Lesson Plan

MAED 3224
Subject: 5th Grade Math Central Focus: Converting Customary Capacity

Common Core Objective: 5.MD.1 Convert among different- Date taught: 3/23/18
sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and
use these conversions in solving multi-step, real world
problems.
Daily Lesson Objective:
Student will work independently to apply their knowledge on converting customary units of capacity by earning at least
8 out of 10 points or 80% correct to show mastery.

Prerequisite knowledge and skills needed: Students should be able to multiple and divide numbers. Students should also
be able to follow formulas or steps to complete problems.

Activity Description of Activities and Setting Time

1. Engage “Turn to page 645 in your mathwork. We have been
learning about converting measurements of length and
weight. Today we are going to be learning about
converting customary units of capacity such as gallons,
quarts, pints, cups, and ounces.”

“Can I have a volunteer to read the Solve & Share?” (The

teacher will call on student)
Volunteer student will read aloud: “A recipe makes 16
cups of soup. How many quarts does the recipe make?
Remember, there are 2 cups in a pint and 2 pints in a
quart. Solve this problem anyway you choose.”

Teacher will say: “What is important about our problem?”

(call on another student)
Student will respond: “2 cups = 1 pint and 2 pints = 1
quart.”
The teacher will ask: “Does the problem require an
estimate or an exact answer? (let students shout the
answer out - Exact answer)
The teacher will ask: “What operation would you use to
find the answer? (let students shout out the answer-
Division)
The teacher will then say: “That’s right, because (using
the pre established hand motions) going from small to big
we divide.”

2. Explore
(including solutions of major tasks)
The teacher will then say: “Please solve this problem
independently.”
During this time (while the students are solving the
problem independently) the teacher will walk around
asking questions such as:
“How many cups are in 1 pint? (answer: 2 cups)”
“How many pints are in 1 quart? (answer: 2 pints)”
The teacher will then ask: “Who can share how you got
your answer?” (call on student)
Student response: “Well I know that 2 cups = 1 pint, cups
are smaller than pints. So I divide to change units (16-
2=8, so 16 cups = 8 pints). Pints are smaller than quarts.
So I divide to change units (8/2=4, so 8 pints = 4 quarts).
16 cups = 8 pints = 4 quarts
“Good Job!”
Teacher will use enVisionmath2.0 Lesson 11-2 to help
facilitate the students learning.
Visual Learning: on SMARTboard (page 646)
Practice Problem: Sue is making punch. She needs 3 ¾
cups of orange juice and 5 pints of lemonade. How many
fluid ounces of orange juice and how many quarts of
lemonade does she need?
“Why might you want to change from one unit of capacity
to another?” (To compare measurements given in
different units.)
“To change a larger unit to a small unit, multiply.
3 ¾ x 8 = (3 x 8) + (¾ x 8) = 24 + 6 = 30.
So, 3 ¾ cups = 30 fluid ounces”
“Will the number of fluid ounces be less than or greater
than 8? (Greater than) How do you know? (There are 8 fl
oz in one cup, so 3 ¾ cups will be more than 8 fl oz)
“To change a smaller unit to a larger unit, divide.
5 / 2 = 5/2 = 2 ½.
So, 5 pints = 2 ½ quarts.
“When you change from pints to quarts, are you changing
from a larger unit to a smaller unit or a smaller unit to a
larger unit? (From a smaller unit to a larger unit) Why
does it make sense that it takes fewer quarts than pints to
equal the same amount of lemonade? (Since a quart
 container is larger than a pint container, it takes fewer of
them)

(pictures for this section are provided at the bottom of the

page)
3. Explain After students have completed the visual learning portion
of the lesson, students will turn to page 647 in their math
workbook.

“This is my friend Mr. Gallon Man, and i’m pretty sure

you’ve met him before in this class. (place poster under
document camera)

“Who can tell me what the G stands for? How many?” (1

Gallon)
“Who can tell me what the Q stands for? How many?” (4
quarts)
“Who can tell me what the P stands for? How many?” (8
Pints)
“Who can tell me what the C stands for? How many?” (16
Cups)

“How can this help us in future problems?”

“Let’s try it, Who can read number 1?” (call on student)
Students Response: 1. Why would you change 4
gallons 5 quarts to 5 gallons 1 quart?
“Since 4 quarts = 1 gallon (Show on Gallon Man), 5 quart
can be converted to another gallon, with 1 quart leftover.
(Show on SMARTboard with markers)

“Who can read number 2?” (call on student)

Students Response: 2. Why is ⅛ cup equal to 1 fluid
ounce?
“1 cup = 8 fluid ounces. One cup can be divided into 8
equal parts. Each part equal one fluid ounces. (Show on
SMARTboard with markers)”

4. Elaborate/Extend Students are to work in pairs to complete the following

problems in their mathwork book.
#9,10, 11, 14,15,18,19, 21, 22, 25. Students are to show
work in workbook.

If students cannot decide whether they need to divide or

multiply, ask questions such as:
“Are quarts larger or smaller than gallons (smaller). To
change smaller units to larger units, do we multiply or
 divide? (Divide)”

For students who need a challenge have them either

complete a worksheet of advanced customary conversion
problems or have the students complete extra word
problems involving customary conversions without the
use of the gallon man.

For students who need more support pull them aside into
a small group session. Have those follow along with the
teacher through two or three more practice problems.
Then have the students complete the workbook problems
they were assigned, doing so in their small group, with the
teacher being there to help give extra support when
needed.

5. Evaluate Students will then be instructed by the teacher to take out

(assessment methods) a sheet of paper and pencil. Students need to write their
name on the paper, the teacher will also remind students
that they will need to show their work. The teacher will
then project the exit ticket on the SMARTboard using the
document camera. The students have to complete the
following question as an exit ticket:

1. If Susan drinks 2 cups of water a day, How many

quarts of water does she drink in a week? Show
your work.

The student will show mastery by achieving at least an

80% accuracy (8 out of 10 points earned). The question
will be worth 10 points.
Materials/Technology: enVision textbook/workbook for each student, enVision teacher’s guide for
teacher, Smartboard/computer access for teacher, writing utensils such as pencils for each student,
extra scrap paper for solving problems