Lesson 15 5 2
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 15 Objective: Solve two-step word problems involving measurement conversions. Suggested Lesson Structure Fluency Practice Concept Development Student Debrief Total Time
(12 minutes) (38 minutes) (10 minutes) (60 minutes)
Fluency Practice (12 minutes) Sprint: Convert Inches to Feet and Inches 5.MD.1
(9 minutes)
Divide by Multiples of 10 and 100 5.NBT.2
(3 minutes)
Sprint: Convert Inches to Feet and Inches (9 minutes) Materials: (S) Convert Inches to Feet and Inches Sprint
Divide by Multiples of 10 and 100 (3 minutes) Note: This fluency review prepares students to approximate quotients with two-digit divisors in Lesson 17. Follow the same process and procedure from Lesson 14 for the following possible sequence: 480 ÷ 20, 6,480 ÷ 20, 690 ÷ 300, and 8,480 ÷ 400.
480 ÷ 10 = 48
48 ÷ 2 = 24
480 ÷ 20 = 24 ÷ 10
Lesson 15:
÷ 2
NOTES ON MULTIPLE MEANS OF ACTION AND EXPRESSION: For students who struggle with conversion from inches to feet (from smaller to larger units), have them instead begin by making a simple T-chart, while placing 2 rulers end to end. While others work on the Sprint, they can add more data to their charts. Inches
Feet
12 in
1 ft 0 in
13 in
1 ft 1 in
14 in
1 ft 2 in
15 in
1 ft 3 in
Then, if they are motivated to do so, have them take the Sprint home.
Solve two-step word problems involving measurement conversions.
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Lesson 15 5 2
NYS COMMON CORE MATHEMATICS CURRICULUM
Concept Development (38 minutes) Materials: (T/S) Problem Set Note: Problems for this section are found in this lesson’s Problem Set. Problems 1 and 2: Convert from larger to smaller units. Problem 1 Liza’s cat had six kittens! When Liza and her brother weighed all of the kittens together, they weighed 4 pounds 2 ounces. Because all of the kittens are almost the same size, about how many ounces does each kitten weigh? T: S: T: S: T: S: T: MP.2
S:
T: T: S: T: T: S:
T:
Let’s do Problem 1 on your Problem Set together. (Project Problem 1 on the board.) Let’s read the problem aloud. (Read chorally.) Now, let’s re-read the problem sentence by sentence and draw as we go. (Read the first sentence.) What do you see? Can you draw something? Share your thinking. I can draw 6 units representing 6 kittens. Read the next sentence. (Students read.) What is the important information, and how can we show it in our drawing? The total weight for all 6 kittens is equal to 4 pounds 2 ounces. We can draw 6 equal units with the total of 4 pounds 2 ounces. We know that 6 units equal 4 pounds 2 ounces. NOTES ON MULTIPLE MEANS Let’s read the question. OF REPRESENTATION: What are we trying to find? What is missing in our Problem 2 is an additive comparison drawing? problem. The tape diagram’s accurate One kitten’s weight, in ounces. representation of the story can be I’ll put a question mark by one of our 6 units to show verified using much smaller numbers. what we are trying to find. A container of oregano is 3 ounces How do we solve this problem? Turn and talk. heavier than a container of peppercorns. Their total weight is 11 We have to divide. We have use the total weight ounces… etc. and divide by 6 to get 1 kitten’s weight. We first Immediately follow the use of the have to convert 4 lb 2 oz into ounces, and then we can smaller numbers with a return to the divide by 6. original problem so that students We were given the total weight of 4 lb 2 oz. Let’s generalize to the more complex convert it into ounces. Work with a partner. situation.
Lesson 15:
Solve two-step word problems involving measurement conversions.
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Lesson 15 5 2
NYS COMMON CORE MATHEMATICS CURRICULUM
T: S: T: S:
T: T: S: T: S:
What is the total weight in ounces? 66 oz. Have we answered the question? No. We need to divide the total weight of 66 ounces by 6 to find the weight of 1 kitten. Solve. Say the division sentence with the answer. 66 oz ÷ 6 = 11 oz. Express your answer in a sentence. Each kitten weighed about 11 oz.
Problem 2 A container of oregano is 17 pounds heavier than a container of peppercorns. Their total weight is 253 pounds. The peppercorns will be sold in one-ounce bags. How many bags of peppercorns can be made? Problems 3 and 4: Convert from smaller to larger units. Problem 3 Each costume needs 46 centimeters of red ribbon and 3 times as much yellow ribbon. What is the total length of ribbon needed for 64 costumes? Express your answer in meters. T: (Have students read the problem chorally, in pairs, or in silence.) Can you draw something? What can you draw? S: 1 unit to show the red ribbon and 3 units to show the yellow ribbon. T: Go ahead. Draw and label your tape diagrams. T: (After drawing.) What conclusions can you make from your diagrams? S: To find the total length of the ribbon needed for one costume, we have to multiply 46 by 4. We know the total length of ribbon for 1 costume, but now we have to find the total length of ribbon for 64 costumes. We have to express our answer in meters.
Lesson 15:
Solve two-step word problems involving measurement conversions.
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Lesson 15 5 2
NYS COMMON CORE MATHEMATICS CURRICULUM
Problem 4 When making a batch of orange juice for her basketball team, Jackie used 5 times as much water as concentrate. There were 32 more cups of water than concentrate, a. How much juice did she make in total? b. She poured the juice into quart containers. How many containers could she fill?
Problem Set (10 minutes) Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students should solve these problems using the RDW approach used for Application Problems.
Student Debrief (10 minutes) Lesson Objective: Solve two-step word problems involving measurement conversions. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.
Lesson 15:
Solve two-step word problems involving measurement conversions.
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Lesson 15 5 2
NYS COMMON CORE MATHEMATICS CURRICULUM
Any combination of the questions below may be used to lead the discussion.
Look back at Problem 1. The weight of the kittens was given in both pounds and ounces. What other mixed units do we often see? Look back at Problem 4(b). Would it have been possible to answer Part (b) before answering Part (a)? Is there another way to solve? (Students could convert 32 cups to 8 quarts to find that each unit was equal to 2 quarts.) Which problems involved converting from larger to smaller units, and which involved converting smaller to larger units? Which conversion is more challenging for you?
Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students.
Lesson 15:
Solve two-step word problems involving measurement conversions.
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Lesson 15 Sprint
NYS COMMON CORE MATHEMATICS CURRICULUM
2
Number Correct: _______
A Convert Inches to Feet and Inches 1.
12 in. =
ft.
in.
23.
17 in. =
ft.
in.
2.
13 in. =
ft.
in.
24.
24 in. =
ft.
in.
3.
14 in. =
ft.
in.
25.
28 in. =
ft.
in.
4.
15 in. =
ft.
in.
26.
36 in. =
ft.
in.
5.
22 in. =
ft.
in.
27.
45 in. =
ft.
in.
6.
20 in. =
ft.
in.
28.
48 in. =
ft.
in.
7.
24 in. =
ft.
in.
29.
59 in. =
ft.
in.
8.
25 in. =
ft.
in.
30.
60 in. =
ft.
in.
9.
26 in. =
ft.
in.
31.
64 in. =
ft.
in.
10.
30 in. =
ft.
in.
32.
68 in. =
ft.
in.
11.
34 in. =
ft.
in.
33.
71 in. =
ft.
in.
12.
35 in. =
ft.
in.
34.
73 in. =
ft.
in.
13.
36 in. =
ft.
in.
35.
72 in. =
ft.
in.
14.
37 in. =
ft.
in.
36.
80 in. =
ft.
in.
15.
46 in. =
ft.
in.
37.
84 in. =
ft.
in.
16.
40 in. =
ft.
in.
38.
90 in. =
ft.
in.
17.
48 in. =
ft.
in.
39.
96 in. =
ft.
in.
18.
58 in. =
ft.
in.
40.
100 in. =
ft.
in.
19.
49 in. =
ft.
in.
41.
108 in. =
ft.
in.
20.
47 in. =
ft.
in.
42.
117 in. =
ft.
in.
21.
50 in. =
ft.
in.
43.
104 in. =
ft.
in.
22.
12 in. =
ft.
in.
44.
93 in. =
ft.
in.
Lesson 15:
Solve two-step word problems involving measurement conversions.
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Lesson 15 Sprint
NYS COMMON CORE MATHEMATICS CURRICULUM
2
Number Correct: _______
B
Improvement: _______
Convert Inches to Feet and Inches 120 in. =
ft.
in.
23.
16 in. =
ft.
in.
12 in. =
ft.
in.
24.
24 in. =
ft.
in.
3.
13 in. =
ft.
in.
25.
29 in. =
ft.
in.
4.
14 in. =
ft.
in.
26.
36 in. =
ft.
in.
5.
20 in. =
ft.
in.
27.
42 in. =
ft.
in.
6.
22 in. =
ft.
in.
28.
48 in. =
ft.
in.
7.
24 in. =
ft.
in.
29.
59 in. =
ft.
in.
8.
25 in. =
ft.
in.
30.
60 in. =
ft.
in.
9.
26 in. =
ft.
in.
31.
63 in. =
ft.
in.
10.
34 in. =
ft.
in.
32.
67 in. =
ft.
in.
11.
30 in. =
ft.
in.
33.
70 in. =
ft.
in.
12.
35 in. =
ft.
in.
34.
73 in. =
ft.
in.
13.
36 in. =
ft.
in.
35.
72 in. =
ft.
in.
14.
46 in. =
ft.
in.
36.
77 in. =
ft.
in.
15.
37 in. =
ft.
in.
37.
84 in. =
ft.
in.
16.
40 in. =
ft.
in.
38.
89 in. =
ft.
in.
17.
48 in. =
ft.
in.
39.
96 in. =
ft.
in.
18.
49 in. =
ft.
in.
40.
99 in. =
ft.
in.
19.
58 in. =
ft.
in.
41.
108 in. =
ft.
in.
20.
47 in. =
ft.
in.
42.
115 in. =
ft.
in.
21.
50 in. =
ft.
in.
43.
103 in. =
ft.
in.
22.
12 in. =
ft.
in.
44.
95 in. =
ft.
in.
1. 2. [KEY]
Lesson 15:
Solve two-step word problems involving measurement conversions.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This file derived from G5-M2-TE-1.3.0-07.2015
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NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 15 Problem Set
2
Date
Solve. 1. Liza’s cat had six kittens! When Liza and her brother weighed all the kittens together, they weighed 4 pounds 2 ounces. Since all the kittens are about the same size, about how many ounces does each kitten weigh?
2. A container of oregano is 17 pounds heavier than a container of peppercorns. Their total weight is 253 pounds. The peppercorns will be sold in one-ounce bags. How many bags of peppercorns can be made?
Lesson 15:
Solve two-step word problems involving measurement conversions.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This file derived from G5-M2-TE-1.3.0-07.2015
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NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 15 Problem Set
2
3. Each costume needs 46 centimeters of red ribbon and 3 times as much yellow ribbon. What is the total length of ribbon needed for 64 costumes? Express your answer in meters.
4. When making a batch of orange juice for her basketball team, Jackie used 5 times as much water as concentrate. There were 32 more cups of water than concentrate. a. How much juice did she make in all?
b. She poured the juice into quart containers. How many containers could she fill?
Lesson 15:
Solve two-step word problems involving measurement conversions.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This file derived from G5-M2-TE-1.3.0-07.2015
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NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 15 Exit Ticket
2
Date
Solve. To practice for an Ironman competition, John swam 0.86 kilometer each day for 3 weeks. How many meters did he swim in those 3 weeks?
Lesson 15:
Solve two-step word problems involving measurement conversions.
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NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 15 Homework
2
Date
Solve. 1. Tia cut a 4-meter 8-centimeter wire into 10 equal pieces. Marta cut a 540-centimeter wire into 9 equal pieces. How much longer is one of Marta’s wires than one of Tia’s?
2. Jay needs 19 quarts more paint for the outside of his barn than for the inside. If he uses 107 quarts in all, how many gallons of paint will be used to paint the inside of the barn?
Lesson 15:
Solve two-step word problems involving measurement conversions.
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NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 15 Homework
2
3. String A is 35 centimeters long. String B is 5 times as long as String A. Both are necessary to create a decorative bottle. Find the total length of string needed for 17 identical decorative bottles. Express your answer in meters.
4. A pineapple is 7 times as heavy as an orange. The pineapple also weighs 870 grams more than the orange. a. What is the total weight in grams for the pineapple and orange?
b. Express the total weight of the pineapple and orange in kilograms.
Lesson 15:
Solve two-step word problems involving measurement conversions.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This file derived from G5-M2-TE-1.3.0-07.2015
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