standard_description: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Narrative
This warm-up prompts students to examine a diagram representing equal groups of non-unit fractions. The understandings elicited here allow students to discuss the relationship between the product of a whole number and a unit fraction and that of a whole number and a non-unit fraction with the same denominator.
Launch
Groups of 2
Display the image.
Activity
“What do you notice? What do you wonder?”
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
Student Response
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Activity Synthesis
If no students notice or wonder about equal groups, ask, “What groups do you see and how do you see them?” (4 wholes, each whole has
\(\frac{2}{3}\)
shaded)
“How many thirds do you see?” (8 thirds)
“How are these diagrams different than those we've seen so far in this unit?” (Previously, each whole has only one shaded part. These have two shaded parts each.)
“Today, we will think about situations that involve equal groups but now each group has non-unit fractions.”


aligns: no