Module 2 Topic A Lesson 3
Metric Unit Conversions
4.MD.1 and 4.MD.2
Lesson 3 Objective
• Express metric capacity
measurements in terms of a
smaller unit
• Model and solve addition
and subtraction word
problems involving metric
capacity
Fluency
Lesson 3
Convert Units 2 min.
Convert Units
100 cm
• 1 m = _______
200
• 2 m = ________cm
400
• 4 m = ________cm
• 4 m 50 cm = ________cm
450
Fluency
Lesson 3
Convert Units 2 min.
Convert Units
850 cm
• 8 m 50 cm = _______
805
• 8 m 5 cm = ________cm
• 6 m 35 cm = ________cm
635
407
• 4 m 7 cm = ________cm
Fluency
Lesson 3
Convert Units 2 min.
Convert Units
1 km
• 1,000 m = _______
2
• 2,000 m = ________km
7
• 7,000 m = ________km
9
• 9,000 m = ________km
Fluency
Lesson 3
Convert Units
2 km
1 km
Write the whole as
an addition
sentence with
mixed units.
1,000
?m m
1 km + 1,000 m = 1 km + 1 km = 2 km
Fluency
Lesson 3
Convert Units
3 km
2 km
Write the whole as
an addition
sentence with
mixed units.
1,000
?m m
2 km + 1,000 m = 2 km + 1 km = 3 km
Fluency
Lesson 3
Convert Units
8 km
1,000 m
Write the whole as
an addition
sentence with
mixed units.
km
7? km
1,000 m + 7 km = 1 km + 7 km = 8 km
Fluency
Lesson 3
Unit counting (4 minutes)
• Count by grams in the following sequence and change directions
when you see the arrow.
•
•
•
•
•
•
500 g
1,000 g
1,500 g
2,000 g
2,500 g
3,000 g
•
•
•
•
•
•
2,500 g
2,000 g
1,500 g
1,000 g
500 g
0g
You
did it!
Fluency
Lesson 3
Unit counting (4 minutes)
• Count by grams in the following sequence and change directions
when you see the arrow.
•
•
•
•
•
•
500 g
1 kg
1,500 g
2 kg
2,500 g
3 kg
•
•
•
•
•
2,500 g
2 kg
1,500 g
1 kg
500 g
You
did it!
Fluency
Lesson 3
Unit counting (4 minutes)
• Count by grams in the following sequence and change directions
when you see the arrow.
•
•
•
•
•
•
500 g
1 kg
1 kg 500 g
2 kg
2 kg 500 g
3 kg
•
•
•
•
•
2 kg 500 g
2 kg
1 kg 500 g
1 kg
500 g
You
did it!
Unit counting (4 minutes)
• Count by grams in the following sequence. You will not change
directions.
• 200 g
• 400 g
• 600 g
• 800 g
• 1 kg
• 1 kg 200 g
You
• 1 kg 400 g
did it!
• 1 kg 600 g
• 1 kg 800 g
• 2 kg
Fluency
Lesson 3
Fluency
Lesson 3
Unit counting (4 minutes)
• Count by grams in the following sequence and change directions
when you see the arrow.
•
•
•
•
•
600 g
1,200 g
1,800 g
2,400 g
3 kg
•
•
•
•
2,400 g
1,800 g
1,200 g
600 g
You
did it!
Fluency
Lesson 3
Unit counting (4 minutes)
• Count by grams in the following sequence and change directions
when you see the arrow.
•
•
•
•
•
600 g
1 kg 200 g
1 kg 800 g
2 kg 400 g
3 kg
•
•
•
•
2 kg 400 g
1 kg 800 g
1 kg 200 g
600 g
You
did it!
Add and subtract meters and centimeters (4
minutes)
560 cm + 230 cm = _______
Say 560 cm in
meters and
centimeters.
Materials: Personal white boards
Say 230 cm in
meters and
centimeters.
5 m 60 cm + 2 m 30 cm = _______
 Add the meters: 5 m + 2 m = 7 meters

5 meters
2 meters
60 cm
30 cm
Add the cm: 60 cm + 30 cm = 90 cm
 The sum is 7 m 90 cm.

Fluency
Lesson 3
Add and subtract meters and centimeters (4
minutes)
650 cm - 230 cm = _______
Say 650 cm in
meters and
centimeters.
Say 140 cm in
meters and
centimeters.
6 meters
2 meter
50 cm
30 cm
Fluency
Lesson 3
Materials: Personal white boards
•
6 m 50 cm - 2 m 30 cm = _______
• Subtract the meters: 6 m - 2 m = 4 meters
• Subtract the cm: 50 cm - 30 cm = 20 cm
• The difference is 4 m 20 cm.
Add and subtract meters and centimeters (4
minutes)
470 cm + 520 cm = _______
Say 470 cm in
meters and
centimeters.
Say 520 cm in
meters and
centimeters.
4 meters
5 meter
70 cm
20 cm
Materials: Personal white boards
• 4 m 70 cm + 5 m 20 cm = _______
• Add the meters: 4 m + 5 m = 9 meters
• Add the cm: 70 cm + 20 cm = 50 cm
• The difference is 9 m 50 cm.
Fluency
Lesson 3
Application
Problem
Lesson 3
The Lee family had 3 liters of water. Each liter of water weighs 1
kilogram. At the end of the day, they have 290 grams of water
left. How much water did they drink? Draw a tape model and
solve using mental math or an algorithm.
Concept Development
minutes
30
Materials:
• Several 3-liter beakers with
measurements of liters
and milliliters
• Water
• Personal white boards
Directions: Compare the sizes and note the relationship between
1 liter and 1 milliliters.
• Look at the mark on your beaker that says 1 liter.
• Pour water into your beaker until you reach that amount.
• How many milliliters are in your beaker?
• 1,000 mL
• How do you know?
• 1 liter is the same as 1,000 milliliters. The beaker shows that the
measurements are the same.
1 L = 1,000 ml
Concept Development
Lesson 3 Problem 1
• With your partner, locate 1,500 milliliters and pour in more water to
measure 1,500mL.
• How many liters do you have?
• Less than 2 L but more than 1L. 1 liter 500 milliliters.
• Yes, we just named mixed unit of grams and kilograms in our previous
lesson. Now we will can use mixed units of liters and milliliters by using
both sides of the scale of the beaker.
1•LPour
500water
mLto= measure
1,500 liters.
mL
Concept Development
Lesson 3 Problem 1
How many milliliters equals 2 liters?
• 2,000 mL
• Pour more water to measure 2,200 mL of water. How many liters
equals 2,200 mL?
• 2 L 200 mL
• I have several beakers of different amounts of water prepared. You
will circulate to each beaker, recording the amount of water as
mixed units of liters and milliliters and milliliters.
Lesson 3 Problem 1
• We will now compare answers as a class and record finding on the
board to show equivalency between units of liters and milliliters
and milliliters.
Problem 2
Add mixed units of capacity using the algorithm or a
simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
A simplifying strategy because 420 mL
Choose
the way you
want
to do
it. Ifand
decomposed
to
15
ml
and
5
mL
I can
solve
itsome
mentally
There
are
you 400
finish
before
two
minutes
is up,
mL plus 585 makes 600
mL.try
600
solving
a
different
way.
Let’s
have
two
then
check
so5an
mLrenamings
+and
400mL
is 1 L with
mL my
left over.
pairs of students
work
at the board,
46
liters
5
milliliters.
work
with work
an
algorithm
one
pair using
the could
algorithm,
one pair
recording aalgorithm.
simplifying
too. strategy.
What strategy
would you use?
Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a
simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a
simplifying strategy.
32 L 420 mL + 13 L 585 mL= ______
Algorithm A:
Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a
simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
Algorithm B:
Concept Development
Lesson 3
Problem 2
Problem 2
Add mixed units of capacity using the algorithm or a
simplifying strategy.
32 L 420 mL + 13 L 858 mL= ______
Simplifying Solution C:
Concept Development
Lesson 3
Problem 2
Problem 3
Subtract mixed units of capacity using the algorithm or
a simplifying strategy
12 L 215 mL - 8 L 600 mL= ______
Oh for sure I’m
A simplifying
A simplifying
strategy.
using the algorithm.
strategy
orIf 8you
thefinish before
We have to rename
Choose the
way you
wanton
to do
it.
I can
count
from
two minutes is up, tryalgorithm?
a different way. Let’s
a liter.
liters 600 solving
milliliters.
I can do mental
math.
I’llwork
show
have two pairs
of students
at the board, one
pair using the algorithm, one pair recording a
you
when we
simplifying strategy.
solve.
Concept Development
Lesson 3
Problem 3
Problem 3
Subtract mixed units of capacity using the algorithm or
a simplifying strategy
12 L 215 mL - 8 L 600 mL= ______
AlgorithmA:
B:
Algorithm
Algorithm
C:
Algorithm E:
D:
Concept Development
Lesson 3
Problem 3
Problem 4
Concept Development
Lesson 3
Problem 4
Solve a word problem involving mixed units of capacity.
Jennifer was making 2,170 milliliters of her favorite drink that
combines iced tea and lemonade. If she put in 1 liter 300
milliliters of iced tea, how much lemonade does she need?
Problem
Set
(10 Minutes)
Problem Set
Lesson 3
Problems 1 and 2
Concept Development
Lesson 3 Problem Set
Problem 3
Lesson 3
Problem Set
Problems 4 and 5
• In Problem 4(a), what was
your strategy for ordering
the drinks?
• Discuss why you chose to
solve Problem 5 using
mixed units or converting
all units to milliliters.
Lesson 3 Problem Set Problem 6
Debrief
Lesson Objective: Express metric capacity measurements in
terms of a smaller unit;
Model and solve addition and subtraction word problems
involving metric capacity
• Which strategy do you prefer for adding and subtracting mixed
units?
• Why is one way preferable to the other for you?
• What new terms to describe capacity did you learn today?
• What patterns have you noticed about the vocabulary used to
measure distance, mass, and capacity?
• How did the Application Problem connect to today’s lesson?
• Describe the relationship between liters and milliliters.
• How did today’s lesson relate to the lessons on weight and
length?
Problem Set
Debrief
Lesson 3
Homework