3-D Shapes, Weight, Volume, And Capacity Worksheet With Answers - Lesson 11.7 Unit 11 Page 4
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6Student Page
Date
Time
smallest capacities. Then have the students use various measuring
LESSON
Largest Cities by Population
tools and water to find and compare the capacities of the five
11 7
76 302
1.
Use the data in the Largest Cities by Population table at the top of Student Reference Book,
containers and to determine if their predictions were correct.
page 302 to complete the bar graph. Round each figure to the nearest million.
Students shade in the pitchers on journal page 305A to record the
Largest Cities by Population
36
capacities. Encourage students to develop personal references for
34
32
units of capacity as they make and check their predictions.
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28
26
24
22
20
18
PARTNER
Solving Capacity Number Stories
16
ACTIVITY
14
12
10
(Math Journal 2, p. 305B)
Tokyo
Mexico
New York
São
Mumbai
Calcutta
Shanghai
City
City
Paulo
(Bombay)
Cities
Have students solve the capacity number stories on journal page
2.
Make three statements comparing the cities in the bar graph.
305B.
About 21 million more people live in Tokyo than in Shanghai.
Example:
Sample answers: About the same number of
people live in Mexico City and New York City;
about 1 million more people live in São Paulo
than Mumbai; about twice as many people live in
Tokyo as São Paulo.
2
Ongoing Learning & Practice
INDEPENDENT
Creating a Bar Graph
Math Journal 2, p. 306
ACTIVITY
286-308_EMCS_S_MJ2_G4_U11_576426.indd 306
2/15/11 6:15 PM
(Math Journal 2, p. 306; Student Reference Book, p. 302)
Students create a bar graph to display population data.
Ongoing Assessment: Informing Instruction
Watch for students who make incorrect statements for Problem 2, such as
“About twice as many people live in New York City as Calcutta.” Point out that
the vertical scale for the number of people in each city begins at 10 million. The
bar for New York City may be twice the height of the bar for Calcutta, but the
population of New York City is approximately 18 million, and the population of
Calcutta is approximately 13 million.
Student Page
INDEPENDENT
Date
Time
Math Boxes 11 7
ACTIVITY
LESSON
Math Boxes
11 7
(Math Journal 2, p. 307)
1.
2.
What is the total number of cubes needed
Calculate the volume.
to completely fill the box?
96
2 cm
Mixed Practice Math Boxes in this lesson are paired
cubes
5 cm
9 cm
with Math Boxes in Lesson 11-5. The skill in Problem 6
(9 ∗ 5) ∗ 2 = 90
previews Unit 12 content.
Number model:
90
Volume =
3
cm
138
138
3.
When you roll a 10-sided die, about what
4.
Complete.
Ongoing Assessment:
Math Boxes
fraction of the time would you expect a
3.21
321 cm =
a.
m
multiple of 3 to come up?
_
3
Problem 4
560
56 cm =
10
b.
mm
Recognizing Student Achievement
172
14 ft 4 in. =
c.
in.
Use a probability term to describe the
10,560
likelihood of this event.
2 mi =
d.
ft
Use Math Boxes, Problem 4 to assess students’ ability to describe the
unlikely
5,300
5.3 km =
e.
m
relationships among U.S. customary units of length and among metric units
4
mi = 7,040 yd
f.
81
129
of length. Students are making adequate progress if they are able to complete
the equivalencies correctly. Some students may include number models to
5.
Add.
6.
If you travel at an average speed
- 26
of 50 miles per hour, how far will
- 46 + 20 =
explain their work.
a.
you travel in
- 41
150
- 23 + ( - 18) =
b.
[Measurement and Reference Frames Goal 3]
a.
3 hours?
miles
16
25
1 _
= 33 + ( - 17)
c.
b.
hour?
miles
2
-
125
$21.27
1 _
= $36.54 + ( - $57.81)
d.
c.
2
hours?
miles
2
-
280
$208.07
- $131.09 + ( - $76.98) =
3
_
e.
d.
5
hours?
miles
5
47
Math Journal 2, p. 307
286-308_EMCS_S_MJ2_G4_U11_576426.indd 307
2/15/11 6:15 PM
Lesson 11 7
887
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