9/14/2023 0 Comments Cups to quarts conversion chartHere, a students explains her reasoning: 16 c., 24 c., 1 c. Finally, I provided students the number of cups instead of the number of pints and asked students to convert 16 cups, 24 cups, and 1 cup to pints. Again, after giving students some time to think on their own, one student explained how she converted 10 Pints into 20 cups and another student showed how she solved for x Pints. Then, I gave the next two number of pints: 10 and the variable x. I asked one student in particular to share: 1 Pint, 2 Pints, 3 Pints. Next, we came back together as a class and to share student thinking. When finished, I encouraged students to turn and talk about their solutions. I provided students with the first three number of pints: 1, 2, and 3 and asked students to complete the chart on their own. This way, I could ask students to try completing each conversion task on their own before we discussed the solution as a class. Once they understand the rule, I gradually increase the complexity of the conversion tasks.Īt this point, I asked students to create each conversion table in their journals as we completed them together as a class. For example, to find the number of cups in one pint, students will multiply one x 2 to get 2 cups. I also made sure that initial conversions began with multiplication. I purposefully related all units to cups (cups to pints, cups to quarts, cups to gallons, and cups to ounces) to create a sense of connectedness. Prior to today's lesson, I constructed posters using these Capacity Conversion Charts. I explained: Today, we are going to create t-charts to convert cups to pints, quarts, gallons, and ounces, but first, I'd like you to meet Gallon Guy! Let's make Gallon Guy together!Īs I created Gallon Guy on the board, students constructed Gallon Guy in Student Journals using coordinating colors. It was at this point that I introduced the students to today's Goal: I can show equivalent measurements in a 2-column chart. Here, a student uses her number line to make sense of capacity conversions: Student Number Line.ĭuring the Guided Practice time, some students sat up close to the board while others preferred to remain seated at their desks. He anxiously came to the board to share: How many Ounces are in a Gallon?.Īll during this time, students also made changes to their own time lines and developed a deeper understanding of customary capacity units. Then, this conversation inspired another student to figure out the number of ounces per gallon. In fact, a student provided a beautiful explanation to help Correct the Misconception. This willingness to take risks also provided opportunities to challenge a Student Misconception 1 oz = a half cup. (Supporting Math Practice 3: Construct viable arguments and critique the reasoning of others.) Students excitedly began to see patterns and making conjectures! One student said, "If you 1/2 the number of pints, you get the number of quarts because 2 pints = 1 quart." Each time one student shared a conjecture, this inspired others to create their own Conjectures. I knew each of these questions would help students further understand the relative sizes of these measurement units in relation with each other.Īfter that, we counted the same process (counting & questioning) with quarts and then gallons. How many cups are in a half gallon? Students responded, "Sixteen eight!" Can anyone explain why? Students reasoned, "If it takes 16 jumps of one cup to get to one gallon, then it would take half of 16 to get to 1/2 a gallon, which would be 8 cups." How many cups are in a gallon? Students responded, "Sixteen cups!" How did the number line help you decide this? Students explained, "When counting by cups, it takes 16 jumps to get to one gallon."Ĥ. How many cups are in a quart? Students responded, "Four cups!" Can you prove this to me? Students justified this idea, "See. How many cups are in a pint? Students responded, "Two cups!" How do you know? One student said, "Because it took two jumps of one cup to get to one pint."Ģ. Each question was followed by rich conversation:ġ. As we took each jump, we said, "One cup, two cups, three cups." I asked the following guiding questions. As I modeled these jumps on the board, students took jumps on their own number lines with their partners at their desks. I asked students to take jumps of one cup with me on the number line. I asked each pair of students to get their Number Line back out from yesterday and to be ready to add new information! I used my own Capacity Number Line to help model and review concepts.įirst, we went over cups. I wanted to help students connect prior learning to the new learning that would happen today! I also wanted students to truly understand that measurements are quantities that can be represented on a number line, similar to numbers. To begin, I reviewed yesterday's lesson, Day 7: Capacity Conjectures & Number Line.
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