4B_SM_EM2_Launch_K-5_G5M4L26

5 ▸ M4 ▸ TE ▸ Lesson 26

Launch

EUREKA MATH2

5

Students infer a mathematical problem from a video.

Play the Drinking Enough? video. If necessary, replay the video and ask students to note any details.

Give students 1 minute to turn and talk about what they noticed.

Engage students in a brief conversation about the video. Discuss student observations and any relevant questions they have. Guide the conversation to thinking about how much liquid the person in the video drinks in 1 day. Consider asking students the following possible sequence of questions.

What do you notice?

The article suggests people should drink 3 liters of liquid each day.

The person drinks many times during the day.

The person drinks different kinds of liquid throughout the day.

What do you wonder?

I wonder how much liquid is in each container.

I wonder how much the person drinks in total during the day.

I wonder whether the person drinks 3 liters in a day.

What do we need to know to determine whether a person drinks 3 liters of liquid in 1 day?

We need to know the number of containers the person drinks from during the day.

We need to know the liquid volume in each container the person drinks.

We need to know whether the person drinks all the liquid that was in the container each time.

Invite students to turn and talk about benchmark amounts or real-life objects that can help them think about and visualize how much 3 liters is.

Transition to the next segment by framing the work.

Today, we will determine whether various people drink 3 liters of liquid in a day and compare our strategies for finding their totals.

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EUREKA MATH2 5 ▸ M4 ▸ TE ▸ Lesson 26

Learn

35

Find the Total of Metric Measurements Materials—S: Liquid Measurement Card Sets, scissors

Students use self-selected strategies to find the total of various liquid metric measurements.

Partner students and intentionally assign each pair a set of cards. The sets of cards vary in treatment of the measurements, increasing in complexity as follows: • Sets A and B list all measurements in whole numbers of milliliters.

• Set C lists all measurements in decimal numbers of liters.

• Set D lists measurements in a mixture of whole numbers of milliliters and decimal numbers of liters.

Direct one student in each pair to tear out their designated page from their book and cut out the cards along the lines as needed.

The cards in your set represent the amount of liquid a person drinks in a day. The measurements show how much the person drinks from each container, not the capacity of the container.

Direct students to the recording page in their books.

With your partner, discuss how you can organize the cards to find the total amount of liquid the person drinks.

Invite partners to work together to predict the total amount each person drinks and write their estimate in their books. Then have students find the total amount of liquid the person drinks. Ask them to record their work in their books.

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Teacher Note The intent of this lesson is for students to determine when during their counting or problem-solving process to convert measurements between metric units, as well as to intuitively convert measurements from a smaller metric unit to a larger metric unit. In lesson 27, students formally convert measurements from smaller metric units to larger metric units by using equations.

Consider posting metric equivalences if needed.

Capacity 1 kL = 1,000 L 1 L = 100 cL 1 L = 1,000 mL 1 cL = 10 mL

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EUREKA MATH2

5 ▸ M4 ▸ TE ▸ Lesson 26

Set About how much liquid do you think the person drinks?

Show how you found the total amount of liquid.

UDL: Engagement Consider promoting relevance by inviting students to record what they drink in one day. Provide estimated measurements for common beverage containers.

The person drinks Set A: 3,500 mL

altogether.

Set B: 2,625 mL

• Juice box (6.75 oz): 200 mL

Set C: 3.65 L

Set D: 4,200 mL

An equation that describes how we found the total is

• School milk carton (8 oz): 235 mL • Small glass (12 oz): 350 mL • Regular glass (16 oz): 470 mL • Water bottle (20 oz): 600 mL • Water bottle (24 oz): 700 mL

Circulate and notice how students engage in the following behaviors.

Organizing: Strategies may include ordering the measurements, grouping like units, and composing units that are simpler to count by combining amounts to form a new unit.

Adding: Students may repeatedly add to find the total, skip-count, or multiply equal groups.

Some students may use less efficient strategies, such as adding all of the measurements.

Recording: Recordings may include drawings, numbers, expressions, equations, and written explanations.

Use questions and prompts such as the following to assess and advance student thinking: • Show and tell me what you did.

• How can you organize your cards to make it simpler to find the total?

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Teacher Note Consider providing time for partners who worked with the same set to informally compare strategies before the whole-class discussion.

Invite students who finish early to find the total of another set from their books and record their strategy.

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5/9/2021 9:16:12 AM

EUREKA MATH2 5 ▸ M4 ▸ TE ▸ Lesson 26

• How does the way you organized your collection make it simpler to find the total?

• How can you use a different measurement unit to help you find the total?

• How close was your estimate to your actual total?

• How could you find the total again in a way that challenges you?

Select two or three student pairs to share their work in the next segment. The samples show types of strategies to look for and select.

Make Groups of 1,000 Milliliters

300 mL

0.35 L

200 mL

600 mL

0.3 L

600 mL

450 mL

0.2 L

300 mL 0.6 L

350 mL

Add Like Units and Convert Liters to Milliliters

Make Like Groups

700 mL

0.6 L

0.45 L

0.45 L

350 mL

200 mL

400 mL 0.4 L

0.3 L

400 mL

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0.65 mL

0.3 L

0.3 L

0.6 L

1L

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EUREKA MATH2

5 ▸ M4 ▸ TE ▸ Lesson 26

As pairs finish their work, have them complete the Self-Reflection section in their books.

Self-Reflection Write one thing that worked well for you and your partner. Explain why it worked well.

Sample: We combined amounts to make groups of 1,000 mL where we could, so we could count groups of 1,000 instead of adding several small amounts.

Write one challenge you had. How did you work through the challenge?

Sample: We found two groups that were close to 1,000 mL, but not exactly 1,000 mL, by using the amounts on the cards. When we thought about them as 50 mL too much and needing 50 mL more, we realized we could break apart 450 mL into 50 mL and 400 mL. We put 50 mL into the group that needed 50 mL more, which made both groups 1,000 mL.

Share, Compare, and Connect Students discuss strategies for organizing and finding the total amount of liquid.

Gather the class to view and discuss the selected work samples. Invite each selected pair to share their recordings alongside their organized cards or a photograph. Highlight their organizational strategies, such as ordering the measurements, grouping like units, and composing units that are simpler to count by combining amounts to form a new unit.

After each pair shares, invite students to turn and talk about questions such as the following: • How is this strategy and drawing similar to or different from the strategy and drawing you used?

• What is another way you could find the total amount of liquid?

• What connection can you make between this work and work we have previously done?

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Teacher Note The samples of student work and student thinking in this lesson anticipate common responses. Look for similar work within your classroom to create parallel, authentic conversations.

If your students do not produce similar work, choose one piece of theirs to share. Highlight how it shows movement toward the goal of this lesson.

Then select a work sample from the lesson that best advances student thinking.

Consider presenting the work by saying, “This is how another student found the total. What do you think this student did?”

Teacher Note Consider the following to make card sets accessible for sharing: • Have students gather around the work.

• Take a picture of the work and project it.

• Use a portable document camera to project the work.

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08-Sep-21 3:55:44 PM

EUREKA MATH2 5 ▸ M4 ▸ TE ▸ Lesson 26

Make Groups of 1,000 milliliters (Toby and Sana’s Way: Set A) How did your organization help you find the total?

We saw that 300 + 700 = 1,000. Then we looked for other amounts we could put together to make 1,000 milliliters to make as many groups of 1,000 milliliters as we could. We can use mental math to add the groups of 1,000 to the other leftover amounts.

Language Support 300 mL 300 mL

200 mL 200 mL

600 mL 600 mL

300 mL 300 mL

Why did you break apart 450 mL? Because 350 + 600 = 950, we needed 50 more 350 mL 450 mL to make 1,000. We knew 600 + 450 = 1,050, which 600 mL 700 mL 350 mL 450 mL 600 mL 700 mL is 50 too much, so we broke apart 450 and 300 mL 200 mL 600 mL 300 mL 300 mL 200 mL 600 mL 300 mL 1,000 mL put 50 with 350 + 600.

1,000 mL 350 mL 600 mL 450 mL 700 mL 350 mL 600 mL 450 mL 700 mL Why did you 1,000 mL 1,000 mL 50 mL 400 mL choose to make 50 mL 400 mL groups of 1,000 1,000 mL + 1,000 mL + 1,000 mL + 300 mL + 200 mL = 3,500 mL 1,000 mL + 1,000 mL + 1,000 mL + 300 mL + 200 mL = 3,500 mL instead of groups of another amount?

1,000 is a benchmark number in metric measurement because 1,000 mL = 1 L.

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Consider supporting student responses with the Talking Tool. Invite students to use the Share Your Thinking section to explain their strategy. Ask classmates to use the Agree or Disagree section of the Talking Tool to respond by explaining whether they agree with their classmates’ chosen strategy and explanation.

Teacher Note Students who make groups of 1,000 mL may rename the totals as 1 L. They may also report their total by using mixed units (i.e., 3 L 500 mL).

If students convert milliliters to liters while combining the amounts on the cards, consider highlighting their thinking by asking why they converted and how their total relates to the total of students with the same set of cards who did not convert.

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EUREKA MATH2

5 ▸ M4 ▸ TE ▸ Lesson 26

Make Like Groups (Tara and Lacy’s Way: Set C) How did your organization help you find the total?

0.35 L

We made groups of 0.45 and 0.6. Then we multiplied each amount by the number of groups of that size. This gave us three numbers to add instead of nine.

0.3 L

0.6 L

How did you choose 0.45 and 0.6 for the size of the groups?

We saw two amounts of 0.6 and saw that we could make 0.6 with 0.4 and 0.2 and another 0.6 with 0.3 and 0.3. So we had four groups of 0.6. Then we had 0.35, 0.45, and 0.45 left over. We could not combine those to make 0.6, but we saw the two amounts of 0.45 and decided to multiply 0.45 by 2 instead.

0.2 L

0.6 L

0.45 L

0.45 L

Promoting the Standards for Mathematical Practice Students construct viable arguments (MP3) through recording and sharing their work with their peers. Students critique the reasoning of others as they consider other students’ work and compare it to their own.

Ask the following questions to promote MP3:

0.4 L

0.35 L

• Why does your strategy work? Convince the class.

0.3 L

0.4 L

0.2 L

0.45 L

0.6 L

0.6 L

0.45 L

• What questions can you ask your classmate to make sure you understand their strategy?

0.3 L 0.3 L 4 × 0.6 L = 2.4 L 2 × 0.45 L = 0.9 L 2.4 L + 0.9 L + 0.35 L = 2.4 L + 1 L + 0.25 L 0.1 L 0.25 L = 3.4 L + 0.25 L = 3.65 L

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08-Sep-21 8:19:00 AM

EUREKA MATH2 5 ▸ M4 ▸ TE ▸ Lesson 26

Add Like Units and Convert Liters to Milliliters (Leo and Adesh’s Way: Set D) How did your organization help you find the total?

We had some measurements in milliliters and some in liters.

We separated the amounts by unit so we could add like units.

350 mL

200 mL

Why did you convert liters to milliliters?

We had two different units, milliliters and liters.

To add, we need like units. We converted liters to milliliters so we could add whole numbers.

How did you convert 2.85 liters to milliliters?

We broke apart 2.85 liters into 2 liters and 0.85 liters.

We converted 2 liters to 2,000 milliliters. We used an equation to convert 0.85 liters to 850 milliliters.

Then we composed the parts to write 2.85 liters as 2,850 milliliters.

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0.65 mL

0.3 L

400 mL

400 mL

350 mL 200 mL 400 mL 400 mL

1,000 mL

1,000 mL + 350 mL = 1,350 mL 0.85 L = 0.85 × 1 L = 0.85 × 1,000 mL = 850 mL 1 L = 1,000 mL

0.3 L

UDL: Action & Expression Consider reserving time for the class to engage in discussion after all work has been shared. First, have students review their Self-Reflection responses. Then ask partners whether they heard a different strategy that they might try next time. Engage the class in discussion about reasons for using a different approach. Alternatively, if students would not change their approach, have them discuss reasons their original approach worked better for them.

0.6 L

If students worked through a challenge, ask how they might draw upon that experience when they encounter a similar task in the future.

1L

0.65 L 0.3 L 0.6 L 0.3 L 2 × 0.6 L = 1.2 L 0.6 L 1L 1.2 L + 1 L + 0.65 L = 2.85 L 2.85 L = 2,000 mL + 850 mL = 2,850 mL

The sharing component of the activity provides students with multiple examples of annotated peer work. When students have time to reflect on their own work relative to the examples, this serves as a formative feedback opportunity.

2 L 0.85 L

1,350 mL + 2,850 mL = 1,200 mL + 3,000 mL = 4,200 mL 1,200 mL 150 mL

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EUREKA MATH2

5 ▸ M4 ▸ TE ▸ Lesson 26

Convert Metric Measurements Students convert liquid metric measurements.

Present the total amount of liquid shown on the Liquid Measurement Cards Set C: 3.65 L. Invite students to think–pair–share to determine whether 3.65 L represents a person drinking at least 3 liters in a day and how they know.

3.65 represents a person drinking at least 3 liters in a day. 3.65 liters is greater than 3 liters. I know because both amounts are recorded in liters and 3.65 is greater than 3.

Present the total amount of liquid shown on the Liquid Measurement Cards Set A: 3,500 mL. Invite students to think–pair–share to determine whether the amount shown represents a person drinking at least 3 liters in a day and how they know.

3,500 milliliters represents a person drinking at least 3 liters in a day. There are 1,000 milliliters in a liter, so 3 liters is 3,000 milliliters. Because 3,500 milliliters is more than 3,000 milliliters, then 3,500 milliliters is more than 3 liters.

3,500 milliliters represents a person drinking at least 3 liters in a day. I know because there are 1,000 milliliters in 1 liter, so 3,500 milliliters is 3 liters and 500 milliliters.

Repeat by presenting the total amounts of liquid shown on the Liquid Measurement Cards Set B: 2,625 mL and Liquid Measurement Cards Set D: 4,200 mL. If time allows, have students turn and talk to determine how much more or less than 3 liters each set’s total amount of liquid is.

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Differentiation: Challenge Consider challenging students to determine how to convert 3.65 liters to milliliters and 3,500 milliliters, 2,625 milliliters, and 4,200 milliliters to liters.

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5/9/2021 9:16:14 AM

EUREKA MATH2 5 ▸ M4 ▸ TE ▸ Lesson 26

Land Debrief

10

5 min

Objective: Solve a real-world problem involving metric measurements.

Facilitate a class discussion about converting units to solve a measurement problem by using the following prompts. Encourage students to restate or add on to their classmates’ responses.

How can the relationship between measurement units such as milliliters and liters help us use benchmark amounts to organize our work?

We know 1,000 milliliters is 1 liter. So we can think about groups of 1,000 milliliters to organize our work.

Sometimes it can be helpful to convert a measurement to a different unit. We can use benchmark amounts to make groups and convert to a different unit.

How can making groups of like units help us organize our work?

Making groups of like units gave us fewer numbers to add in our equation.

Making groups of like units allows us to multiply groups of the same amount instead of just adding all of the amounts together.

How can thinking about measurements in different units help us solve problems?

Finding the value of an expression that represents the situation might be simpler for us to do in one unit than in another unit.

Sometimes the information we have about the situation is in different units, so we have to convert some measurements to be able to solve the problem.

Exit Ticket

5 min

Provide up to 5 minutes for students to complete the Exit Ticket. It is possible to gather formative data even if some students do not complete every problem.

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EUREKA MATH2

700 mL

5 ▸ M4 ▸ TE ▸ Lesson 26 ▸ Liquid Measurement Cards

450 mL

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350 mL

600 mL 300 mL

600 mL 200 mL 300 mL This page may be reproduced for classroom use only.

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Set A

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350 mL

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350 mL

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400 mL

300 mL 450 mL 275 mL

200 mL

300 mL

EUREKA MATH2 5 ▸ M4 ▸ TE ▸ Lesson 26 ▸ Liquid Measurement Cards

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Set B

0.3 L

0.45 L 0.3 L

EUREKA MATH2

0.6 L

0.6 L

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0.45 L

5 ▸ M4 ▸ TE ▸ Lesson 26 ▸ Liquid Measurement Cards

0.2 L 0.35 L This page may be reproduced for classroom use only.

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Set C

0.4 L

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350 mL

0.6 L 0.3 L

400 mL

1L

This page may be reproduced for classroom use only.

0.3 L

200 mL

0.65 L

400 mL

4/23/2021 4:38:35 PM

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Set D