EXT 3-6 Sampler

60 Grade6 ConvertingLength–UsingStrategies Lesson17, 6ETeacherGuide 55 Objective36: To convert customaryunits of length. Materials: Rulers, yardsticks,measuring tape, Tables of Measurement (Master 21) Vocabulary: inch (in.), foot/feet (ft.), yard (yd.) Measurements of Length Collect anddisplaydifferent kinds of 12-inch rulers. Have students identify thebeginningpoint or the0mark on each ruler, noting that zeromaybe at the far left edgeof the ruler andnot printedor itmaybe at the firstmarkon the left of the ruler. Give each student a ruler and ask them tomeasure the distance from theirwrist to the endof their elbow. (about 1 foot) Howmany inches areon this1-foot ruler? (12) Writeon theboard: 12 inches (in.)=1 foot (ft.) Display ayardstick. This is ayardstick.Abouthow many rulers, laidend toend,wouldbe the sameas this yardstick? (3)After studentshave guessed, place3 rulers on topof the yardstick. Howmany inches areon this yardstick? (36) Writeon theboard: 1yard=3 feet =36 inches Display ameasuring tape. Whenwould itbemore appropriate touseameasuring tape thanayardstick? (tomeasureobjects that curveor those longer than a yardstick) Have studentsworkwith apartner or in a small group to identifyobjects in the classroom that are close toone inch, one foot andone yard. First, have themguess the object and then check their guess bymeasuringwith a ruler or yardstick. The following strategies and suggestionswill help studentsdecidewhether tomultiplyordividewhen convertingmeasurementswithin a table: 1. Useamodel. Use rulers andyardsticks tomodel several problems. Forproblem2, display five1-foot rulers and askhowmany inches in all. 2. Drawapicture. Draw five1-foot rulers and show the12 inches inside each ruler. Howmany inches in5 feet? (60) 3. Makea table. 4. UseProportions Students canuse theunit rationeeded to set up aproportion and find themissing item. Be sure to have students put theunits on theirproportion tohelp set up theproportionproperly. Skill Builders 36-2 (metric length), 36-3 1 foot = 5 feet 12 inches inches 55 ©Math TeachersPress, Inc.,Reproduction by anymeans is strictly prohibited. 0 1 2 3 4 5 6 7 8 9 101112 Converting Length in theCustomary System Complete. 12 inches = 1 foot inches 0 1 2 3 4 5 6 7 8 9 10 11 12 (not actual size) 1 foot 1 foot 1 foot Abbreviations: inch = in. foot = ft. yard = yd. 3 feet = 1 yard 1. 1 foot = ____ inches 4. 2 yards = ____ feet 7. 1 ft. 6 in. = ____ in. 2. 5 feet = ____ inches 5. 1 yard = ____ inches 8. 1 ft. 3 in. = ____ in. 3. 1 yard = ____ feet 6. 3 yards = ____ inches 9. 1 yd. 2 ft. = ____ ft. 0 1 2 3 4 5 6 7 8 9 101112 0 1 2 3 4 5 6 7 8 9 101112 (not actual size) 10. The length of a competitive swimming pool is 25 yards. Howmany feet long is the pool? ________ 12. Themaximum length of a soccer field is 390 feet. What is themaximum length of a soccer field in yards? ________ 11. KevinGarnett is 6 feet 11 inches tall. Howmany inches tall is he? ________ 13. Javier Sotomayor set the high jump record in 1993 by jumping about 96 inches high. Howmany feet high is this? ________ Equal ratios canbe used to convert measurements.Choose the conversion factor (12 in.= 1 ft.or 3 ft.= 1 yd.) whoseunitsmatch thoseof the problem. 4 ft. = ____ in. Use the conversion 12 in. = 1 ft. to match the units. Set up equivalent ratios. One ratio is the conversion factor. The other is the problem. 4 ft. = ____ in. Find themissing number by creating equivalent ratios. 12 in. 1 ft. = in. 4 ft. 12 in. 1 ft. = in. 4 ft. 4 4 Marymeasured thewidth of the classroom by placing 12 one-foot rulers end to end. What is thewidth of the classroom in yards? A 4 yd B 12 yd C 16 yd D 36 yd 12 6 75 ft. 130 yards 83 inches 8 ft. 18 15 5 60 36 3 48 108 6.RP.3, 6.RP.3d Students canuse proportions to convert measurements. Students will see that different strategiesmay beused to solve the sameproblem.