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Warm Up. Problem of the Day. Lesson Presentation. Lesson Quizzes. Warm Up Find each value. 1. 10 2 2. 10 4 3. 100 2 4. 100 3. 100. 10,000. 10,000. 1,000,000. Problem of the Day Which is larger, 100 3 or 100 4 ? How do you know?. 100 4 is larger; the power of 100 is greater.

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slide1

Warm Up

Problem of the Day

Lesson Presentation

Lesson Quizzes

slide2

Warm Up

Find each value.

1. 1022. 104

3. 10024. 1003

100

10,000

10,000

1,000,000

slide3

Problem of the Day

Which is larger, 1003 or 1004? How do you know?

1004 is larger; the power of 100 is greater.

slide4

Sunshine State Standards

Prep for MA.7.G.4.4 Compare, contrast, and convert units of measure between different measurement systems (US customary or metric (SI))…

Rev. MA.5.G.5.2

slide6

Additional Example 1: Choosing the Appropriate Metric Unit

Choose the most appropriate metric unit for each measurement. Justify your answer.

A. The amount of water a runner drinks eachday

Liters—The amount of water a runner drinks each day is similar to the amount of water in a large water bottle.

B. The length of a boat

Meters—The length of a boat is similar to the length of several doorways.

C. The mass of a car

Kilograms—The mass of a car is similar to the mass of several hundred textbooks.

slide7

Check It Out: Example 1

Choose the most appropriate metric unit for each measurement. Justify your answer.

A. The amount of liquid in 10 teardrops

B. The mass of a pencil eraser

C. The length of 15 soccer fields

Milliliters—The amount of liquid in 10 teardrops is similar to the amount of liquid in several eyedroppers.

Grams—The mass of a pencil eraser is similar to the mass of a few paperclips.

Kilometers—The length of 15 soccer fields is similar to the length of 10 football fields.

slide8

Reading Math

Prefixes:

Milli- means “thousandth”

Centi- means “hundredth”

Kilo- means “thousand”

slide9

To convert metric units, multiply or divide by a power of 10. Multiply to convert to a smaller unit and divide to convert to a larger unit.

slide10

Additional Example 2A: Converting Metric Units

Convert the measure.

530 cL to liters

100 cL = 1L, so divide by 100.

530 cL = (530 ÷ 100) L

Move the decimal point 2 places left: 530.

= 5.3 L

slide11

Additional Example 2B: Converting Metric Units

Convert the measure.

1,070 g to milligrams

1 g = 1000 mg, so multiply by 1000.

1,070 g = (1070  1000) mg

Move the decimal point 3 places right: 1,070,000.

= 1,070,000 mg

slide12

Check It Out: Example 2A

Convert the measure.

980 dm to meters

10 dm = 1m, so divide by 10.

980 dm = (980 ÷ 10) m

Move the decimal point 1 place left: 980.

= 98 m

slide13

Check It Out: Example 2B

Convert the measure.

580 g to centigrams

1 g = 100 cg, so multiply by 100.

580 g = (580  100) cg

Move the decimal point 2 places right: 58,000.

= 58,000 cg

slide14

Additional Example 3: Using Unit Conversion t to Make ComparisonsElizabeth purchases one pumpkin that weighs 3 kg and another that weighs 2,150 g. Which pumpkin weighs more? Use estimation to explain why your answer makes sense.

You can convert the mass of Elizabeth’s pumpkin to grams.

1 kg = 1000 g, so multiply by 1,000.

3 kg = (3  1,000) g

Move the decimal point 3 places right: 3.000.

= 3,000 g

2,150 g is about 2 kg. Since 2 kg < 3 kg, Elizabeth’s 3 kg pumpkin weighs more.

slide15

Check It Out: Additional Example 3

Tyesha purchases a bag of potatoes that weighs 2.5 kg and another bag that weighs 3,850 g. Which bag weighs more? Use estimation to explain why your answer makes sense.

You can convert the mass of Tyesha’s bag to grams.

1 kg = 1000 g, so multiply by 1,000.

2.5 kg = (2.5 x 1,000) g

Move the decimal point 3 places right: 2.500.

= 2,500 g

3,850 g is about 4 kg. Since 4 kg > 2.5 kg, Tyesha’s 3,850 g bag weighs more.

slide16

Lesson Quizzes

Standard Lesson Quiz

Lesson Quiz for Student Response Systems

slide17

Lesson Quiz

Convert each measure.

1. 1,270 g to kilograms

2. 890 cm to millimeters

3. 750 mL to liters

4. 122 km to meters

5. 800 mg to grams

1.27 kg

8,900 mm

0.75 L

122,000 m

0.8 g

6. Rosa walks 1.5 km to the library. Meghan walks 2,200 m to the library. Who walks farther? Use estimation to explain why your answer makes sense.

Meghan; 0.7 km

slide18

Lesson Quiz for Student Response Systems

1. Which of the following represents 1,320 g in kilograms?

A. 1.32 kg

B. 132 kg

C. 13.2 kg

D. 1,320 kg

slide19

Lesson Quiz for Student Response Systems

2. Which of the following represents 920 cm in millimeters?

A. 9.2 mm

B. 920 mm

C. 92 mm

D. 9,200 mm

slide20

Lesson Quiz for Student Response Systems

3. Which of the following represents 620 mL in liters?

A. 0.62 L

B. 620 L

C. 6.2 L

D. 6,200 L

slide21

Lesson Quiz for Student Response Systems

4. Which of the following represents 523 mg in grams?

A. 5,230 g

B. 52.3 g

C. 5.23 g

D. 0.523 g

slide22

Lesson Quiz for Student Response Systems

5. Robert drives 1.7 km to his office. James drives 2,800 m to his office. Who drives farther? Use estimation to explain why your answer makes sense.

A.Robert drives farther. 2,800 m is 0.28 km.

1.7 km > 0.28 km, so the answer makes sense.

B. James drives farther. 2,800 m is 2.8 km.

2.8 km > 1.7 km, so the answer makes sense.

C. James drives farther. 2,800 m is 0.28 km.

1.7 km > 0.28 km, so the answer makes sense.

D. Robert drives farther. 2,800 m is 2.8 km.

2.8 km > 1.7 km, so the answer makes sense.

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