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Unit 6 - Lesson 4 - Grade 5: Illustrative Mathematics
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Instructions
Lesson: Metric Conversion and Division by Powers of Ten
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Cool Down: Han’s Run
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Grade 5 Unit 6
Lesson 4: Metric Conversion and Division by Powers of Ten
CC BY 2021 Illustrative Mathematics®
Grade 5 Unit 6
Lesson 4: Metric Conversion and Division by Powers of Ten
CC BY 2021 Illustrative Mathematics®
True or False: Divide by a Hundred and a Thousand (Warm Up)
Decide if each statement is true or false. Be prepared to explain your reasoning.
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Long Jump, Javelin Throw, and Shot Put
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Hurdles
Question 10
10.
The table shows how many meters some students ran during a week. Complete the table to show how many kilometers each student ran.
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Question 11
11.
What patterns do you notice in the table?
Below is Tyler’s strategy to divide a whole number by 10, 100, or 1,000.
Describe to your partner what Tyler means.
(Pause for teacher direction.)
Question 12
12.
Why does Tyler’s strategy work? Will Tyler’s strategy always work? Explain or show your reasoning.
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Question 13
13.
Han ran 12,500 meters last week. How many kilometers is that? Explain or show your
reasoning.
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Question 1
1.
Question 2
2.
Explain your reasoning.
Question 3
3.
Question 4
4.
Explain your reasoning.
Question 5
5.
Question 6
6.
Explain your reasoning.
Question 7
7.
Below are some results Jackie Joyner-Kersee recorded in different events in 1988. Complete the table.
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Question 8
8.
Which unit of measure is most helpful when you picture each distance, centimeters or meters? Explain or show your reasoning.
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Question 9
9.
Why do you think that the distances are measured to the nearest centimeter?
True
False
True
False
True
False