E2.2 Solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units.
Activity 1: Conversion between Mass Units
Goal
In this activity, students make conversions between units of mass using proportional reasoning.
Instructions
Invite students to list several products that have the mass indicated on them (cereal boxes; bags of cookies; bottles of spices; etcetera)
Ask students to convert these masses to mg, g, or kg, as appropriate, using proportional reasoning; for example, on a box of cereal, the mass listed is 400 g, so the mass is 400 000 mg.
| g | 1 | 100 | 400 |
|---|---|---|---|
| mg | 1000 | 100 000 | 400 000 |
| g | 1 000 | 100 | 400 |
| kg | 1 | 0.1 | 0.4 |
Source: translated from L'@telier - Ressources pédagogiques en ligne (atelier.on.ca).
Activity 2: Problem Solving - Conversion of Metric Units
- A nutritionist suggests that Anais drink 2 L of fluids per day. A small juice box contains 200 mL, the carton of milk she gets for lunch also contains 200 mL and her reusable water bottle contains 400 mL of water. How many containers of juice, milk and water should she drink in one day to meet the nutritionist's advice?
- The nutritionist also suggests that Anais eat about 0.04 kg of protein per day, according to her weight. How many grams of protein will she eat in one month?
- The nutritionist also recommends that she walk at least 2.5 km a day. How many meters will she walk in a week?
Source: adapted and translated from En avant, les maths!, 5e année, ML, Sens de l’espace, p. 16.
Activity 3: Your Turn - Place the Objects in Order
Order the measurements of objects from largest to smallest.
- Length of a pencil: 0.16 m
- Width of a calculator: 1 dm
- Length of a shoe: 210 mm
- Height of a chair: 50 cm
- Thickness of a book: 0.3 dm
Source: translated from En avant, les maths!, 5e année, ML, Sens de l’espace, p. 18.