Objectives
To review grams and ounces as units of weight;
and to guide the estimation and measurement of weight in grams
and ounces.
1
materials
Teaching the Lesson
Key Activities
Students review measuring weight in ounces and grams and start a classroom Gram and
Ounce Museum. They estimate weights and practice converting between grams and ounces.
Key Concepts and Skills
• Estimate weight with and without tools. [Measurement and Reference Frames Goal 1]
• Describe relationships among metric units of weight.
[Measurement and Reference Frames Goal 3]
• Convert between metric and customary units of weight.
[Measurement and Reference Frames Goal 3]
Math Journal 2, pp. 286 and 287
Transparency (Math Masters,
p. 448; optional)
balance or scale; standard masses
index cards
nickels; liter bottles of water
(optional)
chart paper (optional)
See Advance Preparation
• Extend numeric patterns. [Patterns, Functions, and Algebra Goal 1]
Key Vocabulary gram • ounce
Ongoing Assessment: Informing Instruction See page 851.
2
materials
Ongoing Learning & Practice
Students continue the World Tour, traveling to Region 5.
Students practice and maintain skills through Math Boxes and Study Link activities.
Ongoing Assessment: Recognizing Student Achievement Use journal page 288.
[Geometry Goal 3]
3
Students order objects by
weight.
EXTRA PRACTICE
Students estimate weights of
objects.
EXTRA PRACTICE
Students convert among
units of weight.
Additional Information
Advance Preparation Give each student a nickel to use in the Math Message. In preparation
for the Gram and Ounce Museum in Part 1, gather different kinds of scales, balances, and
standard mass sets. See the note on page 850 for additional information.
848
Unit 11 3-D Shapes, Weight, Volume, and Capacity
Study Link Master (Math Masters,
p. 327)
Teaching Aid Masters (Math
Masters, pp. 419–421; optional)
materials
Differentiation Options
READINESS
Math Journal 2, pp. 288; 329–331,
340, and 341
Student Reference Book
Teaching Aid Master (Math Masters,
p. 389)
5-Minute Math, p. 134
balance or scale
objects to weigh
Technology
Assessment Management System
Math Boxes, Problem 1a
See the iTLG.
Getting Started
Mental Math and Reflexes
Math Message
Write pairs of fractions on the board. Have students indicate “thumbs-up” if the
fractions are equivalent. Suggestions:
A nickel weighs about
5 grams. Look around the
classroom. Find objects
you think weigh about:
1
2
and up
2
4
1
25
and up
4
100
1
3
and down
5
10
1
20
and down
10
100
3
6
and up
4
8
4
9
and down
5
10
2
3
and down
3
9
7
70
and up
8
80
14
2
and up
21
3
12
2
and down
20
5
1
8
and up
5
40
18
1
and up
54
3
1
10
25
100
gram
grams
grams
grams
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
Demonstrate or have students demonstrate how to use a scale or
balance to weigh some of the objects identified by students for the
weights given. For example:
1
10
25
100
gram
grams
grams
grams
centimeter cube
hexagon pattern block
compass
calculator
NOTE In this unit, no distinction is made
between weight and mass; the terms are
used interchangeably. See Section 14.6 of
the Teacher’s Reference Manual for a
discussion of the difference between weight
and mass.
For greater accuracy in weighing small objects, weigh several at
once and divide to find the weight of a single object.
Review the relationship between grams and kilograms (1,000
grams 1 kilogram) and other metric units of mass, including the
1
milligram (
1,000 gram) and the metric ton (1,000 kilograms). Ask:
●
What might be measured in milligrams? Sample answer:
medicine
●
In grams? Sample answer: food
●
In kilograms? Sample answer: body weight
●
In metric tons? Sample answer: ships
Lesson 11 1
849
Review ounces by asking students to name objects that weigh
about 1, 4, 8, 16, and 32 ounces. Have students use the scale or
balance to weigh some of the objects they suggest. For example:
1
4
8
16
32
ounce
ounces
ounces
ounces
ounces
chalk/white board eraser
calculator
pad of paper; 50 sheets
Student Math Journal
Student Reference Book
Review the relationship between ounces and pounds (16 ounces 1 pound) and pounds and tons (2,000 pounds 1 ton). Ask:
●
What might be measured in ounces? Sample answer: letters
●
In pounds? Sample answer: body weight
●
In tons? Sample answer: trucks
ELL
Adjusting the Activity
Display a poster in the classroom to remind students of weight
equivalencies and approximate comparisons. Consider adding pictures of
items for the weights listed to provide a reference for students. For example:
Metric Units
1 gram (g) 1,000 milligrams (mg)
1 kilogram (kg) 1,000 grams
1 metric ton (t) 1,000 kilograms
U.S. Customary Units
1 pound (lb) 16 ounces (oz)
1 ton (T) 2,000 pounds
Rules of Thumb
1 kilogram equals about 2.2 pounds.
1 ounce equals about 30 grams.
A U D I T O R Y
NOTE Use a variety of measuring tools for
the Gram and Ounce Museum (for example, a
bathroom scale, a diet scale, and a spring
scale) so students can measure a range of
weights. The minimum equipment is a rocker
balance or pan balance and a set of standard
masses. Use commercial standard masses, or
for metric standard masses, use nickels
(about 5 grams each) and pennies dated
1983 or later (about 2.5 grams each).
for customary standard masses, use
quarters (about 0.2 ounce each).
To make larger standard masses for weighing
heavier objects, coins, washers, or other
objects can be taped together or placed in
resealable plastic bags.
850
K I N E S T H E T I C
Setting up a Gram and
T A C T I L E
V I S U A L
WHOLE-CLASS
DISCUSSION
Ounce Museum
Introduce a project to create a museum of objects of different
weights measured in grams and ounces. Use index cards to label
objects in the museum and record their weights. The measuring
tools available determine the range of weights you can display. For
example, if you are limited to one balance and coins as standard
masses, then aim for a modest weight range (possibly up to
500 grams or 16 ounces). If you also have a scale or a balance
that can accommodate larger weights, then expand the range
of weights.
Unit 11 3-D Shapes, Weight, Volume, and Capacity
Student Page
Discuss the goals for the collection, the kinds of objects to be
collected, and the procedures for adding objects to the museum.
For example, if you have a scale that is precise enough to weigh
objects to the nearest gram, you might decide to try to find an
object for every number of grams from 1 to 100. Because this will
be a large collection, you might focus on common items like rocks.
Date
Time
LESSON
Estimating Weights in Grams and Kilograms
11 1
A nickel weighs about 5 grams (5 g).
A liter of water weighs about 1 kilogram (1 kg).
1. A dog might weigh about
20 kg
200 kg
2,000 kg
2. A can of soup might weigh about
4g
The procedure for adding items should probably be managed by
students. Ask students to bring in objects for the museum over
the next week or two. To ensure accuracy and to assess students’
skill in weighing different objects, require that every item added
to the museum be weighed by two or three students working
independently.
140
In Problems 1–7, circle a possible weight for each object.
40 g
400 g
3. A newborn baby might weigh about
3 kg
30 kg
300 kg
4. An adult ostrich might weigh about
1.5 kg
15 kg
150 kg
5. A basketball might weigh about
0.6 kg
6 kg
60 kg
6. The weight limit in an elevator might be about
100 kg
1,000 kg
10,000 kg
7. A pencil might weigh about
Estimating Weights
PARTNER
ACTIVITY
4.5 g
45 g
450 g
8. Choose one of the problems above. Explain why you chose your answer.
Sample answer: Problem 7— I thought a pencil would weigh
(Math Journal 2, p. 286)
about the same as a nickel so I chose 4.5 grams.
Students estimate the weights of different objects. Partners should
discuss the possibilities and come to an agreement about which
measure is the most reasonable for each object.
286
Math Journal 2, p. 286
ELL
Adjusting the Activity
Have a handful of nickels and a couple of liter bottles of water available
so students have an opportunity to hold the different weights, compare them,
and use this information to make better estimates.
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
Converting between Metric and
V I S U A L
PARTNER
ACTIVITY
Customary Weights
Student Page
(Math Journal 2, p. 287; Math Masters, p. 448)
Date
Students use a double-scale number line to convert between
grams and ounces. Use a transparency of Math Masters,
page 448 to demonstrate how to use the number line.
Time
LESSON
Metric and Customary Weight
11 1
The number line below has ounces on the top and grams on the bottom.
It shows, for example, that 7 ounces are about equal to 200 grams.
140
ounces
2
0
0
grams
4
6
100
8
200
10
12
14
300
16
400
18
20
500
Use the number line to give the approximate weight of each object in grams.
Ongoing Assessment: Informing Instruction
Sample answers:
1.
2.
15 ounces
Watch for students who do not notice that the ounces number line has a different
scale than the grams number line. Have students cover the grams portion of the
double-scale number line with a sheet of paper while they label the tick marks on
the ounces number line. Then have them reverse the procedure.
About
425
16 ounces
grams
3.
About
455
grams
About
65
grams
4.
8 ounces
2.3 ounces
About
225
grams
Use the number line to give the approximate weight of each object in ounces.
5.
6.
100 grams
500 grams
1
About
32
1
ounces
7.
About
172
ounces
About
16
ounces
8.
140 grams
About
5
ounces
454 grams
287
Math Journal 2, p. 287
Lesson 11 1
851
Student Page
Date
Time
LESSON
2 Ongoing Learning & Practice
Math Boxes
11 1
1. a. Explain how you know that the pattern
b. Draw the figure after it is translated
below is an example of a translation.
to the right.
Updating the World Tour
Sample answer: The figure is slid to
the right. It was not turned or flipped.
The size and shape are the same.
y
3
b. 10
a
a
9
10
3
1
c. 5 r 10
r
3
7
d. 4 m 8
m
2
7
6
10
5
10,
Put an X through the numbers that are
multiples of 5.
1
2
or
1
8
84
They update the Route Map by drawing a line segment
connecting Beijing, China, and Mexico City, Mexico.
150
198
3,500
55 148
4. Insert parentheses to make each number
per day, about how many sheets would
you use in
)
a. 14 18 15 42
49
196
2,548
52 weeks?
5,096,
2 years?
or 5,110
a. 1 week?
)
b. 13 6 5 56 21
( )
150 / (10 5) 4 4
sheets
b. 4 weeks?
sheets
c.
sheets
c. 48 / 6 2 10 4
d.
9
5. If you use an average of 7 sheets of paper
sentence true.
(
Social Studies Link Students follow the established World
Tour routine:
38
540
(
(Math Journal 2, pp. 329–331, 340, and 341; Student Reference Book;
Math Masters, pp. 419–421)
3. Circle the numbers that are multiples of 6.
2. Find the solution of each open sentence.
6
4
a. 7 y 7
107
INDEPENDENT
ACTIVITY
d.
150
sheets
They use the World Tour section of the Student Reference Book
to locate facts about Mexico and Mexico City, and fill in the
Country Notes pages for this country and capital.
If they are keeping a Route Log, they update it.
47
288
Math Boxes 11 1
Math Journal 2, p. 288
INDEPENDENT
ACTIVITY
(Math Journal 2, p. 288)
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 11-3. The skill in Problem 5
previews Unit 12 content.
Ongoing Assessment:
Recognizing Student Achievement
Use Math Boxes, Problem 1a to assess students’ ability to describe a
translation. Students are making adequate progress if they state that the
pattern is an example of a translation because the original figure moved or
slid to the right, without being turned or flipped, and that the size and shape
of the figure remained the same. Some students might be able to sketch an
example of a translation in Problem 1b.
Study Link Master
Name
Date
STUDY LINK
Time
The World’s Largest Foods
11 1
[Geometry Goal 3]
140
Food
Weight
Date
Location
Apple
3 pounds 11 ounces
October 1997
Linton, England
Bagel
714 pounds
July 1998
Mattoon, Illinois
Bowl of pasta
7,355 pounds
February 2004
Hartford, New York
Chocolate bar
5,026 pounds
March 2000
Turin, Italy
Garlic
2 pounds 10 ounces
1985
Eureka, California
Gingerbread man
372.13 pounds
November 2003
Vancouver, Canada
Hamburger
6,040 pounds
September 1999
Sac, Montana
Ice cream sundae
22.59 tons
July 1988
Alberta, Canada
Pumpkin
1,337 pounds
October 2002
Topsfield, Massachusetts
Taco
1,654 pounds
March 2003
Mexicali, Mexico
Study Link 11 1
Use the information in the table to solve the following problems.
59
ounces.
2. A typical hamburger weighs about 4 ounces. The largest hamburger weighed
96,640
ounces.
3. Which 2 foods together weigh about a ton?
pumpkin
bagel
and
Or, gingerbread man and taco
4. A kilogram is a little more than 2 pounds. Which 4 foods each weigh more than
1,000 kilograms?
Pasta, chocolate bar, hamburger, ice cream sundae
5. On the back of this page, use data from the table to write and solve your own problem.
Answers vary.
Practice
6. $75 $25 8.
$0
$50
$60 $60
7.
$75
$45 ($30)
9. $55 ($25) $30
327
Math Masters, p. 327
852
INDEPENDENT
ACTIVITY
(Math Masters, p. 327)
Source: www.guinnessworldrecords.com
1. The largest apple weighed
Math Boxes
Problem 1a
Unit 11 3-D Shapes, Weight, Volume, and Capacity
Home Connection Students convert among ounces,
pounds, and tons as they solve problems involving some
of the world’s largest foods.
3 Differentiation Options
READINESS
Ordering Weights
SMALL-GROUP
ACTIVITY
15–30 Min
(Math Masters, p. 389)
To explore estimating and ordering weights, have students hold
and compare the weights of five objects and then place them in
order from lightest to heaviest. Ask students to record the
estimated order on an Exit Slip. Then have the group use a
balance or scale to check their estimates and record the actual
order and weights on the Exit Slip.
EXTRA PRACTICE
Estimating Weights
SMALL-GROUP
ACTIVITY
15–30 Min
To practice estimating weights of objects with and without tools,
have students estimate the weights of objects by holding them and
by comparing the weights to benchmarks. Then have students use
a scale to determine the actual weight.
Consider having students do this activity in teams. Have students
devise a scoring system to determine the winning team.
EXTRA PRACTICE
5-Minute Math
SMALL-GROUP
ACTIVITY
5–15 Min
To offer students more experience with units of weight, see
5-Minute Math, page 134.
Planning Ahead
Have models of the following geometric solids available for
Lesson 11-2: rectangular prism, triangular prism, square
pyramid, cylinder, cone, and sphere. Gather examples from
everyday objects or make them from Math Masters,
pages 449–451.
Lesson 11 1
853