CorrectionKey=D LESSON 9.5 Hands On • Centimeters and ......Interactive Student Edition Personal Math Trainer Math on the Spot Video Animated Math Models HMH Mega Math Hands On •

About the MathProfessional Development

About the MathProfessional Development

Professional Development Videos

LESSON AT A GLANCE

Progressto Algebra

627A Chapter 9

Progress to AlgebraTeaching for DepthTo increase children’s understanding of the measurement units centimeter and meter, give them opportunities to choose the most appropriate unit to use in various situations. When choosing, children should consider the length to be measured and the level of precision needed.

When asking children to choose the best unit to use, you can connect this to the understanding of the inverse relationship between the size of a unit and the number of units used to measure a length. For example, when measuring the length of a park or playground, the number of meters would be much less than the number of centimeters. Although both units could be used to describe the length, it is more practical in this example to measure the length in meters.

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

Animated Math Models

HMH Mega Math

Hands On • Centimeters and Meters

LESSON 9.5

Learning ObjectiveMeasure the lengths of objects in both centimeters and meters to explore the inverse relationship between size and number of units.

Language ObjectiveChildren complete a 2-column graphic organizer to compare how measuring in meters is different from measuring in centimeters.

MaterialsMathBoard, 1-meter pieces of yarn, sheets of paper, centimeter rulers, meter sticks, masking tape.

F C R Focus:Common Core State Standards

2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP1 Make sense of problems and persevere in solving them. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure.

F C R Coherence:Standards Across the GradesBefore1.MD.A.21.MD.A.1

Grade 22.MD.A.2

After3.MD.A.2

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 599J.

FOCUS COHERENCE RIGOR

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How is measuring in meters different from

measuring in centimeters?

Daily RoutinesCommon Core

ENGAGE1

15 9

10 3

7 2

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Lesson 9.5 627B

with the Interactive Student Edition

Essential QuestionHow is measuring in meters different from measuring in centimeters?

Making ConnectionsInvite children to tell you what they know about soccer goals.

Have you ever played soccer? How does a player score a goal? by kicking the ball across the goal line between two posts Why is it important to measure the width of the goal area? it makes sure that both teams’ goals are the same size

Learning ActivityConnect the story to the problem. Ask the following questions.

• Jessie says the distance from the picnic table to the tree is 6 meters. Do you think 1 meter is larger or smaller than 1 centimeter? larger

• Do you think 6 centimeters would be a good length for a soccer goal? Explain. Possible answer: No, because a soccer ball is much bigger than 6 centimeters and the soccer ball needs to fit in the goal.

Literacy and MathematicsView the lesson opener with the children. Then, choose one or more of the following activities.

• Have children make a list of things that are about a meter long.

• Have children tell something they would measure in meters and something they would measure in centimeters and explain why.

Vocabulary BuilderMaterials Vocabulary Card: meter (see eTeacher Resources), unit cube, meter stick

Meters• Show children the vocabulary card

for meter and say the word together. Tell children that the units meter and centimeter are related.

• Hold up a unit cube and ask: About how long is this cube? 1 centimeter

• Show children a meter stick and say: This is a meter stick. It shows 1 meter. 1 meter is the same length as 100 centimeters. Line the unit cube up with the zero mark on the meter stick so that children can see the comparison of centimeter to meter.

Problem of the Day 9.5Basic Facts Add, then subtract.

1. 9 + 6 = — 15 − 6 = —

2. 3 + 7 = — 10 − 7 = —

3. 2 + 5 = — 7 − 5 = —

4. 8 + 4 = — 12 − 4 = —

Vocabulary meter

Interactive Student EditionMultimedia Glossary e

EXPLORE2

Name

Centimeters and Meters

You can measure longer lengths in meters.

1 meter is the same as 100 centimeters.

The real board is about 100 centimeters tall. So, the real board is about 1 meter tall.

Measure to the nearest centimeter. Then measure to the nearest meter.

Find the real object. Measure.

1.

desk

centimeters

meters

2.

door

centimeters

meters

3.

classroom fl oor

centimeters

meters

Lesson 9.5Reteach

Check children’s work.

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9-13 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Writing and Reasoning How much longer is theobject in Exercise 2 than the object in Exercise 1? Explain.

Find an object. Measure it. Draw and label it.

1. I am shorter than 10 centimeters.

— —— ——

2. I am longer than 50 centimeters but shorter than one meter.

— —— ——

3. I am longer than one meter.

— —— ——

Meters and CentimetersFind real objects that fi t the clues.Measure each object. Use centimeters or meters for the units. Then draw and label it.

Lesson 9.5Enrich



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9-14 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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1

2

3 DifferentiatedInstruction

Progressto Algebra

Listen and DrawListen and DrawHands

On

MATHEMATICAL PRACTICES 1MathTalk

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Lesson 9.5

Chapter 9 six hundred twenty-seven 627

Draw or write to describe how you did each measurement.

Centimeters and MetersEssential Question How is measuring in meters different from measuring in centimeters?

1st measurement

2nd measurement

Measurement and Data—2.MD.A.2

MATHEMATICAL PRACTICESMP1, MP5, MP7

Describe how the lengths of the yarn and the sheet of paper are different.

FOR THE TEACHER • Have each small group use a 1-meter piece of yarn to measure a distance marked on the floor with masking tape. Then have them measure the same distance using a sheet of paper folded in half lengthwise.

Math Talk: Possible answer: The length of the piece of yarn is much longer than the length of the folded sheet of paper.


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Enrich 9.5Reteach 9.5

627 Chapter 9

LESSON 9.5

Listen and Draw Materials masking tape, meter-long pieces of yarn, sheets of paper

Before class, use masking tape to mark a few different distances on the fl oor. Use a red marker to highlight pieces of tape that are 2 meters apart, a green marker to highlight pieces of tape that are 3 meters apart, and so on. Have children work in small groups.

Use the piece of yarn to measure the distance between two pieces of tape that have the same color. In the box at the top of the page, draw or write to describe how you measured the distance.

• How did you measure the distance with the yarn? Answers will vary. Accept answers that show that children used the length of yarn by beginning at one piece of tape and measuring the distance to the other piece of tape.

Tell children that they are going to measure the same distance using a sheet of paper folded in half lengthwise.• How many sheets of paper do you think

will describe the distance between these pieces of tape? Accept reasonable estimates.

Have children measure the distance using the sheet of paper and write or draw in the box at the bottom of the page to describe what they did.

MathTalk

MP1 Make sense of problems and persevere in solving them. Use Math Talk to focus on children’s understanding of the differences between using various units to measure length.

ELL Strategy: Scaffold Language

Review the difference between centimeters and meters.• Use the following framework: I see a

in the room. I think I should use (centimeters or meters) to measure it

because .• Give children an example. Have children

present their ideas to a partner using their own words.

2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describehow the two measurements relate to the size of the unit chosen.

HandsOn

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Model and DrawModel and Draw

Share and ShShare and ShShare and Show MATHBOARDMATHBOARD

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1 meter is the same as 100 centimeters.

The real door is about 200 centimeters tall. The real door is also about 2 meters tall.


1.

chair

— centimeters

— meters

2.

teacher’s desk

— centimeters

— meters

3.

wall

— centimeters

— meters


COMMON ERRORS

Quick Check

If

Rt I RR1

2

3

EXPLAIN3

Then

Advanced Learners

Lesson 9.5 628

Error Children may have difficulty maneuvering a meter stick to avoid gaps and overlaps when measuring.

Example

Springboard to Learning Demonstrate for children how to place a sticky note or a piece of masking tape on the object to mark where the meter stick ends, so that when they move the meter stick they can clearly see where to place the left end for an accurate measurement.

a child misses the checked exercises

Differentiate Instruction with • Reteach 9.5

• Personal Math trainer 2.MD.A.2

• RtI Tier 1 Activity (online)

Model and Draw MATHEMATICAL PRACTICES

MP6 Attend to precision. Work through the model with children.

• How do the lengths of 1 centimeter and 1 meter compare? Possible answer: 1 centimeter is much shorter than 1 meter.

• Why would you measure objects or distances in meters rather than in centimeters? Possible answer: It is easier to measure a longer object using a longer unit than it is to measure that object using a shorter unit.

Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD

Connect Exercises 1–3 to the learning model.• Which object in Exercises 1–3 has the

greatest length? Explain. the wall; Possible explanation: The wall measurement is the greatest number of meters and centimeters.

Use the checked exercises for Quick Check.Children should use their MathBoards to show their answers to these exercises.

Materials centimeter rulers, meter stick

• Write this list of measurements on the board: 10 centimeters, 50 centimeters, 1 meter, and 2 meters.

• Have partners find one object for each measurement shown. Ask children to measure the object to check its length, and then write the name of the object on the board beneath the measurement.

• When pairs have found one object for each measurement, have children compare the items listed beneath each measurement.

KinestheticIndividual / Partners

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Chapter 9 • Lesson 5 six hundred twenty-nine 629


200 centimeters10 meters1 meter

On Your OwnOn Your Own


4.

chalkboard

— centimeters

— meters

5.

bookshelf

— centimeters

— meters

6.

table

— centimeters

— meters

7. DEEPER Write these lengths in orderfrom shortest to longest.


1 meter, 200 centimeters, 10 meters

629 Chapter 9

On Your OwnIf a child answers the checked exercises correctly, assign Exercises 4–7.

DEEPER

MP7 Look for and make use of structure. Have children develop their thinking about the relationship between meters and centimeters. Help children use a meter stick to measure a piece of masking tape that is 1 meter long. Have children repeat the activity to make a triangle out of masking tape on the floor, with each of its sides 1 meter in length.• How could you describe the lengths of the

sides in centimeters? Explain. Each side is 100 centimeters long. Possible explanation: We made each side 1 meter long, and 1 meter is the same as 100 centimeters.

EVALUATE5 Formative Assessment

MATHEMATICAL PRACTICES

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD

Math

MATHEMATICAL PRACTICES

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8. SMARTER Mr. Ryan walked next to a barn. He wants to measure the length of the barn. Would the length be a greater number of centimeters or a greater number of meters? Explain your answer.

TAKE HOME ACTIVITY • Have your child describe how centimeters and meters are different.

9. SMARTER Write the word on the tile that makes the sentence true.

centimeters meters

A bench is 2 ___ long.

A pencil is 15 ___ long.

A paper clip is 3 ___ long.

A bed is 3 ___ long.

centimeters; Possible explanation: Centimeters are much smaller

than meters, so it would take a lot more centimeters than meters to

measure the length of the barn.

meters

meters

centimeters

centimeters

Lesson 9.5 630

Children practice predicting and measuring length.

GamesHow Long?

Children read about using metric units to measure and identify insects.

LiteratureA Trip to the Pond

Children complete blue Activity Card 17 by comparing the lengths of everyday objects using base-ten blocks.

ActivitiesBatter Up!

SMARTER

MP5 Use appropriate tools strategically. In Exercise 8, children need to understand and describe the inverse relationship between the size of a measurement unit and the number of units needed when measuring a specified length.

Essential QuestionUsing the Language ObjectiveReflect Have children complete a 2-column graphic organizer to answer the Essential Question.How is measuring in meters different from measuring in centimeters? Possible answer: It takes fewer meters than centimeters to measure an object because a meter is longer than a centimeter.

Math Journal Math

Would you measure the length of a bench in centimeters or in meters? Explain your choice.

SMARTER

Children will need to be able to compare the lengths of 1 centimeter and 1 meter. They should recognize that 1 meter is much longer than 1 centimeter. Children who select the wrong measure likely did not understand the relative sizes of centimeters and meters.

Math on the Spot Video TutorUse this video to help children model and solve this type of www. Think Smarter problem.

Problem Solving • Applications

Mathematical Practices in Your Classroom PROFESSIONALDEVELOPMENT

Problem SolvingProblem Solving

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Practice and HomeworkLesson 9.5

COMMON CORE STANDARD—2.MD.A.2 Measure and estimate lengths in standard units.

Chapter 9 six hundred thirty-one 631

Centimeters and Meters



1. bookcase — centimeters

— meters

2. window

— centimeters

— meters

3. Sally will measure the length of a wall in bothcentimeters and meters. Will there be fewer centimeters or fewer meters? Explain.

Possible answer: Meters are longer than

centimeters, so it takes fewer meters than

centimeters to measure the same length.

4. Math Would you measure the length of a bench in centimeters or in meters? Explain your choice.



631 Chapter 9

Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.

CC.K–12.MP7 Look for and make use of structure.In this lesson, children measure the lengths of classroom objects twice, using two different units of measure. It is through hands-on experiences such as these that children are more likely to grasp how the size of a unit affects the number of units in a measurement.

The underlying concept that needs to be understood is that the greater the size of the unit, the fewer number of units are needed for a measurement. And conversely, the lesser the size of the unit, the greater number of units are needed.

Have children discuss their measurements and patterns that they see emerging in the lesson exercises.

• In Exercise 2, what are the two measurements that you found for the length of a window? Check children’s answers for reasonableness of measurements.

• On this page, as you measured the length of each object in both centimeters and meters, did you notice a pattern in your measurements? Answers may vary; children should notice that the number of centimeters is much greater than the number of meters for the lengths of each object.

• If time permits, have children draw a picture to explain why it takes more centimeters than meters to measure a length.

Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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632 six hundred thirty-two

2. Draw and label a group of coins that has a total value of 65 cents.


3. Janet has a poster that is about 3 feet long. Write inches or feet in each blank to make the statement true.

3 feet ___ is longer than

12 inches ___ .

1. Use a centimeter ruler. What is the length of the toothbrush to the nearest centimeter?

14 _ centimeters

Spiral Review (2.NBT.B.7, 2.MD.A.2, 2.MD.C.8)

4. Last week, 483 children checked books out from the library. This week, only 162 children checked books out from the library. How many children checked out library books in the last two weeks?

5. Draw and label a group of coins that has a total value of $1.00.


Lesson Check (2.MD.A.2)

483 + 162

]]

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1

Lesson 9.5 632

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.

Documents

CorrectionKey=D LESSON 9.5 Hands On • Centimeters and ......Interactive Student Edition Personal Math Trainer Math on the Spot Video Animated Math Models HMH Mega Math Hands On •