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Chapter 10.

Content Standard: Common Core Standard: Convert like measurement
units within a given measurement system.
CC.5.MD.1 Convert among different-sized standard measurement units within
a given measurement system (e.g., Convert 5 cm to 0.05 m) and use these
conversions in solving multi-step, real world problems.
Student Objective (outcomes):
Students will be able to:

Compare, contrast, and covert customary units of weight

Essential Question: How can you compare and convert customary units of
Assessment Evidence
Performance Tasks:
- Level 1, 2, and 3 Questions during guided instruction.
- Temperature check for understanding
- differentiated instruction in small groups
Other Evidence:

Gen Ed/ SPED Teacher will walk around to check for understanding
Homework- Compare, contrast, and convert customary units of weight

(individual) worksheet from GO Math workbook

Homework- One Pager on customary units of length, capacity and
weight (integrating math and art)
Learning Plan

Learning Activities:
(Access Prior Knowledge):
1. Review customary capacity and length. Ask students to turn and talk
about what they learned about capacity and length?
-(popsicle sticks with names)
(Introduction to lesson)
2. To start off our lesson were going to watch a quick video. As you watch
this video fill in the chart. (unit, abbreviation, description, and example)
Play youtube engaging video on OUNCES, POUNDS, and TONS. What did
you learn from the video? Did you see any relationships/connections
between the units? Guide students in a discussion to the idea that
conversion methods are the same for capacity and length and weight.
3. Go over motions (large to small-multiply, small to large-divide)
4. Go over Essential Question- How can you compare and convert
customary units of weight?
5. Ask What are the units of weight? (ounces, pounds, tons) How do we
use units of weight in our daily lives? (measuring your weight at the
doctors, measuring fruits or veg at the grocery store, etc.)
6. Tell students keep in mind what they learned yesterday about capacity
and make connections to todays lesson about weight.
7. Display a 1ounces, 1lb weight and say a ton is about the size of car.
8. Show conversion chart
9. Example (pg. 414): Follow as written on Promethean
Display word problem on Promethean:
(Lets read together)- The rocket boosters for a US space shuttle weigh
1,292,000 pounds each when the shuttle is launched. How many tons
does each rocket booster weigh? Ask- what are the two units we are

converting? (circle tons and pounds)

Step 1: Ask what operation do we need to do? (refer to motions) divide
What two numbers are you dividing? 1,292,000/ 2000
Step 2: To make things easier were going to break 2,000 into two
factors so we can mentally in our heads divide. Ask- What to factors

equal 2000. 2,000= 1,000 x 2

Step 3:

With the first factor were going to divide 1,292,000/ 1000= 1,292
(cancel the zeros of both numbers.
With the second factor were going to divide 1,292/ 2= 646 (Write on
the board)
*So, each rocket booster weighs 646 tons when launched.
Ask- Does everyone understand how we got our answer?
10. Guided Instruction with Scaffolding and Guided Practice:
Display the following problem on the promethean:
(Draw table on white board)
1. A. 1 pound= 16 ounces
B. 2 pounds= 32 ounces
C. 3 pounds= 48 ounces
D. 4 pounds= 64 ounces
E. 5 pounds= 80 ounces
What pattern do you recognize that we learned from Chapter 9?
2. Do number to on your own and when youre done raise your hand
and youll have the opportunity to show your work on the board.
15 lb= 240 oz
15lb x 16oz = 240oz
(Check for accuracy and correct process in converting the units)
(Motions large to small)-multiply
What are we multiplying? (refer to chart)
Ask- (temperature check) thumbs up for understanding, thumbs
sideways for not sure, thumbs down still need support
11. Small Group InstructionThumbs up students work independently
Thumbs sideways Mrs. Ikari
Thumbs down Mrs. Higa
*Small group instruction strategies- using visuals/pictures (chart),
repeated instruction, breaking down each step
12. Task (write on board) - On Your Own pg. 415 and Problem Solving pg.
-Early finisher start on you One Pager
13. 9:20- (back to their own seats)
Go over Criteria for One Pager

Sits next to a general education student and is able to

assist/prompt him or her

Sits close to the back of room- rationale is so SPED teacher/EA can

easily assist as well as for taking breaks without disrupting class

Assignments/assessments read by teacher
Chunking-(math) one math problem assigned at a time
Assign odds or even numbers instead of entire page of math
Able to refer to notes when taking assessments
Notes typed written and glued in notebook
Small group instruction
Repeated instruction in small group