1.00 per pound. Travis mother suggested he purchase the lemons from the wholesale market at $11.50 a carton. Each carton holds 4 layers of lemons. While continuing to plan for his birthday party, Travis researched that lemonade is best served when chilled to at least 38 F. Once the lemonade is made, it will be at room temperature of 68 F. The refrigerator is able to cool room temperature liquids by 25 degrees every half hour. Write a letter, as Travis, to his mother explaining the solution process used to determine how many lemons he will need to make a gallon of lemonade, and justify if it would be cheaper to purchase the lemons from the grocery store or wholesale market. Also, include details regarding how the latest time Travis must put the fresh lemonade in the refrigerator to cool from room temperature to 38 F. Justify the solutions using mathematical properties and relationships. Standard(s): 6.2E, 6.3C, 6.4B, 6.8B, 6.8D, 6.11A, 6.11B, 6.11C, 6.11D, 6.12A, 6.13B ELPS ELPS.c.1H, ELPS.c.4J, ELPS.c.5F, ELPS.c.5G Key Understanding(s): page 4 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Temperature can be described with integers. Time conversions may be necessary when solving real-life problems involving elapsed time and total time. The proportional relationship between two quantities when converting measures involving capacity, weight, or time may be described using an equation to communicate the relationships between units, variables, and multiplication or division. Knowing or identifying everyday items that approximate standard capacities and weights are helpful benchmarks to estimate and validate solutions to problem situations. The volume of a rectangular prism can be communicated by counting the number of cubes used to fill the prism or calculated by the formula, length x width x height. A missing dimension of a rectangular prism may be determined and validated if the volume and other dimensions of the prism are known. Different tools, units, and formulas can be incorporated into the problem solving model to solve measurement problems involving capacity, weight, and volume. Misconception(s): Students may only use positive integers when calculating change in temperature or elapsed time. Students may struggle deciding which formula to use in a problem situation involving area or volume. Underdeveloped Concept(s): Some students may read the increments on a ruler or scale incorrectly. Some students may struggle with deciding when to multiply or divide to convert units. Some students may think that when converting from a smaller unit to a larger unit, you multiply. Some students may think that when converting from a larger unit to a smaller unit, you divide. Some students may confuse Celsius and Fahrenheit when describing temperature. Vocabulary of Instruction: capacity Celsius convert cup degrees gram height integers kilogram length pound positive quart scale standardized page 5 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days dimensions elapsed time estimate Fahrenheit fluid ounces gallon liter measure milliliter negative ounce pint temperature unit volume weight width whole number Materials List: centimeter cubes (100 per 4 students) chart paper (1 sheet per 4 students) color tiles (1 per student) markers (2 per 4 students) math journal (1 per student) ruler (standard) (1 per 4 students) scissors (1 per 4 students) scissors (optional) (1 per student) STAAR Reference Materials (1 per student) stapler (optional) (2 per teacher) tape (1 roll per 4 students) tape (masking) (1 roll per teacher) Attachments: All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Capacity and Weight Choices KEY Capacity and Weight Choices page 6 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Conversion Rulebook KEY Conversion Rulebook Conversion Rulebook Part II KEY Conversion Rulebook Part II Capacity and Weight Conversions KEY Capacity and Weight Conversions Capacity Conversion Applications KEY Capacity Conversion Applications Weight in the World KEY Weight in the World Box Net Pattern How Many Cubes? Exploring Volume KEY Exploring Volume Centimeter Grid Paper Explaining Volume KEY Explaining Volume Volume Practice/Problem Solving KEY page 7 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Volume Practice/Problem Solving Temperature Introduction Texas Highs and Lows KEY Texas Highs and Lows Notes Temperature Temperature and Thermometer Practice KEY Temperature and Thermometer Practice Only Time Will Tell Spinner Only Time Will Tell Game Board Only Time Will Tell Instructions Elapsed Time Notes Elapsed Time KEY Notes Elapsed Time Elapsed Time Practice KEY Elapsed Time Practice Time and Temperature Practice KEY Time and Temperature Practice GETTING READY FOR INSTRUCTION page 8 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. Suggested Day Suggested Instructional Procedures Notes for Teacher 1 2 Topics: Estimates of capacity Estimates of weight Spiraling Review ATTACHMENTS Engage 1 Students develop and estimate benchmarks for capacity and weight using everyday items. Instructional Procedures: Teacher Resource: Capacity and Weight Choices KEY (1 per teacher) Handout: Capacity and Weight Choices (1 per student) 1. Place students in pairs. Distribute handout: Capacity and Weight Choices to each student. Instruct student pairs to select the capacity measure that best fits each situation. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Topics: ATTACHMENTS Unit conversions for capacity Unit conversions for weight Explore/Explain 1 Students analyze patterns in process tables to create unit conversion rules for capacity and weight. Instructional Procedures: Teacher Resource: Conversion Rulebook KEY (1 per teacher) Handout: Conversion Rulebook (1 per student) Teacher Resource: Conversion Rulebook Part II KEY (1 per teacher) page 9 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures 1. Place students in pairs. Distribute handout: Conversion Rulebook and the STAAR Reference Materials to each student. Instruct student pairs to use their STAAR Reference Materials to create a rulebook for capacity conversions. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate individual group discussions about the operations used for each conversion, as needed. Ask: Notes for Teacher Handout: Conversion Rulebook Part II (1 per student) Teacher Resource: Capacity and Weight Conversions KEY (1 per teacher) Handout: Capacity and Weight Conversions (1 per student) What operation did you use to convert from a larger unit to a smaller unit? (multiplication) What operation did you use to convert from a smaller unit to a larger unit? (division) How do you know which number to multiply or divide by? (Use the STAAR Grade 6 Reference Materials to find the relationship between the units that are being converted.) MATERIALS STAAR Reference Materials (1 per student) scissors (optional) (1 per student) stapler (optional) (2 per teacher) 2. Facilitate a class discussion about the relationships discovered in the Conversion Rulebooks. Ask: What operation did you use to convert from a larger unit to a smaller unit? (multiplication) What operation did you use to convert from a smaller unit to a larger unit? (division) Do you always multiply when converting a larger unit to a smaller unit? (yes) TEACHER NOTE As an optional extension, instruct students to cut out each rectangular region on their handout: Conversion Rulebook, then assemble and staple the cut out rectangles together along the middle line in each rectangle to create a small rulebook. Repeat the same process for handout: Conversion Rulebook Part II. page 10 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures Do you always divide when converting from a smaller unit to a larger unit? (yes) How do you know which number to multiply or divide by? (Use the STAAR Grade 6 Reference Materials to find the relationship between the units that are being converted.) 3. Distribute handout: Conversion Rulebook Part II to each student. Instruct student pairs to use their STAAR Reference Materials to create a rulebook for weight conversions. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate individual group discussions about the operations used for each conversion, as needed. Ask: Notes for Teacher TEACHER NOTE Although the operation symbols on the KEY for handout: Conversion Rulebook use the symbols x for multiplication and for division, the teacher needs to show different symbols to represent these operations. For example: L x 2000 2000L or 2000(L) or 2000 L c 2 What operation did you use to convert from a larger unit to a smaller unit? (multiplication) What operation did you use to convert from a smaller unit to a larger unit? (division) How do you know which number to multiply or divide by? (Use the STAAR Grade 6 Reference Materials to find the relationship between the units that are being converted.) 4. Facilitate a class discussion about the relationships discovered in the Conversion Rulebooks. Ask: What operation did you use to convert from a larger unit to a smaller unit? page 11 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures (multiplication) What operation did you use to convert from a smaller unit to a larger unit? (division) Do you always multiply when converting a larger unit to a smaller unit? (yes) Do you always divide when converting from a smaller unit to a larger unit? (yes) How do you know which number to multiply or divide by? (Use the STAAR Grade 6 Reference Materials to find the relationship between the units that are being converted.) Notes for Teacher 5. Distribute handout: Capacity and Weight Conversions to each student. Instruct students to use their STAAR Reference Materials, handout: Conversion Rulebook, and handout: Conversion Rulebook Part II to complete each conversion. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Ask: How do you know if you need to multiply or divide to find your answer? (If I am converting from a larger to a smaller unit, then I multiply, but if I am converting from a smaller to a larger unit, then I divide) How do you know what number to multiply or divide by? (I use my rulebook or the STAAR Reference Materials to find the relationship between the two units.) 3 Topics: page 12 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Capacity Weight Suggested Instructional Procedures Notes for Teacher Spiraling Review ATTACHMENTS Elaborate 1 Students solve real-life application problems involving capacity and weight. Instructional Procedures: 1. Place students in pairs. Distribute the STAAR Reference Materials, handout: Capacity Conversion Applications, and handout: Weight in the World to each student. Instruct students to use their STAAR Reference Materials to complete each conversion. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Ask: What tools, units, and formulas are used to solve this measurement problem involving capacity? Answers may vary. I used the information on the STAAR Reference Materials to find the relationship between the two units of measure for capacity; I know to multiply when converting from a larger unit to a smaller unit and to divide when converting from a smaller unit to a larger unit; etc. What tool, units or formulas would you use to solve this problem involving weight? Answers may vary. I used the scale to determine the weight of the item; I converted the ounces to pounds; I used the information on the STAAR Reference Materials to find the relationship between the two units of measure for weight; I know to multiply when converting from a larger unit to a smaller Teacher Resource: Capacity Conversion Applications KEY (1 per teacher) Handout: Capacity Conversion Applications (1 per student) Teacher Resource: Weight in the World KEY (1 per teacher) Handout: Weight in the World (1 per student) MATERIALS STAAR Reference Materials (1 per student) page 13 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures unit and to divide when converting from a smaller unit to a larger unit; etc. Notes for Teacher 4 Topics: Volume of rectangular prisms Engage 2 Students use centimeter cubes to begin defining volume as a measure. Instructional Procedures: 1. Place students in groups of 4. Distribute handout: How Many Cubes? to each student and handout: Box Net Pattern, 50 centimeter cubes, a pair of scissors, and roll of tape to each group. Instruct students to create a three-dimensional model of the box from the net. Allow time for students to complete the activity. Monitor and assess student groups to check for understanding. Facilitate a class discussion to debrief student solutions. Ask: What is your estimate for how many centimeter cubes are needed to fill the box? Answers may vary. 30 cubes; 50 cubes; etc. 2. Instruct students to use centimeter cubes to create the box. Facilitate a class discussion about the processes used to find the number of cubes needed to fill the box. Ask: How many cubes are needed to fill the box? (60) Spiraling Review ATTACHMENTS Handout: Box Net Pattern (1 per 4 students) Handout: How Many Cubes? (1 per student) MATERIALS centimeter cubes (50 per 4 students) scissors (1 per 4 students) tape (1 roll per 4 students) TEACHER NOTE Each group of students will not have enough centimeter cubes to fill the entire box. The intent is for the students to make one layer of centimeter cubes and then see how many layers of centimeter cubes are needed to fill the box. page 14 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures What process did your group use to find the number of cubes? Answers may vary. We counted the number of cubes in one layer, then found how many cubes high fit in the box, and multiplied the two numbers; we multiplied the number of cubes for the width and length of the bottom of the box, and then multiplied that number by how many cubes high fit in the box; etc. How many centimeter cubes fill the bottom of the box? Justify your response. (20 centimeter cubes; I could count the centimeter cubes or use 5 x 4 = 20 centimeter cubes.) What is the height of the box in centimeter cubes? (3 centimeter cubes) How does your estimate compare to the actual number of cubes? Answers may vary. My estimate was lower than the actual; my estimate was close to the actual; my estimate was greater than actual; etc. Notes for Teacher TEACHER NOTE In order to reproduce materials that are consistent with intended measurements, set the print menu to print the handout at 100% by selecting "None" or "Actual size" under the Page Scaling/Size option. Topics: ATTACHMENTS Volume of rectangular prisms Explore/Explain 2 Students analyze patterns in tables of data to formalize the formula for finding the volume of a rectangular prism. Students calculate volume by evaluating the formulas for volume of rectangular prisms Instructional Procedures: 1. Place students in groups of 4. Distribute handout: Exploring Volume to each student and 100 centimeter cubes and handout: Centimeter Grid Paper to each group. Instruct student groups to use their centimeter cubes to determine the formula for volume of a Teacher Resource: Exploring Volume KEY (1 per teacher) Handout: Exploring Volume (1 per student) Handout: Centimeter Grid Paper (1 per 4 students) Teacher Resource: Explaining Volume KEY (1 per teacher) Handout: Explaining Volume (1 per student) page 15 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures rectangular prism. Allow time for students to complete the activity. Monitor and assess student groups to check for understanding. Facilitate a class discussion to debrief student solutions. Ask: How is the volume of the rectangular prism determined? (Count the number of centimeter cubes or multiply: length x width x height.) How do you find the area of the base? (length x width) If you know the area of the base of the rectangular prism, how can you find the volume? (multiply the area of the base by the height) 2. Distribute handout: Explaining Volume and STAAR Reference Materials to each student. Instruct student groups to use their STAAR Reference Materials to determine the volume for each problem. Allow time for students to complete the activity. Monitor and assess student groups to check for understanding. Facilitate individual group discussions about the volume, as needed. Ask: Notes for Teacher MATERIALS centimeter cubes (100 per 4 students) STAAR Reference Materials (1 per student) TEACHER NOTE In order to reproduce materials that are consistent with intended measurements, set the print menu to print the handout at 100% by selecting "None" or "Actual size" under the Page Scaling/Size option. What are the formulas for finding the volume of a rectangular prism? (V= lwh or V = Bh) What does the B represent in the formula? (the area of the base) What formula do you use to find the area of the base? (l x w) How can you find a missing dimension if you know the volume? (Substitute what you know in the formula and solve for the unknown.) 3. Facilitate a class discussion to debrief student solutions and strategies used to solve each page 16 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures Notes for Teacher problem. Ask: What are the formulas for finding the volume of a rectangular prism? (V= lwh or V = Bh) What does the B represent in the formula? (the area of the base) What formula do you use to find the area of the base? (l x w) How can you find a missing dimension if you know the volume? (Substitute what you know in the formula and solve for the unknown.) What is the value of the missing dimension of the rectangular prism? Answers may vary. Length: volume (width height); Width: volume (length height); Height: volume (length width); etc. 4. Instruct students to record a response to each of the following statements as independent practice and/or homework: Describe the difference between the two formulas for the volume of a rectangular prism. Explain how to find the length of a rectangular prism if you know its width, height, and volume. 5 Topics: Volume of rectangular prisms Elaborate 2 Students solve application problems involving volume of rectangular prisms. Instructional Procedures: Spiraling Review ATTACHMENTS Teacher Resource: Volume Practice/Problem Solving KEY (1 per teacher) page 17 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures 1. Place students in pairs. Distribute handout: Volume Practice/Problem Solving and the STAAR Reference Materials to each student. Instruct students to use their STAAR Reference Materials to solve each problem. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Ask: What are the formulas for finding the volume of a rectangular prism? (V= lwh or V = Bh) What does the B represent in the formula? (the area of the base) What formula do you use to find the area of the base? (l x w) How can you find a missing dimension if you know the volume? (Substitute what you know in the formula and solve for the unknown.) Notes for Teacher Handout: Volume Practice/Problem Solving (1 per student) MATERIALS STAAR Reference Materials (1 per student) 6 Topics: Temperature Engage 3 Students determine if a given temperature is above, below, or equal to 0 F and record the temperature using an integer. Spiraling Review ATTACHMENTS Teacher Resource: Temperature Introduction (1 per teacher) Instructional Procedures: 1. Display teacher resource: Temperature Introduction. Instruct students to record whether each temperature is above, below, or equal to 0 F, record an integer to MATERIALS math journal (1 per student) page 18 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures represent each temperature and a written justification for each temperature recording in their math journal. Allow time for students to complete the activity. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief student solutions allowing students to make self-corrections, as needed. Notes for Teacher Ask: Did any of the temperatures require a negative sign? Why? (Yes, because the temperatures that are below zero require a negative sign.) Topics: ATTACHMENTS Temperature Explore/Explain 3 Teacher Resource: Texas Highs and Lows KEY (1 per teacher) Handout: Texas Highs and Lows (1 page 19 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures Students explore the placement of integers on a thermometer to represent real-life situations. Students formalize the Fahrenheit and Celsius scales to serve as a foundation for determining reasonableness of temperatures in both scales. Instructional Procedures: 1. Place students into groups of 4. Distribute handout: Texas Highs and Lows to each student and a sheet of chart paper, 2 markers, and a ruler to each group. Instruct students to create a thermometer on chart paper and record the names of cities with their high and low temperatures on the thermometer. Remind students that it is important to have equal distances between each degree mark for accuracy. Allow time for students to complete the activity. Monitor and assess student groups to check for understanding. Facilitate individual group discussions about the temperature recordings on the thermometer. Ask: How can you use what you know about integers to create your thermometer? (Think of the thermometer as a number line and place the negative temperatures below 0 and the positive temperatures above 0 on the thermometer.) How is the integer number line like a thermometer? (Both have integers below 0 and integers above 0.) Notes for Teacher per student) Handout: Notes Temperature (1 per student) Teacher Resource: Temperature and Thermometer Practice KEY (1 per teacher) Handout: Temperature and Thermometer Practice (1 per student) MATERIALS chart paper (1 sheet per 4 students) markers (2 per 4 students) ruler (standard) (1 per 4 students) tape (masking) (1 roll per teacher) 2. Instruct student groups to tape their chart paper thermometers around the classroom. Facilitate a class discussion about temperature. Ask: page 20 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures What is temperature? (Temperature is the measure of how hot or cold something is. It is measured in degrees on a temperature scale.) What are the units used to measure temperature? (degrees) What is the name of the scale that is commonly used in the United States? (Fahrenheit) Notes for Teacher 3. Display Fahrenheit and F for the class to see. Ask: At what point on the Fahrenheit scale does water freeze? (32 ) At what point on the Fahrenheit scale does water boil? (212 ) How is temperature measured in the metric system? (in degrees Celsius) 4. Display Celsius and C for the class to see. Ask: At what point on the Celsius scale does water freeze? (0 ) At what point on the Celsius scale does water boil? (100 ) 5. Distribute handout: Notes Temperature to each student. Facilitate a class discussion about thermometers. Ask: How does the thermometer you created for the Texas temperatures compare to the Celsius thermometer? (They are similar but on different scales. All of the low temperatures would be negative integers on the Celsius thermometer.) page 21 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures If a friend of yours went on vacation and told you the average temperature for their stay was 40 C, would it be reasonable to think your friend went snow skiing? (No, 40 C would be over 100 F.) Using your thermometers on the temperature notes handout, determine a reasonable temperature for each of the following, in both Celsius and Fahrenheit: The high temperature on August 31 in El Paso, Texas: (85 F to 110 F, 30 C to 40 C) The temperature of the inside of a refrigerator: (35 F to 55 F, 2 C to 12 C) Notes for Teacher 6. Instruct student groups to complete the practice problems on their handout: Notes Temperature. Allow time for students to complete the activity. Monitor and assess student groups to check for understanding. Facilitate a class discussion about reasonable temperatures, allowing students to make self-corrections, as needed. page 22 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures 7. Distribute handout: Temperature and Thermometer Practice to each student as independent practice and/or homework. Notes for Teacher 7 Topics: Elapsed time Engage 4 Students establish informal experiences with determining how much time has passed. Instructional Procedures: 1. Place students in groups of 4. Distribute handout: Only Time Will Tell Instructions and handout: Only Time Will Tell Spinner to each group, and handout: Only Time Will Tell Game Board and a color tile to each student. Facilitate a class discussion about the directions for the game. 2. Instruct student groups to use their color tile as a game piece to play the game Only Time Will Tell with their group. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding of elapsed time. Spiraling Review ATTACHMENTS Handout: Only Time Will Tell Instructions (1 per student) Handout: Only Time Will Tell Spinner (1 per student) Handout: Only Time Will Tell Game Board (1 per student) MATERIALS color tiles (1 per student) Topics: ATTACHMENTS Elapsed time Explore/Explain 4 Students develop strategies to solve real-life problems involving elapsed time. Teacher Resource: Elapsed Time (1 per teacher) page 23 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures Instructional Procedures: 1. Display teacher resource: Elapsed Time. 2. Place students in groups of 3 or 4. Distribute the STAAR Reference Materials to each student. Instruct student groups to develop a strategy to solve both example problems on the displayed teacher resource: Elapsed Time and use the strategies to record the solution process for each problem in their math journal. Allow time for students to complete the activity. Monitor and assess student groups to check for understanding. Facilitate a class discussion to debrief student solutions and the strategies used to solve each problem. Ask: Notes for Teacher MATERIALS STAAR Reference Materials (1 per student) math journal (1 per student) How many seconds are in a minute? (60 seconds) How many minutes in an hour? (60 minutes) What strategy will you use to convert the elapsed time? Answers may vary. I converted the hours to minutes and back again; I counted up to the next hour and added those minutes to the time after the hour; etc. Do you think it is possible to use more than one strategy and still get the correct answer? (yes) 8 Topics: Elapsed time Explore/Explain 5 Spiraling Review ATTACHMENTS page 24 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures Students formalize the passing of time as elapsed time and offer strategies for solving elapsed time application problems. Instructional Procedures: 1. Place students in pairs. Distribute the STAAR Reference Materials and handout: Notes Elapsed Time to each student. Instruct student pairs to discuss the different strategies presented in the notes and then use those strategies to solve each problem. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. 2. Distribute handout: Elapsed Time Practice to each student. Instruct student pairs to solve each elapsed time problem. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Notes for Teacher Teacher Resource: Notes Elapsed Time KEY (1 per teacher) Handout: Notes Elapsed Time (1 per student) Teacher Resource: Elapsed Time Practice KEY (1 per teacher) Handout: Elapsed Time Practice (1 per student) MATERIALS STAAR Reference Materials (1 per student) TEACHER NOTE Elapsed time is first introduced in Grade 4 using concrete models. Grade 5 solves problems with and without concrete models involving elapsed time. However, elapsed time in an application setting is new in. 9 Topics: Elapsed time Spiraling Review page 25 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Temperature Suggested Instructional Procedures ATTACHMENTS Notes for Teacher Elaborate 3 Students solve application problems involving time and temperature. Instructional Procedures: 1. Place students in pairs. Distribute the STAAR Reference Materials and handout: Time and Temperature Practice to each student. Instruct students to use their STAAR Reference Materials to complete each problem. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Teacher Resource: Time and Temperature Practice KEY (1 per teacher) Handout: Time and Temperature Practice (1 per student) MATERIALS STAAR Reference Materials (1 per student) 10 Evaluate 1 Instructional Procedures: 1. Assess student understanding of related concepts and processes by using the Performance Indicator(s) aligned to this lesson. MATERIALS STAAR Reference Materials (1 per student) Performance Indicator(s): Grade 06 Unit 08 PI 01 Generate ratio tables of conversions within the same measuring system to solve a real-life problem situation (e.g., making lemonade, making ice cream, etc.) involving capacity, weight, volume, time, and temperature. Use mathematical properties and relationships to justify, in writing, the solution process page 26 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day used to solve the real-life problem situation. Sample Performance Indicator: Suggested Instructional Procedures Notes for Teacher Travis birthday party will be on Saturday at 1:15 P.M., and he wants to make a gallon of homemade lemonade. If Travis knows that one lemon weighs 6 ounces and yields a quarter cup of juice, use ratio tables to calculate how many lemons he will need to make a gallon of lemonade. When he viewed the advertisements for the local grocery store, he found that lemons were on sale for $1.00 per pound. Travis mother suggested he purchase the lemons from the wholesale market at $11.50 a carton. Each carton holds 4 layers of lemons. While continuing to plan for his birthday party, Travis researched that lemonade is best served when chilled to at least 38 F. Once the lemonade is made, it will be at room temperature of 68 F. The refrigerator is able to cool room temperature liquids by 25 degrees every half hour. Write a letter, as Travis, to his mother explaining the solution process used to page 27 of 108
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Suggested Day Suggested Instructional Procedures determine how many lemons he will need to make a gallon of lemonade, and justify if it would be cheaper to purchase the lemons from the grocery store or wholesale market. Also, include details regarding how the latest time Travis must put the fresh lemonade in the refrigerator to cool from room temperature to 38 F. Justify the solutions using mathematical properties and relationships. Notes for Teacher Standard(s): 6.2E, 6.3C, 6.4B, 6.8B, 6.8D, 6.11A, 6.11B, 6.11C, 6.11D, 6.12A, 6.13B ELPS ELPS.c.1H, ELPS.c.4J, ELPS.c.5F, ELPS.c.5G 05/08/13 page 28 of 108
Capacity and Weight Choices KEY Circle the capacity that would be the best measure for each of the following. 1. Oil for a car: Cup Pint Gallon Quart 2. A drinking glass: Gallon Pint Quart 3. A gas can: Quart Pint Gallon 4. A large jug of milk: Quart Pint Gallon 5. A small cafeteria size carton of milk: Quart Cup Gallon 6. A can of house paint: Quart Pint Gallon 7. A can of soup: Quart Cup Gallon 8. A pitcher of lemonade: Cup Pint Quart 9. A bottle of soda: Milliliter Liter 10. A spoonful of cream: Milliliter Liter 11. A bathtub of water: Milliliter Liter 12. A medicine dropper: Milliliter Liter 13. A soup pot: Milliliter Liter 14. A coffee mug: Milliliter Liter 15. A bottle of cough syrup: Milliliter Liter 16. A fish tank: Milliliter Liter 2012, TESCCC 10/12/12 page 1 of 2
Capacity and Weight Choices KEY Circle the weight that would be the best measure for each of the following. 1. compact car ton pound ounce 2. hummingbird ton pound ounce 3. package of butter ton pound ounce 4. textbook kilogram gram milligram 5. fruit fly kilogram gram milligram 6. one paperclip kilogram gram milligram 2012, TESCCC 10/12/12 page 2 of 2
Capacity and Weight Choices Circle the capacity that would be the best measure for each of the following. 1. Oil for a car: Cup Pint Gallon Quart 2. A drinking glass: Gallon Pint Quart 3. A gas can: Quart Pint Gallon 4. A large jug of milk: Quart Pint Gallon 5. A small cafeteria size carton of milk: Quart Cup Gallon 6. A can of house paint: Quart Pint Gallon 7. A can of soup: Quart Cup Gallon 8. A pitcher of lemonade: Cup Pint Quart 9. A bottle of soda: Milliliter Liter 10. A spoonful of cream: Milliliter Liter 11. A bathtub of water: Milliliter Liter 12. A medicine dropper: Milliliter Liter 13. A soup pot: Milliliter Liter 14. A coffee mug: Milliliter Liter 15. A bottle of cough syrup: Milliliter Liter 16. A fish tank: Milliliter Liter 2012, TESCCC 10/12/12 page 1 of 2
Capacity and Weight Choices Circle the weight that would be the best measure for each of the following. 1. compact car 2. hummingbird ton pound ounce ton pound ounce 3. package of butter ton pound ounce 4. textbook kilogram gram milligram 5. fruit fly kilogram gram milligram 6. one paperclip kilogram gram milligram 2012, TESCCC 10/12/12 page 2 of 2
Conversion Rulebook KEY Complete each table to show the relationship between the given units of measure for liquid capacity. (1) Fluid ounces and Cups Relationship (1a) Larger Unit to Smaller Unit (1b) Smaller Unit to Larger Unit Cups to Fluid ounces Cups Rule Fluid ounces 1 1 x 8 8 2 2 x 8 16 3 3 x 8 24 c c x 8 fl oz Fluid ounces to Cups Fluid ounces Rule Cups 8 8 8 1 16 16 8 2 24 24 8 3 fl oz fl oz 8 c (2) Fluid ounces and Pints Relationship (2a) Larger Unit to Smaller Unit (2b) Smaller Unit to Larger Unit Pints to Fluid ounces Pints Rule Fluid ounces 1 1 x 16 16 2 2 x 16 32 3 3 x 16 48 pt pt x 16 fl oz Fluid ounces to Pints Fluid ounces Rule Pints 16 16 16 1 32 32 16 2 48 48 16 3 fl oz fl oz 16 pt (3) Fluid ounces and Quarts Relationship (3a) Larger Unit to Smaller Unit (3b) Smaller Unit to Larger Unit Quarts to Fluid ounces Quarts Rule Fluid ounces 1 1 x 32 32 2 2 x 32 64 3 3 x 32 96 qt qt x 32 fl oz Fluid ounces to Quarts Fluid ounces Rule Quarts 32 32 32 1 64 64 32 2 96 96 32 3 fl oz fl oz 32 qt 2012, TESCCC 04/30/13 page 1 of 4
Conversion Rulebook KEY (4) Fluid ounces and Gallons Relationship (4a) Larger Unit to Smaller Unit (4b) Smaller Unit to Larger Unit Gallons to Fluid ounces Gallons Rule Fluid ounces 1 1 x 128 128 2 2 x 128 256 3 3 x 128 384 g g x 128 fl oz Fluid ounces to Gallons Fluid ounces Rule Gallons 128 128 128 1 256 256 128 2 384 384 128 3 fl oz fl oz 128 g (5) Cups and Pints Relationship (5a) Larger Unit to Smaller Unit (5b) Smaller Unit to Larger Unit Pints to Cups Cups to Pints Pints Rule Cups Cups Rule Pints 1 1 x 2 2 2 2 2 1 2 2 x 2 4 4 4 2 2 3 3 x 2 6 6 6 2 3 pt pt x 2 c c c 2 pt (6) Cups and Quarts Relationship (6a) Larger Unit to Smaller Unit (6b) Smaller Unit to Larger Unit Quarts to Cups Cups to Quarts Quarts Rule Cups Cups Rule Quarts 1 1 x 4 4 4 4 4 1 2 2 x 4 8 8 8 4 2 3 3 x 4 12 12 12 4 3 qt qt x 4 c c c 4 qt 2012, TESCCC 04/30/13 page 2 of 4
Conversion Rulebook KEY (7) Cups and Gallons Relationship (7a) Larger Unit to Smaller Unit (7b) Smaller Unit to Larger Unit Gallons to Cups Cups to Gallons Gallons Rule Cups Cups Rule Gallons 1 1 x 16 16 2 2 x 16 32 3 3 x 16 48 gal gal x 16 c 16 16 16 1 32 32 16 2 48 48 16 3 c c 16 gal (8) Pints and Quarts Relationship (8a) Larger Unit to Smaller Unit (8b) Smaller Unit to Larger Unit Quarts to Pints Pints to Quarts Quarts Rule Pints Pints Rule Quarts 1 1 x 2 2 2 2 x 2 4 3 3 x 2 6 qt qt x 2 pt 2 2 2 1 4 4 2 2 6 6 2 3 pt pt 2 qt (9) Pints and Gallons Relationship (9a) Larger Unit to Smaller Unit (9b) Smaller Unit to Larger Unit Gallons to Pints Pints to Gallons Gallons Rule Pints Pints Rule Gallons 1 1 x 8 8 2 2 x 8 16 3 3 x 8 24 gal gal x 8 pt 8 8 8 1 16 16 8 2 24 24 8 3 pt pt 8 gal 2012, TESCCC 04/30/13 page 3 of 4
Conversion Rulebook KEY (10) Quarts and Gallons Relationship (10a) Larger Unit to Smaller Unit (10b) Smaller Unit to Larger Unit Gallons to Quarts Quarts to Gallons Gallons Rule Quarts Quarts Rule Gallons 1 1 x 4 4 2 2 x 4 8 3 3 x 4 12 gal gal x 4 qt 4 4 4 1 8 8 4 2 12 12 4 3 qt qt 4 gal (11) Milliliters and Liters Relationship (11a) Larger Unit to Smaller Unit (11b) Smaller Unit to Larger Unit Liters to Milliliters Milliliters to Liters Liters Rule Milliliters Milliliters Rule Liters 1 1 x 1,000 1,000 2 2 x 1,000 2,000 3 3 x 1,000 3,000 L L x 1,000 ml 1,000 1,000 1,000 1 2,000 2,000 1,000 2 3,000 3,000 1,000 3 ml ml 1,000 L 2012, TESCCC 04/30/13 page 4 of 4
Conversion Rulebook Complete each table to show the relationship between the given units of measure for liquid capacity. (1) Fluid ounces and Cups Relationship (1a) Larger Unit to Smaller Unit (1b) Smaller Unit to Larger Unit Cups to Fluid ounces Cups Rule Fluid ounces 1 2 3 c fl oz Fluid ounces to Cups Fluid ounces Rule Cups 8 16 24 fl oz c (2) Fluid ounces and Pints Relationship (2a) Larger Unit to Smaller Unit (2b) Smaller Unit to Larger Unit Pints to Fluid ounces Pints Rule Fluid ounces 1 2 3 pt fl oz Fluid ounces to Pints Fluid ounces Rule Pints 16 32 48 fl oz pt (3) Fluid ounces and Quarts Relationship (3a) Larger Unit to Smaller Unit (3b) Smaller Unit to Larger Unit Quarts to Fluid ounces Quarts Rule Fluid ounces 1 2 3 qt fl oz Fluid ounces to Quarts Fluid ounces Rule Quarts 32 64 96 fl oz qt 2012, TESCCC 04/30/13 page 1 of 4
Conversion Rulebook (4) Fluid ounces and Gallons Relationship (4a) Larger Unit to Smaller Unit (4b) Smaller Unit to Larger Unit Gallons to Fluid ounces Gallons Rule Fluid ounces 1 2 3 gal fl oz Fluid ounces to Gallons Fluid ounces Rule Gallons 128 256 384 fl oz gal (5) Cups and Pints Relationship (5a) Larger Unit to Smaller Unit (5b) Smaller Unit to Larger Unit Pints to Cups Cups to Pints Pints Rule Cups Cups Rule Pints 1 2 3 pt c 2 4 6 c pt (6) Cups and Quarts Relationship (6a) Larger Unit to Smaller Unit (6b) Smaller Unit to Larger Unit Quarts to Cups Cups to Quarts Quarts Rule Cups Cups Rule Quarts 1 2 3 qt c 4 8 12 c qt 2012, TESCCC 04/30/13 page 2 of 4
Conversion Rulebook (7) Cups and Gallons Relationship (7a) Larger Unit to Smaller Unit (7b) Smaller Unit to Larger Unit Gallons to Cups Cups to Gallons Gallons Rule Cups Cups Rule Gallons 1 16 2 32 3 48 gal c c gal (8) Pints and Quarts Relationship (8a) Larger Unit to Smaller Unit (8b) Smaller Unit to Larger Unit Quarts to Pints Pints to Quarts Quarts Rule Pints Pints Rule Quarts 1 2 2 4 3 6 qt pt pt qt (9) Pints and Gallons Relationship (9a) Larger Unit to Smaller Unit (9b) Smaller Unit to Larger Unit Gallons to Pints Pints to Gallons Gallons Rule Pints Pints Rule Gallons 1 8 2 16 3 24 gal pt pt gal 2012, TESCCC 04/30/13 page 3 of 4
Conversion Rulebook (10) Quarts and Gallons Relationship (10a) Larger Unit to Smaller Unit (10b) Smaller Unit to Larger Unit Gallons to Quarts Quarts to Gallons Gallons Rule Quarts Quarts Rule Gallons 1 4 2 8 3 12 gal qt qt gal (11) Milliliters and Liters Relationship (11a) Larger Unit to Smaller Unit (11b) Smaller Unit to Larger Unit Liters to Milliliters Milliliters to Liters Liters Rule Milliliters Milliliters Rule Liters 1 1,000 2 2,000 3 3,000 L ml ml L 2012, TESCCC 04/30/13 page 4 of 4
Conversion Rulebook Part II KEY Complete each table to show the relationship between the given units of measure for mass. Kilogram and Gram Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Kilograms to Grams Kilograms Rule Grams 1 1(1000) 1000 2 2(1000) 2000 3 3(1000) 3000 kg kg(1000) g Grams to Kilograms Grams Rule Kilograms 1000 1000 1000 1 2000 2000 1000 2 3000 3000 1000 3 g g 1000 kg Grams and Milligrams Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Grams to Milligrams Milligrams to Grams Grams Rule Milligrams Milligrams Rule Grams 1 1(1000) 1000 2 2(1000) 2000 3 3(1000) 3000 g g(1000) mg 1,000 1000 1000 1 2,000 2000 1000 2 3,000 3000 1000 3 mg mg 1000 g 2012, TESCCC 10/12/12 page 1 of 2
Conversion Rulebook Part II KEY Complete each table to show the relationship between the given units of measure for weight. Tons and Pounds Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Tons to Pounds Pounds to Tons Tons Rule Pounds Pounds Rule Tons 1 1(2000) 2000 2 2(2000) 4000 3 3(2000) 6000 T T(2000) lbs 2,000 2000 2000 1 4,000 4,000 2000 2 6,000 6,000 2000 3 lbs lbs 2000 T Pounds to Ounces Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Pounds to Ounces Ounces to Pounds Pounds Rule Ounces Ounces Rule Pounds 1 1(16) 16 2 2(16) 32 3 3(16) 48 lbs lbs(16) oz 16 16 16 1 32 32 16 2 48 48 16 3 oz oz 16 lbs 2012, TESCCC 10/12/12 page 2 of 2
Conversion Rulebook Part II Complete each table to show the relationship between the given units of measure for mass. Kilogram and Gram Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Kilograms to Grams Kilograms Rule Grams 1 2 3 Grams to Kilograms Grams Rule Kilograms 1000 2000 3000 kg g g kg Grams and Milligrams Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Grams to Milligrams Milligrams to Grams Grams Rule Milligrams Milligrams Rule Grams 1 1,000 2 2,000 3 3,000 g mg mg g 2012, TESCCC 10/12/12 page 1 of 2
Conversion Rulebook Part II Complete each table to show the relationship between the given units of measure for weight. Tons and Pounds Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Tons to Pounds Pounds to Tons Tons Rule Pounds Pounds Rule Tons 1 2,000 2 4,000 3 6,000 T lbs lbs T Pounds to Ounces Relationship Larger Unit to Smaller Unit Smaller Unit to Larger Unit Pounds to Ounces Ounces to Pounds Pounds Rule Ounces Ounces Rule Pounds 1 16 2 32 3 48 lbs oz oz lbs 2012, TESCCC 10/12/12 page 2 of 2
Capacity and Weight Conversions KEY Convert the given measurements. Justify your response. 1. 14 fl oz = 3 1 4 c 14 fluid oz 8 fluid oz per cup = 1 6 8 c = 1 3 4 c 3. 2 1 2 pt = 40 fl oz 2 pt 16 fluid oz per pt = 32 fluid oz 1 pt = 8 fluid oz because 16 2 = 8 2 32 fluid oz + 8 fluid oz = 40 fl oz 5. 48 fl oz = 1 1 2 qt 48 fluid oz 32 fluid oz per quart = 1 16 32 qt = 1 1 2 qt 7. 64 fl oz = 1 2 gal 64 fluid oz 128 oz per gallon = 64 128 gal = 1 2 gal 9. 7 pt = 14 c 7 pt 2 c per pint = 14 c 2. 20 c = 1 1 4 gal 20 c 16 c per gallon = 1 4 16 gal = 1 1 4 gal 4. 13 qt = 26 pt 13 qt 2 pt per quart = 26 pt 6. 64 pt = 8 gal 64 pt 8 pt per gallon = 8 gal 8. 1 4 gal = 1 qt 1 gallon = 4 quarts 1 gal 4 qts per gal = 4 qts 4 qts per gal 1 4 gal = 1 qt 10. 500 ml = 1 2 L 500 ml 1000 L = 500 1,000 L = 1 2 L 11. 2 c = 1 2 qt 12. 2 L = 2,000 ml 2 L 1000 ml per Liter = 2,000 ml 2 c 4 c per quart = 2 4 qt = 1 2 qt 2012, TESCCC 04/30/13 page 1 of 2
Capacity and Weight Conversions KEY Convert the given measurements. Justify your response. 13. 15 T = 30,000 lbs (15 tons) (2,000 lbs per ton) = 30,000 lbs 14. 35,000 grams = 35 kg 35,000 g 1,000 g per kg = 35 kg 15. 1,500 mg = 1.5 g 1,500 mg 1,000 mg per g = 1.5 g 16. 400 oz = 25 lbs 400 oz 16 oz per lb = 25 lbs 17. 6 pounds = 96 oz (6 lbs) (16 oz per lb) = 96 oz 18. 16,000 lbs = 8 T 16,000 lbs 2,000 lbs per T = 8 T 19. 45 g = 45,000 mg (45 g) (1,000 mg per g) = 45,000 mg 20. 32 kg = 32,000 g (32 g) (1,000 g per kg) = 32,000 g 21. Anna purchased a 2 Liter bottle of soda at the Stop-N-Shop. What is the capacity of the bottle in milliliters? Explain your answers. 2,000 ml: 1,000 ml 2 = 2,000 ml 22. Jason bought a new truck. The gasoline tank holds 160 quarts of gasoline. How many gallons of gasoline would be needed to fill the truck? Explain your answer. 40 gallons: 160 quarts 4 quarts per gallon = 40 gallons 23. Mrs. Smith s baby weighed 112 ounces when she was born. What is the baby s weight in pounds? 7lbs: 112 ounces 16 = 7 pounds 24. Bobby has 10 dimes that weigh about 25 grams. How much do the 10 dimes weigh in milligrams? 25,000 mg: 25 grams 1,000 = 25,000 milligrams 2012, TESCCC 04/30/13 page 2 of 2
Capacity and Weight Conversions Convert the given measurements. Justify your response. 1. 14 fl oz = c 2. 20 c = gal 3. 2 1 2 pt = fl oz 4. 13 qt = pt 5. 48 fl oz = qt 6. 64 pt = gal 7. 64 fl oz = gal 8. 1 4 gal = qt 9. 7 pt = c 10. 500 ml = L 11. 2 c = qt 12. 2 L = ml 2012, TESCCC 10/12/12 page 1 of 2
Capacity and Weight Conversions Convert the given measurements. Justify your response. 13. 15 T = lbs 14. 35,000 grams = kg 15. 1,500 mg = g 16. 400 oz = lbs 17. 6 pounds = oz 18. 16,000 lbs = T 19. 45 g = mg 20. 32 kg = g 21. Anna purchased a 2 Liter bottle of soda at the Stop-N-Shop. What is the capacity of the bottle in milliliters? Explain your answers. 22. Jason bought a new truck. The gasoline tank holds 160 quarts of gasoline. How many gallons of gasoline would be needed to fill the truck? Explain your answer. 23. Mrs. Smith s baby weighed 112 ounces when she was born. What is the baby s weight in pounds? 24. Bobby has 10 dimes that weigh about 25 grams. How much do the 10 dimes weigh in milligrams? 2012, TESCCC 04/30/13 page 2 of 2
Capacity Conversion Applications KEY 1. Circle all of the following measures that measure capacity. a) kilometers b) ounces c) quarts d) pounds e) milligrams f) gallons g) yards h) liters i) centimeters j) pints k) feet l) fluid ounces m) milliliters n) cups o) tons p) miles 2. Use the following conversion table to generate a rule and apply the rule to complete the table. Fluid ounces Rule Gallons 128 128 128 1 256 256 128 2 384 384 128 3 fl oz fl oz 128 gal. 3. Use the information from the table in Problem 2 to write an equation that shows the relationship between fluid ounces and gallons. gal = fl oz 128: Number of gallons = number of fluid ounces divided by 128 ounces per gallon 4. Use the information from the table in Problem 2 to write a statement to describe how to estimate the number of gallons that are equivalent to 1152 fluid ounces and evaluate the reasonableness of the results. Estimate approximately 10 gallons: Use the compatible numbers 1200 for 1152 and 120 for 128, we can do 1200 120 = 10 or use the compatible numbers 1000 for 1152 and 100 for 128, we can do 1000 100 = 10. Use the equation and information from problem 2 and 3: gal = 1152 fl oz 128 fl oz per gal = 9 gal. 5. Stephen bought a 2-liter bottle of soda. What is the capacity of the bottle in milliliters? Explain your answer. 2000 milliliters: 2 liters x 1000 milliliters per liter = 2000 milliliters 6. The gas tank in Ariel s car will hold 16 gallons of gas. If her tank is half-full, how many quarts does she need to fill her tank? Explain your answer. 32 quarts: 16 gallons x 4 quarts per gallon = 64 quarts; half full = 64 quarts 2 = 32 quarts 2012, TESCCC 05/08/13 page 1 of 3
Capacity Conversion Applications KEY 7. If Ariel s car gets 25 miles to the gallon, how far could she drive on a full tank of gas? Explain your answer. 400 miles: 16 gallons x 25 miles per gallon = 400 miles 8. Pedro bought 7 quarts of milk at $.25 a cup. How much did the milk Pedro purchase cost? Explain your answer. $7.00: 7 quarts = 7 quarts x 2 pints per quart = 14 pints; 14 pints x 2 cups per pint = 28 cups; 28 cups x $0.25 = $7.00 9. A bottle of water holds 1 liter. Sam bought 6 bottles of water. How many milliliters did he buy? Explain your answer. 6000 milliliters: 6 bottles x 1 liter = 6 liters; 6 liters x 1000 milliliters per liter = 6000 milliliters 10. Conner is cooking chili. The recipe calls for 4 quarts of boiling water, but he does not have a quart measuring cup. He does have a 1 cup measuring cup. How many cups of boiling water will he need to make 4 quarts of boiling water? Explain your answer. 16 cups: 4 quarts x 2 pints per quart = 8 pints; 8 pints x 2 cups per pint = 16 cups The chart below shows the milk production for the Cantrell s cow for one week. Milk Production 11 10 9 8 7 Pints 6 5 4 3 2 1 0 Sunday Monday Tuesday Wednesday Thursday Friday Saturday Days of the Week 11. How many gallons of milk did the cow produce in one week? Explain your answer. 7 gallons: (5 pints + 10 pints + 7 pints + 8 pints + 9 pints + 7 pints + 10 Pints) = 56 pints 56 pints 2 pints per quart = 28 quarts;28 quarts 4 quarts per gallon = 7 gallons 2012, TESCCC 05/08/13 page 2 of 3
Capacity Conversion Applications KEY 12. What is the mean number of pints the cow produced per day? Explain your answer. (5 pints + 10 pints + 7 pints + 8 pints + 9 pints + 7 pints + 10 Pints) 7 = 8 pints Explanations will vary. 13. Colten is arranging pitchers on a shelf by size. He wishes to arrange the items from largest to smallest capacity. Give the order of the containers from largest to smallest. Justify your response. fluid ounces 5 quarts, 9 pints, 17 cups, 1 gallon, 120 fluid ounces (Students may use a different conversion method than the one listed below to find the answer.) 1) 9 pints x 2 cups per pint = 18 cups; 18 cups x 8 fluid ounces per cup = 144 fluid ounces 2) 17 cups x 8 fluid ounces per cup = 136 fluid ounces 3) 120 fluid ounces 4) 5 quarts x 2 pints per quart = 10 pints; 10 pints x 2 cups per pint = 20 cups; 20 cups x 8 fluid ounces = 160 fluid ounces 5) 1 gallon x 4 quarts per gallon = 4 quarts; 4 qts x 2 pints per quart = 8 pints; 8 pts x 2 cups per pint = 16 cups; 16 cups x 8 fluid ounces per cup = 128 ounces 14. What units, tools, and formulas did you use to solve Problem 13? Answers may vary. Sample Answer: Used the information from the STAAR Reference Materials and the formulas for converting gallons to quarts, quarts to pints, pints to cups, and cups to fluid ounces. The answers are reasonable since 8 pints = 1 gallon and 1 gallon = 128 fluid ounces, so 9 pints will be more than 128 fluid ounces. 2012, TESCCC 05/08/13 page 3 of 3
Capacity Conversion Applications 1. Circle all of the following measures that measure capacity. a) kilometers b) ounces c) quarts d) pounds e) milligrams f) gallons g) yards h) liters i) centimeters j) pints k) feet l) fluid ounces m) milliliters n) cups o) tons p) miles 2. Use the following conversion table to generate a rule and apply the rule to complete the table. Fluid ounces 128 256 384 fl oz Rule Gallons gal. 3. Use the information from the table in Problem 2 to write an equation that shows the relationship between fluid ounces and gallons. 4. Use the information from the table in Problem 2 to write a statement to describe how to estimate the number of gallons that are equivalent to 1152 fluid ounces and evaluate the reasonableness of the results. 5. Stephen bought a 2-liter bottle of soda. What is the capacity of the bottle in milliliters? Explain your answer. 6. The gas tank in Ariel s car will hold 16 gallons of gas. If her tank is half-full, how many quarts does she need to fill her tank? Explain your answer. 2012, TESCCC 05/08/13 page 1 of 3
Capacity Conversion Applications 7. If Ariel s car gets 25 miles to the gallon, how far could she drive on a full tank of gas? Explain your answer. 8. Pedro bought 7 quarts of milk at $.25 a cup. How much did the milk Pedro purchase cost? Explain your answer. 9. A bottle of water holds 1 liter. Sam bought 6 bottles of water. How many milliliters did he buy? Explain your answer. 10. Conner is cooking chili. The recipe calls for 4 quarts of boiling water, but he does not have a quart measuring cup. He does have a 1 cup measuring cup. How many cups of boiling water will he need to make 4 quarts of boiling water? Explain your answer. The chart below shows the milk production for the Cantrell s cow for one week. Milk Production 11 10 9 8 7 Pints 6 5 4 3 2 1 0 Sunday Monday Tuesday Wednesday Thursday Friday Saturday Days of the Week 11. How many gallons of milk did the cow produce in one week? Explain your answer. 2012, TESCCC 05/08/13 page 2 of 3
Capacity Conversion Applications 12. What is the mean number of pints the cow produced per day? Explain your answer. 13. Colten is arranging pitchers on a shelf by size. He wishes to arrange the items from largest to smallest capacity. Give the order of the containers from largest to smallest. Justify your response. fluid ounces 14. What units, tools, and formulas did you use to solve Problem 13? 2012, TESCCC 05/08/13 page 3 of 3
Weight in the World KEY 1. The scale below shows the weight of 3 apples in pounds. a) Calculate the weight of 12 apples. Explain your calculation. If 3 apples have a weight of 2 pounds, then 12 apples have a weight of 8 pounds because 4 x 3 apples = 12 apples and 4 x 2 pounds = 8 pounds. b) How many apples would weigh 6 pounds? Justify your response. If 3 apples have a weight of 2 pounds, then 9 apples have a weight of 6 pounds because 3 x 3 apples = 9 apples and 3 x 2 pounds = 6 pounds. 2. The cost of shipping for E-shop Internet store is $1 per ounce. Determine the cost of shipping for each of following items along with the total cost of the item with shipping. $149 $29 $39 008 032 003 Digital Camera DVD Player MP3 Player Cost of shipping: $ 8 Cost of shipping: $ 32 Cost of shipping: $ 3 Total Cost: $149 + $8 = $157 Total Cost: $29 + $32 = $61 Total Cost: $39 + $3 = $42 3. The I-Buy Internet store offers the same items with free shipping for the prices listed below: Which store has the best deals on electronics? Digital Camera: $155 DVD Player: $58 MP3 Player: $40 I-buy has better prices on all three items. 2012, TESCCC 04/30/13 page 1 of 4
Weight in the World KEY 4. Shop Mart offers ground sirloin for $4.00 per pound. How much would each of the packages of meat cost? A. cost: 1 lb x $4 = $4 B. cost: 3 lb x $4 = $12 C. cost: 1 lb x $4 + $2 for half a lb = $6 D. cost: 6 lbs x $4 + $2 for half a lb = $26 5. The Geo City Dump charges customers per pound to dispose of old appliances. Vehicles are weighed as they enter the dump and as they leave to determine how many pounds were dumped. The scales below show the weight of Sam s pick-up truck and the contents as he entered the dump and as he left. lbs 4307 180 Weight of truck and contents entering the dump. lbs 4160 180 Weight of truck and contents after dumping appliance. a) Write a statement to describe how to calculate the cost to dispose of appliances. Determine the difference in pounds of the truck before and after the contents are dumped. Multiply this difference by the price per pound for the trash. b) If Sam s total bill was 1000, did he pay more than or less than $0.10 per pound for trash? Explain. 4307 entering 4160 exiting= 147 lbs. 147 x? price per pound of trash = 1000. Paid less than $0.10 per pound because 147 lbs x 10 per lb = 1470 > 1000. c) Write an equation that represents the cost c in dollars for dumping appliances given p, the number of pounds if the price per pound of trash is $0.12. c = 0.12 x p or c = 0.12p or c = 0.12(p) or c = 0.12[p] or c = 0.12 p 2012, TESCCC 04/30/13 page 2 of 4
Weight in the World KEY 6. The cost for a salad at Salad Corral is $1.75 plus $2.00 per pound of salad. Use the given pictures below to answer the following: 0016 Oz 0032 Oz 0048 Oz Salad 1 Salad 2 Salad 3 a) Use the table below to describe the relationship to convert ounces to pounds. Ounces Process Pounds 16 16 16 1 32 32 16 2 48 48 16 3 oz oz 16 lbs b) Write a statement to describe how to solve the problem. Solve the Problem: Convert ounces to pounds and then multiply the number of pounds by $2.00 per pound of salad and then add $1.75. c) Write an equation to determine the cost of each salad, and then calculate the cost of each salad. 16 oz Salad 32 oz Salad 48 oz Salad 16 16 x 2 + 1.75 = $3.75 32 16 x 2 + 1.75 = $5.75 48 16 x 2 + 1.75 = $7.75 d) If you bought 40 ounces of salad, estimate the cost of the salad, calculate the cost of the salad, and then evaluate the reasonableness of your estimate and solution. The cost is between $5.75 and $7.75 because 40 ounces is between 32 and 48 ounces. 40 oz = 2 lbs + 0.5 lb; cost of half a pound of salad = $1; 2 lbs x $2 + $1 + $1.75 = $6.75. $6.75 is reasonable since $5.75 < $6.75 < $7.75. e) Write an equation to determine c, the cost of any salad, given w, the weight in ounces. Weight in ounces of salad 16 ounces per pound x $2.00 per pound + $1.75 = cost of salad c = w 16 x 2 + 1.75. 2012, TESCCC 04/30/13 page 3 of 4
Weight in the World KEY 7. Circle all of the following measures that measure weight or mass. a) kilometers b) ounces c) quarts d) pounds e) milligrams f) gallons g) yards h) liters i) centimeters j) kilograms k) feet l) fluid ounces m) grams n) cups o) tons p) miles 8. Sheri ordered 600 pounds of bananas, 1 2 ton of apples, 272 ounces of raisins to make her famous fruit cookies. How many pounds of fruit did she order? Justify your response. 1,617 pounds 1 2 ton =? pounds; 1 ton = 2000 pounds; 2000 pounds 2 = 1000 pounds = 1 2 ton 272 ounces =? pounds; 16 ounces = 1 pound; 272 ounces 16 ounces per pound = 17 pounds 600 + 1000 + 17 = 1,617 pounds 2012, TESCCC 04/30/13 page 4 of 4
Weight in the World HS 1. The scale below shows the weight of 3 apples in pounds. a) Calculate the weight of 12 apples. Explain your calculation. b) How many apples would weigh 6 pounds? Justify your response. 2. The cost of shipping for E-shop Internet store is $1 per ounce. Determine the cost of shipping for each of following items along with the total cost of the item with shipping. $149 $29 $39 008 032 003 Digital Camera DVD Player MP3 Player Cost of shipping: $ Cost of shipping: $ Cost of shipping: $ Total Cost: Total Cost: Total Cost: 3. The I-Buy Internet store offers the same items with free shipping for the prices listed below: Which store has the best deals on electronics? Digital Camera: $155 DVD Player: $58 MP3 Player: $40 2012, TESCCC 04/30/13 page 1 of 4
Weight in the World HS 4. Shop Mart offers ground sirloin for $4.00 per pound. How much would each of the packages of meat cost? A. cost: B. cost: C. cost: D. cost: 5. The Geo City Dump charges customers per pound to dispose of old appliances. Vehicles are weighed as they enter the dump and as they leave to determine how many pounds were dumped. The scales below show the weight of Sam s pick-up truck and the contents as he entered the dump and as he left. a) Write a statement to describe how to calculate the cost to dispose of appliances. lbs 4307 180 Weight of truck and contents entering the dump. lbs 4160 180 Weight of truck and contents after dumping appliance. b) If Sam s total bill was 1000, did he pay more than or less than $0.10 per pound for trash? Explain. c) Write an equation that represents the cost c in dollars for dumping appliances given p, the number of pounds if the price per pound of trash is $0.12. 2012, TESCCC 04/30/13 page 2 of 4
Weight in the World HS 6. The cost for a salad at Salad Corral is $1.75 plus $2.00 per pound of salad. Use the given pictures below to answer the following: 0016 Oz 0032 Oz 0048 Oz 0048 Oz Salad 1 Salad 2 Salad 3 a) Use the table below to describe the relationship to convert ounces to pounds. Ounces Process Pounds 16 32 48 oz lbs b) Write a statement to describe how to solve the problem. c) Write an equation to determine the cost of each salad, and then calculate the cost of each salad. 16 oz Salad 32 oz Salad 48 oz Salad d) If you bought 40 ounces of salad, estimate the cost of the salad, calculate the cost of the salad, and then evaluate the reasonableness of your estimate and solution. e) Write an equation to determine c, the cost of any salad, given w, the weight in ounces. 2012, TESCCC 04/30/13 page 3 of 4
Weight in the World HS 7. Circle all of the following measures that measure weight or mass. a) kilometers b) ounces c) quarts d) pounds e) milligrams f) gallons g) yards h) liters i) centimeters j) kilograms k) feet l) fluid ounces m) grams n) cups o) tons p) miles 8. Sheri ordered 600 pounds of bananas, 1 2 ton of apples, 272 ounces of raisins to make her famous fruit cookies. How many pounds of fruit did she order? Justify your response. 2012, TESCCC 04/30/13 page 4 of 4
Box Net Pattern Cut out the pattern along the solid lines. Fold the box net pattern along the dotted lines. Tape the edges to form a box. 2012, TESCCC 10/12/12 page 1 of 1
How Many Cubes? 1) Use scissors to cut out the pattern from the handout: Box Net Pattern. Fold the net pattern and tape the sides to make a model of an open box (as shown below). 2) Estimate how many centimeter cubes would fill the box (as shown below). Record your estimate below. Check your estimate by putting as many cubes as you can in the box. Record the actual number of cubes that fit in the box. Estimate: Actual: 3) Explain the process you used to determine your estimate. 4) Was your original estimate greater or less than the actual volume of the box? 2012, TESCCC 10/12/12 page 1 of 1
Exploring Volume KEY Step 1 Complete this table as you follow the steps below. Length (l) Width (w) Height (h) Total number of Cubes Figure 1 4 3 1 12 Figure 2 4 3 2 24 Figure 3 4 3 5 60 1. Draw a 4 3 rectangle on centimeter grid paper. Place centimeter cubes on the rectangle as shown below. Record the number of cubes you used. What is the height of this prism? Length? Width? Figure 1 2. Keeping the original length and width, make another prism with a height of 2 units as shown below. Record the number of cubes you used. Figure 2 3. Keeping the original length and width, make another prism with a height of 5 units. Record the number of cubes you used. 4. Based on the information in the table, how could you use the length, width, and height of a prism to find the total number of cubes without counting them? Write a formula you could use to show this. You multiply them all together to get volume. V= lwh 5. When the height of the prism is doubled, what happens to the volume? The volume doubles when the height is doubled. 2012, TESCCC 10/12/12 page 1 of 3
Exploring Volume KEY Step 2 Use the table below to record your data and find the volume after building each rectangular prism with the given dimensions shown below. 6. Length = 2, Width = 4, Height = 3 7. Length = 1, Width = 4, Height = 5 8. Length = 10, Width = 5, Height = 2 Length (l) Width (w) Height (h) Total number of Cubes Problem 6 2 4 3 24 Problem 7 1 4 5 20 Problem 8 10 5 2 100 Step 3 Use the table below to record your data and find the volume after building each rectangular prism with the given dimensions shown below. 9. Length = 3, Width = 5, Height = 4 10. Length = 1, Width = 6, Height = 4 11. Length = 8, Width = 6, Height = 3 Area of base (B) Height (h) Total number of Cubes Problem 6 15 4 60 Problem 7 6 4 24 Problem 8 48 3 144 2012, TESCCC 10/12/12 page 2 of 3
Exploring Volume KEY Step 4 Use the table below to help solve this problem. Janet has an oddly-shaped gift to wrap. The dimensions of the gift are about 14 inches long, 4 inches wide, and 5 inches high. She also needs to make the box a little bit bigger, because she needs to put packing material around the gift. The packing and shipping store had the following display for the sizes of boxes available. All the boxes are rectangular prisms. Box Dimensions and Volume of Various Size Boxes Length (inches) Width (inches) Height (inches) Volume (cubic inches) A 14 5 4 280 B 5 4 14 280 C 15 6 5 450 D 15 5 6 450 E 4 4 15 240 12. What process was used to determine the volume of each box? Explain. V = l x w x h; or count the number of cubes needed to fill the box. 13. Which box should Janet choose for her gift? Why? D is the best choice because you need room for the packing materials around each of the dimensions. 2012, TESCCC 10/12/12 page 3 of 3
Exploring Volume Step 1 Complete this table as you follow the steps below. Length (l) Width (w) Height (h) Total number of Cubes Figure 1 Figure 2 Figure 3 5 1. Draw a 4 3 rectangle on centimeter grid paper. Place centimeter cubes on the rectangle as shown below. Record the number of cubes you used. What is the height of this prism? Length? Width? Figure 1 2. Keeping the original length and width, make another prism with a height of 2 units as shown below. Record the number of cubes you used. Figure 2 3. Keeping the original length and width, make another prism with a height of 5 units. Record the number of cubes you used. 4. Based on the information in the table, how could you use the length, width, and height of a prism to find the total number of cubes without counting them? Write a formula you could use to show this. 5. When the height of the prism is doubled, what happens to the volume? 2012, TESCCC 10/12/12 page 1 of 3
Exploring Volume Step 2 Use the table below to record your data and find the volume after building each rectangular prism with the given dimensions shown below. 6. Length = 2, Width = 4, Height = 3 7. Length = 1, Width = 4, Height = 5 8. Length = 10, Width = 5, Height = 2 Length (l) Width (w) Height (h) Total number of Cubes Problem 6 Problem 7 Problem 8 Step 3 Use the table below to record your data and find the volume after building each rectangular prism with the given dimensions shown below. 1. Length = 3, Width = 5, Height = 4 2. Length = 1, Width = 6, Height = 4 3. Length = 8, Width = 6, Height = 3 Area of base (B) Height (h) Total number of Cubes Problem 6 Problem 7 Problem 8 2012, TESCCC 10/12/12 page 2 of 3
Exploring Volume Step 4 Use the table below to help solve this problem. Janet has an oddly-shaped gift to wrap. The dimensions of the gift are about 14 inches long, 4 inches wide, and 5 inches high. She also needs to make the box a little bit bigger, because she needs to put packing material around the gift. The packing and shipping store had the following display for the sizes of boxes available. All the boxes are rectangular prisms. Box Dimensions and Volume of Various Size Boxes Length (inches) Width (inches) Height (inches) Volume (cubic inches) A 14 5 4 280 B 5 4 14 280 C 15 6 5 450 D 15 5 6 450 E 4 4 15 240 9. What process was used to determine the volume of each box? Explain. 10. Which box should Janet choose for her gift? Why? 2012, TESCCC 10/12/12 page 3 of 3
Centimeter Grid 2012, TESCCC 10/12/12 page 1 of 1
Explaining Volume KEY Definition The volume of a solid is the amount of space the solid occupies. Volume is measured in cubic units. Use the STAAR Reference Materials to list the two formulas that can be used to find the volume of a rectangular prism; include what each letter represents in the formula. V = lwh; Volume = length x width x height V = Bh; Volume = Area of the base x height length (l) width (w) height (h) Using the Volume Formula Find the volume of this rectangular prism: Write the volume formula: V = l x w x h Substitute for l, w, and h: V = 5 x 7 x 3 Simplify: 105 cubic cm 5 cm 7 cm 3 cm Practice: Find the volume of the rectangular prism with the given dimensions. Show your work. 1) 2) 20 cm 20 cm 20 cm Volume: length x width x height V = 20 cm x 20 cm x 20 cm = 8000 cubic cm 3) B= 18 ft and h= 11 ft 18 in. 30 in. 8 in. Volume: length x width x height V = 30 in. x 8 in. x 18 in. = 4320 cubic in. 4) V= Bh V= 18 x 11 V= 198 cubic ft V= lwh V = 6 x 4 x 2 = 48 cubic units 2012, TESCCC 10/12/12 page 1 of 3
Explaining Volume KEY Using the Volume Formula to Find a Missing Dimension A pool at a zoo aquarium is a rectangular prism that is 40 meters wide and 14 meters deep. Its volume is 30,800 cubic meters. How long is the pool? Write the volume formula: V = lwh Substitute for V, w, and h: 30,800 = l x 40 x 14 Multiply the two known dimensions and simplify: 30,800 = l x 560 Write a related division equation: l = 30,800 560 Solve the division equation: l = 55 meters Practice: 5) The volume of a rectangular swimming pool is 4125 cubic meters. The pool is 25 meters wide and 3 meters deep. How long is the pool? Volume = 4125 cubic meters Width = 25 meters Height = 3 meters V = l x w x h 4125 = l x 25 x 3 l = 4125 75 l = 55 meters 2012, TESCCC 10/12/12 page 2 of 3
Explaining Volume KEY 6) The volume of a bathtub is 24 cubic feet. The bathtub is 4 feet long and 2 feet wide. How deep is the bathtub? Volume = 24 cubic feet Width = 2 feet Length = 4 feet V = l x w x h 24 = 4 x 2 x h h = 24 8 h = 3 feet 7) The volume of a rectangular water tank is 440 cubic inches. The area of the base is 88 square inches. How deep is the tank? Volume = 440 cubic inches Area of Base = 88 square inches V = Bh 440 = 88h 440 = 88h 88 88 5 = h Height = 5 inches 2012, TESCCC 10/12/12 page 3 of 3
Explaining Volume Definition The volume of a solid is the amount of space the solid occupies. Volume is measured in cubic units. Use the STAAR Reference Materials to list the two formulas that can be used to find the volume of a rectangular prism; include what each letter represents in the formula. height (h) length (l) width (w) Using the Volume Formula Find the volume of this rectangular prism: Write the volume formula: Substitute for l, w, and h: Simplify: 5 cm 7 cm 3 cm Practice: Find the volume of the rectangular prism with the given dimensions. Show your work. 1) 2) 20 cm 20 cm 20 cm 3) B= 18 ft and h= 11 ft 4) 30 in. 18 in. 8 in. 2012, TESCCC 10/15/12 page 1 of 2
Explaining Volume Using the Volume Formula to Find a Missing Dimension A pool at a zoo aquarium is a rectangular prism that is 40 meters wide and 14 meters deep. Its volume is 30,800 cubic meters. How long is the pool? Write the volume formula: V = lwh Substitute for V, w, and h: 30,800 = l x 40 x 14 Multiply the two known dimensions and simplify: 30,800 = l x 560 Write a related division equation: l = 30,800 560 Solve the division equation: l = 55 meters Practice: 5) The volume of a rectangular swimming pool is 4125 cubic meters. The pool is 25 meters wide and 3 meters deep. How long is the pool? 6) The volume of a bathtub is 24 cubic feet. The bathtub is 4 feet long and 2 feet wide. How deep is the bathtub? 7) The volume of a rectangular water tank is 440 cubic inches. The area of the base is 88 square inches. How deep is the tank? 2012, TESCCC 10/15/12 page 2 of 2
Volume Practice/Problem Solving KEY 1. Use the given rectangular prisms to do the following: Figure 1 Figure 2 Figure 3 a) Record the dimensions of each rectangular prism in the table below. b) Find the volume of each rectangular prism. c) Write the formula to calculate the volume of any rectangular prism. d) Write a statement to explain how to find the volume of any rectangular prism. To find the volume of any rectangular prism, we can determine the number of cubes in each layer by doing length x width and then multiplying by the number of layers which is the height: volume = l x w x h. Figure length width height Process Volume 1 3 3 2 3 x 3 x 2 18 u 3 2 2 3 2 2 x 3 x 2 12 u 3 3 5 3 2 5 x 3 x 2 30 u 3 Formula l w h l x w x h l x w x h 2. Sandra is designing a fish tank in the shape of a rectangular prism. The dimensions of the tank are: length = 2 ft 4 in., width = 1 ft, height = 1.5 ft. If 231 cubic inches can hold 1 gallon of water, how many gallons of water will the fish tank hold if Sandra fills the fish tank so the water level is 7 inches from the top? a) Estimate the total volume of the fish tank. Volume in in. 3 = length x width x height: Approximate: 30 in. x 10 in. x 20 in. = 6000 in 3 b) Select the appropriate units and formula to solve the problem. Use inches since 231 cubic inches can hold 1 gallon. Use the formula to calculate the volume of a rectangular prism since the fish tank is in the shape of a rectangular prism. c) Solve the problem. length = 2 ft 4 in. = 24 in. + 4 in. = 28 in.; width = 1 ft = 12 in.; height = 1.5 ft = 18 in. Volume: length x width x height; height of water = 18 in. 7 in. = 11 in.: 28 x 12 x 11 = 3696 in 3 Gallons: 3696 in 3 231 in 3 per gallon = 16 gallons d) Write a statement to estimate the reasonableness of the solution. If we multiply 231 by 10 we have 2310 gallons. If we multiply 231 by 20 we have 4620 gallons. The solution of 16 gallons is reasonable since 10 < 16 < 20 and 2310 < 3696 < 4620. The estimate for the total volume of the fish tank was 4000 in 3 and 3696 < 4000 which is reasonable. 2012, TESCCC 01/31/13 page 1 of 3
Volume Practice/Problem Solving KEY 3. Maxine decorates boxes to sell at craft fairs. The boxes are in the shape of a cube measuring 7 inches on each side. What is the volume of each box? Show your work. Volume = length x width x height: 7 in. x 7 in. x 7 in. = 343 in 3 4. Bernie has a yellow carton that measures 1 m x 3 m x 2 m, a white one that measures 1 m x 2 m x 1 m, and a brown one that measures 2 m x 2 m x 1 m. Order the cartons from least to greatest in volume. Show your work. White: 1 m x 2 m x 1 m = 2 m 3, Brown: 2 m x 2 m x 1 m = 4 m 3, Yellow: 1 m x 3 m x 2 m = 6 m 3 5. Find the missing dimension of the rectangular prisms described. a) Volume = 192 ft 3 length = 8 ft width = 2 ft height =? height = 192 (8 x 2) height = 192 16 height = 12 ft b) Volume = 2500 m 3 width = 25 m height = 10 m length =? length= 2500 (25 x 10) length = 2500 250 length = 10 m c) Volume =? Volume = Bh Volume = 32(9) Volume = 288 cm 3 Area of the base = 32 cm 2 height = 9 cm d) Volume = 246 m 3 Volume = Bh 246 = 41h 246/41 = h 6 m = h Area of the base = 41 m 2 height =? 2012, TESCCC 01/31/13 page 2 of 3
Volume Practice/Problem Solving KEY 6. Use the diagram of the cereal box to answer the following questions. 5 in. 2 in. CEREAL cereal level 16 in. 10 in. a) What is the volume of the cereal box? Volume of box = length x width x height: V = 10 in. x 2 in. x 16 in. = 320 in 3 b) What is the volume of the cereal in the box? Volume of cereal in box = length x width x height: V = 10 in. x 2 in. x 5 in. = 100 in 3 c) Describe how to find the volume of the box that is not filled with cereal? Calculate this volume. Subtract the volume of cereal in the box from the volume of the box: 320 100 = 220 in 3 2012, TESCCC 01/31/13 page 3 of 3
Volume Practice/Problem Solving HS 1. Use the given rectangular prisms to do the following: Figure 1 Figure 2 Figure 3 a) Record the dimensions of each rectangular prism in the table below. b) Find the volume of each rectangular prism. c) Write the formula to calculate the volume of any rectangular prism. d) Write a statement to explain how to find the volume of any rectangular prism. Figure length width height Process Volume 1 2 3 Formula l w h 2. Sandra is designing a fish tank in the shape of a rectangular prism. The dimensions of the tank are: length = 2 ft 4 in., width = 1 ft, height = 1.5 ft. If 231 cubic inches can hold 1 gallon of water, how many gallons of water will the fish tank hold if Sandra fills the fish tank so the water level is 7 inches from the top? a) Estimate the total volume of the fish tank. b) Select the appropriate units and formula to solve the problem. c) Solve the problem. d) Write a statement to estimate the reasonableness of the solution. 2012, TESCCC 01/31/13 page 1 of 2
Volume Practice/Problem Solving HS 3. Maxine decorates boxes to sell at craft fairs. The boxes are in the shape of a cube measuring 7 inches on each side. What is the volume of each box? Show your work. 4. Bernie has a yellow carton that measures 1 m x 3 m x 2 m, a white one that measures 1 m x 2 m x 1 m, and a brown one that measures 2 m x 2 m x 1 m. Order the cartons from least to greatest in volume. Show your work. 5. Find the missing dimension of the rectangular prisms described. a) Volume = 192ft 3 length = 8 ft width = 2 ft height =? b) Volume = 2500 m 3 width = 25 m height = 10 m length =? c) Volume =? Area of the base = 32 cm 2 height = 9 cm d) Volume = 246 m 3 Area of the base = 41 m 2 height =? 6. Use the diagram of the cereal box to answer the following questions. 5 in. 2 in. CEREAL cereal level 16 in. a) What is the volume of the cereal box? 10 in. b) What is the volume of the cereal in the box? c) Describe how to find the volume of the box that is not filled with cereal? Calculate this volume. 2012, TESCCC 01/31/13 page 2 of 2
Temperature Introduction Decide whether each temperature is above, below, or equal to 0 F; use an integer to represent the temperature. Record your answers in your math journal and explain how you know. o F 20 A B C o F 20 o F 20 10 0-10 - 20 10 0-10 - 20 10 0-10 - 20 2012, TESCCC 10/15/12 page 1 of 1
Texas Highs and Lows KEY Note: Students create a thermometer on chart paper and place the cities by the integers representing the temperatures. Greenville 115 F El Paso 114 F Brownsville 106 F Alice 111 F Amarillo 108 F Huntsville 107 F Corpus Christi 103 F Brownsville 16 F Alice 15 F Huntsville -2 F Corpus Christi 13 F Greenville -4 F El Paso -8 F Amarillo -14 F 2012, TESCCC 10/15/12 page 1 of 1
Texas Highs and Lows City Record Low Record High Amarillo -14 F 108 F El Paso -8 F 114 F Greenville -4 F 115 F Alice 15 F 111 F Brownsville 16 F 106 F Corpus Christi 13 F 103 F Huntsville -2 F 107 F 2012, TESCCC 05/08/13 page 1 of 1
Notes Temperature Temperature is the measure of how hot or cold something is. It is measured in degrees on a temperature scale. In the metric system, temperature is measured in degrees Celsius ( C). Water freezes at 0 C and boils at 100 C. In the customary system, temperature is measured in degrees Fahrenheit ( F). Water freezes at 32 F and boils at 212 F. The thermometers at the right show common temperatures in degrees Celsius and degrees Fahrenheit. Practice: Use the thermometers at the right to choose a reasonable temperature for: (1) Temperature of hail (2) Snowboarding (3) Classroom temperature 212 o F 110 98.6 o F 100 40 37 o C 32 o F Fahrenheit 210 200 190 180 170 160 150 140 130 120 90 80 70 60 50 40 30 20 10 0-10 Water boils Normal Body Temperature Water Freezes Celsius 100 o C 90 80 70 60 50 30 20 10 0 o C - 10-20 - 20-30 2012, TESCCC 05/08/13 page 1 of 1
Temperature and Thermometer Practice KEY Choose the more reasonable temperature for each situation and explain your reasoning. (1) pie in the oven: 200 F or 350 F (2) ice cream: - 10 C or 10 C (3) inside a restaurant: 32 F or 72 F (4) hot chocolate: 65 C or 35 C (5) water in a warm bath: 75 F or 100 F (6) frozen vegetables: - 10 C or 10 C Solve. (7) Air temperature decreases about 6 C for every increase in elevation of 1000 meters. If the temperature outside starts out at 30 C, make a table of values for the temperature at elevations of 1000, 2000, 3000, 4000, 5000, and 6000 meters. Elevation Temperature 0 30 1000 24 2000 18 3000 12 4000 6 5000 0 6000-6 2012, TESCCC 05/07/13 page 1 of 2
Temperature and Thermometer Practice KEY Use the diagram of the thermometer below to help you fill in the appropriate unit of temperature ( F or C) to make the following sentences true. Be prepared to discuss your answers. (8) If the high temperature were 29, C it would probably be summer. (9) If the temperature were 30, it might snow. (10) If the temperature of the classroom were 23, C you would be comfortable. (11) If the temperature of the classroom were 72, F you would be comfortable. (12) If you were making spaghetti noodles, you would want the water to be 100. C (13) In the spring, you would expect the temperature to be around 70. F (14) In the fall, you would expect the temperature to be around 22. C F C (15) It would be raining at 10, not snowing. (16) You would go swimming when it was 90. F Fahrenheit Celsius 212 o F 210 100 o C 200 190 90 180 80 170 160 70 150 140 60 130 120 50 110 98.6 o F 100 40 37 o C 90 30 80 70 20 60 50 10 40 32 o F 30 0 o C 20 10-10 0-20 - 10-20 - 30 Water boils Normal Body Temperature Water Freezes 2012, TESCCC 05/07/13 page 2 of 2
Temperature and Thermometer Practice Choose the more reasonable temperature for each situation and explain your reasoning. (1) pie in the oven: 200 F or 350 F (2) ice cream: 10 C or 10 C (3) inside a restaurant: 32 F or 72 F (4) hot chocolate: 65 C or 35 C (5) water in a warm bath: 75 F or 100 F (6) frozen vegetables: 10 C or 10 C Solve. (7) Air temperature decreases about 6 C for every increase in elevation of 1000 meters. If the temperature outside starts out at 30 C, make a table of values for the temperature at elevations of 1000, 2000, 3000, 4000, 5000, and 6000 meters. 2012, TESCCC 05/07/13 page 1 of 2
Temperature and Thermometer Practice Use the diagram of the thermometer below to help you fill in the appropriate unit of temperature ( F or C) to make the following sentences true. Be prepared to discuss your answers. (8) If the high temperature were 29, it would probably be summer. (9) If the temperature were 30, it might snow. (10) If the temperature of the classroom were 23, you would be comfortable. (11) If the temperature of the classroom were 72, you would be comfortable. (12) If you were making spaghetti noodles, you would want the water to be 100. (13) In the spring, you would expect the temperature to be around 70. (14) In the fall, you would expect the temperature to be around 22. (15) It would be raining at 10, not snowing. (16) You would go swimming when it was 90. Fahrenheit 212 o F 110 98.6 o F 100 40 37 o C 32 o F 210 200 190 180 170 160 150 140 130 120 90 80 70 60 50 40 30 20 10 0-10 Celsius 100 o C 90 80 70 60 50 30 20 10 0 o C - 10-20 - 20-30 Water boils Normal Body Temperature Water Freezes 2012, TESCCC 05/07/13 page 2 of 2
Only Time Will Tell Spinner 2012, TESCCC 10/15/12 page 1 of 1
Only Time Will Tell Game Board 2012, TESCCC 10/15/12 page 1 of 1
Only Time Will Tell Instructions OBJECT Be the first to move your player to the finish time, and correctly determine the amount of time that has elapsed. SETUP Fasten the Only Time Will Tell Spinner with a fastener or use a pencil and paperclip. Determine who will go first by spinning the spinner. The player with the highest spin goes first. PLAYING THE GAME Each player places their game piece on the start time of the Only Time Will Tell Game Board. Take turns spinning the spinner. Advance your game piece forward the number of spaces on the spinner. Using a scratch sheet of paper, determine how much time has passed from the position where your game piece began to the position where the game piece lands. If the group agrees the amount is correct, continue to the next player. If the group agrees the amount is incorrect, return to the start time position. 7: 55 to 11:10 7:55 to 8:00 = 5 minutes 8:00 to 11:00 = 3 hours 11:00 to 11:10 = 10 minutes 3 hours + 5 minutes + 10 minutes = 3 hours 15 minutes If your player lands on a time warp, you are exempt from determining how much time has passed. Move to the next time position on the game board and continue to the next player. WINNING THE GAME The first player to reach the Finish time position and give the correct time passed wins the game. 2012, TESCCC 05/08/13 page 1 of 1