{"id":11260,"date":"2023-12-03T12:38:59","date_gmt":"2023-12-03T07:08:59","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=11260"},"modified":"2023-12-04T12:47:41","modified_gmt":"2023-12-04T07:17:41","slug":"envision-math-common-core-grade-4-answer-key-topic-13","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-4-answer-key-topic-13\/","title":{"rendered":"enVision Math Common Core Grade 4 Answer Key Topic 13 Measurement: Find Equivalence in Units of Measure"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 4 Answer Key<\/a>\u00a0Topic 13 Measurement: Find Equivalence in Units of Measure<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 4th Grade Answers Key Topic 13 Measurement: Find Equivalence in Units of Measure<\/h2>\n

Essential Questions:<\/strong>
\nHow can you convert from one unit to another? How can you be precise when solving math problems?
\n\"Envision<\/p>\n

enVision STEM Project: Erosion and Measurement<\/strong>
\nDo Research The Colorado River has played a large part in shaping North America. Use the Internet and other resources to research the states through which the river travels.
\nJournal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • Look up geology and geometry in the dictionary. Write the definitions and explain how these words are related. What does the prefix “geo” mean in both words?<\/li>\n
  • A.J. takes a 4-mile tour of the Grand Canyon. Explain how to convert the length of A.J.’s tour from miles to feet.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong><\/p>\n

    Choose the best term from the box. Write it on the blank.<\/p>\n

      \n
    • capacity<\/li>\n
    • gram<\/li>\n
    • liter<\/li>\n
    • mass<\/li>\n<\/ul>\n

      Question 1.
      \nThe amount of liquid a container can hold is called its ________.
      \nAnswer:
      \nThe amount of liquid a container can hold is called its __capacity______.<\/p>\n

       <\/p>\n

      Question 2.
      \n________ is the amount of matter that something contains.
      \nAnswer:
      \n___Mass_____ is the amount of matter that something contains.<\/p>\n

       <\/p>\n

      Question 3.
      \nOne metric unit of capacity is a ________.
      \nAnswer:
      \nOne metric unit of capacity is a __Liter______.<\/p>\n

       <\/p>\n

      Perimeter
      \n<\/strong>Find the perimeter of each shape.
      \nQuestion 4.
      \n\"Envision
      \nAnswer:
      \nPerimeter of the given rectangle shape = 134 centimeters.<\/p>\n

      Explanation:
      \nLength of the given rectangle shape = 42 centimeters.
      \nWidth of the given rectangle shape = 25 centimeters.
      \nPerimeter of the given rectangle shape = 2 \u00d7 (Length of the given rectangle shape \u00d7 Width of the given rectangle shape)
      \n= 2 \u00d7 (42 + 25)
      \n= 2 \u00d7 67
      \n= 134 centimeters.<\/p>\n

       <\/p>\n

      Question 5.
      \n\"Envision
      \nAnswer:
      \nPerimeter of the given square shape = 28 feet.<\/p>\n

      Explanation:
      \nLength of the given square shape = 7 feet.
      \nPerimeter of the given square shape = 4 \u00d7 Length of the given square shape
      \n= 4 \u00d7 7
      \n= 28 feet.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n\"Envision
      \nAnswer:
      \nPerimeter of the given Triangular shape = 9 yards.<\/p>\n

      Explanation:
      \nLength of the given Triangular shape = 3 yards.
      \nPerimeter of the given Triangular shape =\u00a0 Length of the given Triangular shape + Length of the given Triangular shape + Length of the given Triangular shape
      \n= 3 + 3 + 3
      \n= 9 yards.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \nPerimeter of the given Quadrilateral shape = 62 inches.<\/p>\n

      Explanation:
      \nLength of the given Quadrilateral shape:
      \nSide 1 length = 17 inches.
      \nSide 2 length = 12 inches.
      \nSide 3 length = 21 inches.
      \nSide 4 length = 12 inches.
      \nPerimeter of the given Quadrilateral shape = Side 1 length + Side 2 length + Side 3 length + Side 4 length
      \n= 17 + 12 + 21 + 12
      \n= 29 + 21 + 12
      \n= 50 + 12
      \n= 62 inches.<\/p>\n

      \"Measurement<\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \nPerimeter of the given hexagon shape = 90 centimeters.<\/p>\n

      Explanation:
      \nLength of the given hexagon shape = 15 centimeters.
      \nPerimeter of the given hexagon shape = 6 \u00d7 Length of the given hexagon shape
      \n= 6 \u00d7 15
      \n= 90 centimeters.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 9.
      \n\"Envision
      \nAnswer:
      \nPerimeter of the given rectangle shape = 40.67 feet.<\/p>\n

      Explanation:
      \nLength of the given rectangle shape = 19 (11\/12) feet.
      \nWidth of the given rectangle shape =\u00a0 7 (5\/12) feet.
      \nPerimeter of the given rectangle shape = 2 \u00d7 (Length of the given rectangle shape \u00d7 Width of the given rectangle shape)
      \n= 2 \u00d7 (19 11\/12 + 7 5\/12)
      \n= 2 \u00d7 (209\/12 + 35\/12)
      \n= 2 \u00d7 244\/12
      \n= 488\/12
      \n= 40.67 feet.<\/p>\n

       <\/p>\n

       <\/p>\n

      Area
      \n<\/strong>Find the area of each shape.
      \nQuestion 10.
      \n\"Envision
      \nAnswer:
      \nArea of the given rectangle shape = 10 square yards.<\/p>\n

      Explanation:
      \nLength of the given rectangle shape = 5 yards.
      \nWidth of the given rectangle shape =\u00a0 2 yards.
      \nArea of the given rectangle shape = Length of the given rectangle shape \u00d7 Width of the given rectangle shape
      \n= 5 \u00d7 2
      \n= 10 square yards.<\/p>\n

       <\/p>\n

      Question 11.
      \n\"Envision
      \nAnswer:
      \nArea of the given rectangle shape = 1\/2 or 0.5 inches.<\/p>\n

      Explanation:
      \nLength of the given rectangle shape = 2 inches.
      \nWidth of the given rectangle shape =\u00a0 1\/4 inches.
      \nArea of the given rectangle shape = Length of the given rectangle shape \u00d7 Width of the given rectangle shape
      \n= 2 \u00d7 1\/4
      \n= 1\/2 or 0.5 inches.<\/p>\n

      Question 12.
      \n\"Envision
      \nAnswer:
      \nArea of the given rectangle shape = 21 square centimeters.<\/p>\n

      Explanation:
      \nLength of the given rectangle shape = 7 centimeters.
      \nWidth of the given rectangle shape = 3\u00a0centimeters.
      \nArea of the given rectangle shape = Length of the given rectangle shape \u00d7 Width of the given rectangle shape
      \n= 7 \u00d7 3
      \n= 21 square centimeters.<\/p>\n

      Problem Solving
      \n<\/strong>Question 13.
      \nMake Sense and Persevere<\/strong> A league is a nautical measurement equal to about 3 miles. If a ship travels 2,000 leagues, about how many miles does the ship travel?
      \nAnswer:
      \nNumber of miles the ship travelled = 6000 miles.<\/p>\n

      Explanation:
      \n1 league = 3 miles.
      \nNumber of leagues the ship travelled = 2000.
      \nNumber of miles the ship travelled = 3 \u00d7 Number of leagues the ship travelled
      \n=> 3 \u00d7 2000
      \n=> 6000 miles.<\/p>\n

       <\/p>\n

      Pick a Project
      \n<\/strong>PROJECT 13A
      \nWhat makes the St. Johns River special?
      \nProject: Make a Travel Brochure About Rivers in Your Home State
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Pick<\/p>\n

      PROJECT 13B
      \nHow are tin cans useful?
      \nProject: Cooking on a Budget
      \n\"Envision<\/p>\n

      Answer:
      \nWays to Cook on a Budget<\/b><\/p>\n

      \n
        \n
      1. Make meal plans.<\/li>\n
      2. Shop for groceries at a discount grocer.<\/li>\n
      3. Start with the grocery store flyer.<\/li>\n
      4. Pair sale items with low-cost staple foods.<\/li>\n
      5. Use a slow cooker.<\/li>\n
      6. Make “pantry meals” a habit.<\/li>\n
      7. Make extras and freeze them.<\/li>\n
      8. Eat your leftovers.<\/li>\n<\/ol>\n<\/div>\n

         <\/p>\n

         <\/p>\n

        PROJECT 13C
        \nWho invented the jigsaw puzzle?
        \nProject: Make Your Own Jigsaw Puzzle
        \n\"Envision<\/p>\n

        Answer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Pick<\/p>\n

        3-ACT MATH PREVIEW<\/strong><\/p>\n

        Math Modeling
        \nA Pint’s a Pound
        \n\"Envision
        \nI can … model with math to solve a problem that involves estimating and computing with units of weight and capacity.<\/p>\n

        Lesson 13.1 Equivalence with Customary Units of Length<\/h3>\n

        Solve & Share<\/strong>
        \nJeremy jogged 75 yards from his house to school. How many feet did Jeremy jog? Solve this problem any way you choose.
        \nI can … convert customary units of length from one unit to another and recognize the relative size of different units.
        \n\"Envision<\/p>\n

        Look Back! Look for Relationships What do you notice about the relationship between the number of yards and the number of feet Jeremy jogged?
        \nAnswer:
        \nThe relationship between the number of yards and the number of feet Jeremy jogged is 3 times more than the number of yards Jeremy jogged.<\/p>\n

        Explanation:
        \nNumber of yards Jeremy jogged = 75.
        \nNumber of feet Jeremy jog = 3 \u00d7 Number of yards Jeremy jogged
        \n= 3 \u00d7 75
        \n= 225 feet.<\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Convert from One Unit of Length to Another?
        \nAnswer:
        \nWe can Convert from One Unit of Length to Another, by following steps:
        \n1. Write the conversion as a fraction (that equals one)
        \n<\/span>2. Multiply it out (leaving all units in the answer)
        \n<\/span>3. Cancel any units that are both top and bottom.<\/span><\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nMaggie has a tree swing. How many inches long is each rope from the bottom of the branch to the swing?
        \n\"Envision<\/p>\n

        Step 1<\/strong>
        \nFind the length of the rope in feet. r = 10 – 2\\(\\frac{1}{4}\\)
        \n\"Envision
        \nEach rope is 7\\(\\frac{3}{4}\\) feet long.<\/p>\n

        Step 2<\/strong>
        \nConvert the length of the rope to inches.
        \n\"Envision
        \nEach rope is 93 inches long.<\/p>\n

        Convince Me! Generalize How do you know the answer is reasonable when converting a larger unit to a smaller unit?
        \nAnswer:
        \nWhen converting a larger unit to a smaller one, you multiply; when you convert a smaller unit to a larger one, you divide. Hence, the answer is reasonable when converting a larger unit to a smaller unit.<\/p>\n

         <\/p>\n

        Another Example!<\/strong>
        \nMark moved forward yard when doing a back flip. Daisy moved forward 3\\(\\frac{1}{6}\\) feet. How much more did Daisy move forward than Mark? One yard is 3 times as long as a foot.
        \n\"Envision<\/p>\n

        Guided Practice
        \n<\/strong>Do You Understand?<\/strong>
        \nQuestion 1.
        \nDoes it take more inches or feet to equal a given length? Explain.
        \nAnswer:
        \nConverting Between Units of Length:
        \nThere are many more inches for a measurement than there are feet for the same measurement, as feet is a longer unit of measurement. You could use the conversion factor.<\/span><\/p>\n

         <\/p>\n

        Question 2.
        \nWhich is a greater distance, 9 yards or 9 miles?
        \nAnswer:
        \n9 miles is a greater distance between 9 yards or 9 miles.<\/p>\n

        Explanation:
        \n1 miles = 1760 yards.
        \n9 miles = ??? yards.
        \n=> 9 \u00d7 1760
        \n=> 15840 yards.<\/p>\n

         <\/p>\n

        Do You Know How?<\/strong>
        \nFor 3-4, convert each unit.
        \nQuestion 3.
        \n2 miles = _________ yards
        \nAnswer:
        \n2 miles = __3520 _______ yards.<\/p>\n

        Explanation:
        \n1 miles = 1760 yards.
        \n2 miles = 2 \u00d7 1760
        \n=> 3520 yards.<\/p>\n

        \"Measurement<\/p>\n

        Question 4.
        \n\\(\\frac{2}{3}\\) yard = _____feet
        \nAnswer:
        \n\\(\\frac{2}{3}\\) yard = __2___feet.<\/p>\n

        Explanation:
        \n1 yard = 3 feet.
        \n\\(\\frac{2}{3}\\) yard = \\(\\frac{2}{3}\\) \u00d7 3
        \n=> 2 feet.<\/p>\n

         <\/p>\n

        Independent Practice
        \n<\/strong>In 5-7, write > or < in each \"Envision to compare the measures.
        \nQuestion 5.
        \n6 inches \"Envision 6 feet
        \nAnswer:
        \n6 inches < \u00a06 feet.<\/p>\n

        Explanation:
        \n1 feet = 12 inches.
        \n6 feet = 6 \u00d7 12
        \n=> 72 inches.<\/p>\n

         <\/p>\n

        Question 6.
        \n2 yards \"Envision 7 feet
        \nAnswer:
        \n2 yards < 7 feet.<\/p>\n

        Explanation:
        \n1 yard = 3 feet.
        \n2 yards = 2 \u00d7 3
        \n=> 6 feet.<\/p>\n

         <\/p>\n

        Question 7.
        \n4 yards \"Envision 100 inches
        \nAnswer:
        \n4 yards >\u00a0100 inches.<\/p>\n

        Explanation:
        \n1 yard = 36 inches.
        \n4 yards = 4 \u00d7 36
        \n=> 144 inches.<\/p>\n

         <\/p>\n

         <\/p>\n

        For 8-11, convert each unit.
        \nQuestion 8.
        \n8 yards = _______ inches
        \nAnswer:
        \n8 yards = __288_____ inches.<\/p>\n

        Explanation:
        \n1 yard = 36 inches.
        \n8 yards = 8 \u00d7 36
        \n=> 288 inches.<\/p>\n

         <\/p>\n

        Question 9.
        \n28 yards = ______ feet
        \nAnswer:
        \n28 yards = __84____ feet.<\/p>\n

        Explanation:
        \n1 yard = 3 feet.
        \n28 yards = 3 \u00d7 28
        \n=> 84 feet.<\/p>\n

         <\/p>\n

        Question 10.
        \n18 feet = ________ inches
        \nAnswer:
        \n18 feet = ___216_____ inches.<\/p>\n

        Explanation:
        \n1 feet = 12 inches.
        \n18 feet = 12 \u00d7 18
        \n=> 216 inches.<\/p>\n

         <\/p>\n

        Question 11.
        \n7 miles = ______ yards
        \nAnswer:
        \n7 miles = __12320____ yards.<\/p>\n

        Explanation:
        \n1 mile = 1760 yards.
        \n7 miles = 1760 \u00d7 7
        \n=> 12320 yards.<\/p>\n

         <\/p>\n

        Problem Solving
        \n<\/strong>Question 12.
        \nBe Precise<\/strong> Lou cuts 3 yards from a 9-yard roll of fabric. Then he cuts 4 feet from the roll. How many feet of fabric are left on the roll?
        \nAnswer:
        \nRemaining feet of fabric are left on the roll = 14.<\/p>\n

        Explanation:
        \nLength of fabric Lou cuts = 3 yards.
        \nLength of roll of fabric = 9 yards.
        \nRemaining length of roll of fabric = Length of roll of fabric – Length of fabric Lou cuts
        \n= 9 – 3
        \n= 6 yards.
        \nConversion: 1 yard = 3 feet.
        \n= 6 yards = ??? feet
        \n=> 6 \u00d7 3 feet
        \n= 18 feet.
        \nLength of fabric later cut = 4 feet.
        \nRemaining feet of fabric are left on the roll = Remaining length of roll of fabric – Length of fabric later cut
        \n= 18 – 4
        \n= 14 .<\/p>\n

         <\/p>\n

        Question 13.
        \nWhat customary units would you use to measure the length of a praying mantis? Explain.
        \nAnswer:
        \nThe customary system of measurement is inches used to measure the length of a praying mantis.<\/p>\n

        Explanation:
        \nThe customary system of measurement is defined as a set of weights and measures used for measuring length, weight, capacity, and temperature. Most praying mantis are no more than 5 inches in length. The smaller species measure around 2 to 3 inches while the bigger specimens reach the overall length of 6 to 7 inches.<\/p>\n

         <\/p>\n

        Question 14.
        \nAlgebra On the field trip, Toni collected 4 times as many bugs as Kaylie. Kaylie collected 14 bugs. Draw a bar diagram, and write and solve an equation to find b, how many bugs Toni collected.
        \nAnswer:
        \nNumber of bugs Toni collected = 56.<\/p>\n

        Explanation:
        \nNumber of bugs Kaylie collected = 14.
        \nToni collected 4 times as many bugs as Kaylie.
        \nNumber of bugs Toni collected = 4 \u00d7 Number of bugs Kaylie collected
        \n= 4 \u00d7 14
        \n=> 56.
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

         <\/p>\n

        Question 15.
        \nWhich is greater, 3 miles or 5,000 yards? How much greater? Explain.
        \nAnswer:
        \n3 miles is greater by 280 yards than 5,000 yards.<\/p>\n

        Explanation:
        \n3 miles,5000 yards.
        \nConversion: 1 mile = 1760 yards.
        \n3 miles = ??? yards
        \n=> 3 \u00d7 1760
        \n=> 5280 yards.
        \nDifference:
        \n5280 yards – 5000 yards
        \n=> 280 yards.<\/p>\n

         <\/p>\n

        Question 16.
        \nHigher Order Thinking<\/strong> Jenna uses \\(\\frac{1}{2}\\) yard of ribbon for each box she wraps. How many inches of ribbon does she need to wrap 4 boxes? Use the linear model to help solve.
        \n\"Envision
        \nAnswer:
        \nNumber of inches of ribbon she needs to wrap 4 boxes = 72 inches.<\/p>\n

        Explanation:
        \nLength of ribbon Jenna uses for each box she wraps = \\(\\frac{1}{2}\\) yard.
        \nTotal Length of ribbon she needs to wrap 4 boxes = 4 \u00d7 Length of ribbon Jenna uses for each box she wraps
        \n= 4 \u00d7 \\(\\frac{1}{2}\\) yard
        \n= 2 yards.
        \nConversion: 1 yard = 36 inches.
        \nNumber of inches of ribbon she needs to wrap 4 boxes = Total Length of ribbon she needs to wrap 4 boxes \u00d7 36 inches
        \n= 2\u00a0 \u00d7 36
        \n=> 72 inches.
        \n\"Envision<\/p>\n

         <\/p>\n

         <\/p>\n

        Assessment Practice
        \n<\/strong>Question 17.
        \nConnor has 3\\(\\frac{3}{4}\\) feet of brown fabric and \\(\\frac{3}{4}\\) yard of green to make a costume for the school play. How many more feet of brown than green fabric does Connor have? Show both measures with points on the number line.
        \n\"Envision
        \nAnswer:
        \n1 \\(\\frac{2}{4}\\) feet more feet of brown than green fabric Connor have.<\/p>\n

        Explanation:
        \nLength of brown fabric Connor has = 3\\(\\frac{3}{4}\\) feet.
        \nLength of green fabric Connor has = \\(\\frac{3}{4}\\) yard
        \nConversion: 1 yard = 3 feet.
        \n\\(\\frac{3}{4}\\) yard = ?? feet
        \n=> 3 \u00d7 \\(\\frac{3}{4}\\)
        \n=> 2 \\(\\frac{1}{4}\\)\u00a0 feet.
        \nDifference:
        \nLength of brown fabric Connor has\u00a0 – Length of green fabric Connor has
        \n= 3\\(\\frac{3}{4}\\) feet – 2 \\(\\frac{1}{4}\\) feet
        \n= 1 \\(\\frac{2}{4}\\) feet.
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

         <\/p>\n

        Question 18.
        \nCharlotte made \\(\\frac{11}{2}\\) yard of a paper chain for the school dance. Josh made 4\\(\\frac{1}{12}\\) feet, and Mika made 3\\(\\frac{4}{12}\\) feet. How many feet of chain did they make in all?
        \nA. 8\\(\\frac{4}{12}\\) feet
        \nB. 9\\(\\frac{4}{12}\\) feet
        \nC. 10\\(\\frac{2}{12}\\) feet
        \nD. 10\\(\\frac{4}{12}\\) feet
        \nAnswer:
        \nTotal length of feet of chain they make in all = 9\\(\\frac{4}{12}\\) feet.
        \nB. 9\\(\\frac{4}{12}\\) feet.<\/p>\n

        Explanation:
        \nLength of a paper chain Charlotte made = \\(\\frac{11}{2}\\) yard.
        \nConversion:
        \n1 yard = 3 feet.
        \n\\(\\frac{11}{2}\\) yard = \\(\\frac{11}{2}\\) \u00d7 3
        \n= 16 \\(\\frac{1}{2}\\) feet.
        \nLength of a paper chain Josh made = 4\\(\\frac{1}{12}\\) feet.
        \nLength of a paper chain Mika made = 3\\(\\frac{4}{12}\\) feet.
        \nTotal length of feet of chain they make in all = Length of a paper chain Charlotte made + Length of a paper chain Josh made + Length of a paper chain Mika made
        \n= 16 \\(\\frac{1}{2}\\) feet + 4\\(\\frac{1}{12}\\) feet + 3\\(\\frac{4}{12}\\) feet
        \n= 9\\(\\frac{4}{12}\\) feet.<\/p>\n

         <\/p>\n

        Lesson 13.2 Equivalence with Customary Units of Capacity<\/h3>\n

        Solve & Share<\/strong>
        \nCasey has \\(\\frac{1}{2}\\) gallon of juice. How many 1-pint containers can he fill? Solve this problem any way you choose.
        \nI can … convert customary units of capacity from one unit to another and recognize the relative size of different units.
        \n\"Envision<\/p>\n

        Look Back! Generalize<\/strong> How did you convert from a larger unit of capacity to a smaller unit of capacity? Did you use the same process you used to convert from a larger unit of length to a smaller unit of length? Explain.<\/p>\n

        Answer:
        \nWhen converting a larger unit of capacity to a smaller one of capacity, you multiply; when you convert a smaller unit of capacity to a larger one of capacity, you divide.
        \nYes, I used the same process you used to convert from a larger unit of length to a smaller unit of length.<\/p>\n

         <\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Convert from One Unit of Capacity to Another?
        \nAnswer:
        \nWe can convert from One Unit of Capacity to Another by converting a larger unit of capacity to a smaller one of capacity, you multiply; when you convert a smaller unit of capacity to a larger one of capacity, you divide.<\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nMs. Nealy’s class needs 5 gallons of punch for family math night. How much of each ingredient is needed to make enough punch with the recipe shown?
        \n\"Envision
        \nUnits of capacity include gallons, quarts, pints, cups, and fluid Ounces.
        \nCapacity is how much liquid a container can hold. This diagram shows the relative sizes of customary units of capacity. 1 gallon is 4 times as much as 1 quart<\/p>\n

        Step 1<\/strong>
        \nConvert 5 gallons to pints.
        \n\"Envision
        \n5 gallons = 40 pints<\/p>\n

        Step 2<\/strong>
        \nAdd the number of pints in the recipe to find how many batches the class needs to make.
        \n5 + 4 +1 = 10
        \n10 \u00d7 n = 40
        \nn = 4
        \nThe class needs to make 4 batches of the recipe.<\/p>\n

        Step 3<\/strong>
        \nFind how much of each ingredient is in 4 batches.
        \n4 \u00d7 5 = 20 pints
        \n4 \u00d7 4 = 16 pints
        \n4 \u00d7 1 = 4 pints
        \n20 pints of apple juice, 16 pints of lemon\/lime soda, and 4 pints of frozen orange juice are needed.<\/p>\n

        Convince Me! Reasoning<\/strong> Complete the sentence below.
        \nOne gallon equals _______ quarts, _______ pints, or _______ cups.
        \nAnswer:
        \nOne gallon equals ___4____ quarts, ____8___ pints, or ___16____ cups.<\/p>\n

        Explanation:
        \n1 gallon = 8 pints.
        \n1 gallon = 4 quarts.
        \n1 gallon = 16 cups.<\/p>\n

         <\/p>\n

        Guided Practice
        \n<\/strong>Do You Understand?<\/strong>
        \nQuestion 1.
        \nHow many cups of punch does 5 gallons of the punch from the previous page make?
        \nAnswer:
        \nNumber of cups of punch 5 gallons of the punch from the previous page makes = 80 cups.<\/p>\n

        Explanation:
        \n\"Envision
        \nNumber of cups of punch 5 gallons of the punch from the previous page makes =
        \n5 gallons = ??? cups
        \nConversion:
        \n1 gallon = 16 cups.
        \n5 gallons = 5 \u00d7 16
        \n= 80 cups.<\/p>\n

         <\/p>\n

        Question 2.
        \nWhich size container holds more, 3 pints or 3 quarts?
        \nAnswer:
        \n3 quarts size container holds more.<\/p>\n

        Explanation:
        \n3 pints and 3 quarts.
        \n1 quarts = 2 pints.
        \n3 quarts = 3 \u00d7 2
        \n= 6 pints.<\/p>\n

         <\/p>\n

        Do You Know How?<\/strong>
        \nFor 3-5, convert each unit.
        \nQuestion 3.
        \n2 cups = _______ fluid ounces
        \nAnswer:
        \n2 cups = ___16____ fluid ounces.<\/p>\n

        Explanation:
        \nConversion: 1 cup = 8 fluid ounces.
        \n2 cups = 8 \u00d7 2
        \n= 16 fluid ounces.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 4.
        \n\\(\\frac{1}{2}\\) gallon = _______ pints
        \nAnswer:
        \n\\(\\frac{1}{2}\\) gallon = ___4____ pints.<\/p>\n

        Explanation:
        \nConversion: 1 gallon = 8 pints.
        \n\\(\\frac{1}{2}\\) gallon = 8 \u00d7 \\(\\frac{1}{2}\\)
        \n= 4 pints.<\/p>\n

         <\/p>\n

        Question 5.
        \n5 pints = ______ cups
        \nAnswer:
        \n5 pints = __10____ cups.<\/p>\n

        Explanation:
        \nConversion: 1 pint = 2 cups.
        \n5 pints = 2 \u00d7 5
        \n= 10 cups.<\/p>\n

         <\/p>\n

        Independent Practice
        \n<\/strong>In 6-8, write > or < in each \"Envision to compare the measures.
        \nQuestion 16.
        \n2 pints \"Envision 2 gallons
        \nAnswer:
        \n2 pints <\u00a02 gallons.<\/p>\n

        Explanation:
        \n2 pints and 2 gallons.
        \nConversion: 1 gallon = 8 pints.
        \n2 gallons = 8 \u00d7 2
        \n= 16 pints.<\/p>\n

         <\/p>\n

        Question 7.
        \n5 quarts \"Envision 8 pints
        \nAnswer:
        \n5 quarts\u00a0 > \u00a08 pints.<\/p>\n

        Explanation:
        \n5 quarts and 8 pints.
        \nConversion: 1 quart = 2 pints.
        \n5 quarts = 2 \u00d7 5
        \n= 10 pints.<\/p>\n

         <\/p>\n

        Question 8.
        \n10 cups \"Envision 2 quarts
        \nAnswer:
        \n10 cups > 2 quarts.<\/p>\n

        Explanation:
        \n10 cups and 2 quarts.
        \nConversion: 1 quart = 4 cups.
        \n2 quarts = 4 \u00d7 2
        \n= 8 cups.<\/p>\n

         <\/p>\n

         <\/p>\n

        For 9-12, convert each unit.
        \nQuestion 9.
        \n7 quarts = ________ cups
        \nAnswer:
        \n7 quarts = ____28____ cups.<\/p>\n

        Explanation:
        \nConversion: \u00a01 quart = 4 cups.
        \n7 quarts = 4 \u00d7 7
        \n= 28 cups.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 10.
        \n12 gallons = ______ quarts
        \nAnswer:
        \n12 gallons = ___48___ quarts.<\/p>\n

        Explanation:
        \nConversion: 1 gallon = 4 quarts.
        \n12 gallons = 4 \u00d7 12
        \n= 48 quarts.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 11.
        \n7 pints = _______ fluid ounces
        \nAnswer:
        \n7 pints = __112_____ fluid ounces.<\/p>\n

        Explanation:
        \nConversion: 1 pint = 16 fluid ounces.
        \n7 pints = 16 \u00d7 7
        \n= 112 fluid ounces.<\/p>\n

         <\/p>\n

        Question 12.
        \n\\(\\frac{3}{4}\\) gallon = ______ pints
        \nAnswer:
        \n\\(\\frac{3}{4}\\) gallon = ___6___ pints.<\/p>\n

        Explanation:
        \nConversion: 1 gallon = 8 pints.
        \n\\(\\frac{3}{4}\\) gallon = 8 \u00d7 \\(\\frac{3}{4}\\)
        \n= 6 pints.<\/p>\n

         <\/p>\n

         <\/p>\n

        For 13-14, convert each unit.
        \nQuestion 13.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nConversion: 1 pint = 16 fluid ounces.
        \n\\(\\frac{2}{4}\\) = 16 \u00d7 \\(\\frac{2}{4}\\)
        \n= 8 fluid ounces.
        \n1 pint = 16 fluid ounces.
        \n2 pints = 16 \u00d7 2
        \n= 32 fluid ounces.
        \n4 pints = 16 \u00d7 4
        \n= 64 fluid ounces.<\/p>\n

         <\/p>\n

        Question 14.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nConversion: 1 gallon = 16 cups.
        \n2 gallon = 16 \u00d7 2 = 32 cups.
        \n3 gallon = 16 \u00d7 3 = 48 cups.
        \n4 gallon = 16 \u00d7 4 = 64 cups.<\/p>\n

         <\/p>\n

        Problem Solving
        \n<\/strong>Question 15.
        \nen Vision\u00ae STEM Scientists measure how much water and debris flow past a river station at different times of the year. The water and debris are called discharge. The table shows the average discharge at the Camp Verde station on the Verde River in two months. How many more quarts of discharge per second are there in December than November?
        \n\"Envision
        \nAnswer:
        \n2664 more quarts of discharge per second are there in December than November\u00a0.<\/p>\n

        Explanation:
        \nAverage discharge at the Camp Verde station on the Verde River for November month = 1619 gallons per second.
        \nAverage discharge at the Camp Verde station on the Verde River for December month = 2285 gallons per second.
        \nConversion: 1 gallon = 4 quarts.
        \nNumber of quarts of discharge per second\u00a0 in November = Average discharge at the Camp Verde station on the Verde River for November month \u00d7 4
        \n= 1619 \u00d7 4
        \n= 6476 quarts.
        \nNumber of quarts of discharge per second\u00a0 in December = Average discharge at the Camp Verde station on the Verde River for December month \u00d7 4
        \n= 2285 \u00d7 4
        \n= 9140 quarts.
        \nDifference:
        \nNumber of quarts of discharge per second\u00a0 in December – Number of quarts of discharge per second\u00a0 in November
        \n= 9140 – 6476
        \n= 2664 .<\/p>\n

         <\/p>\n

        Question 16.
        \nHow many quarts of discharge per second were recorded in November and December?
        \nAnswer:
        \nNumber of quarts of discharge per second\u00a0 in November = 6476 quarts.
        \nNumber of quarts of discharge per second\u00a0 in December = 9140 quarts.<\/p>\n

        Explanation:
        \nConversion: 1 gallon = 4 quarts.
        \nNumber of quarts of discharge per second\u00a0 in November = Average discharge at the Camp Verde station on the Verde River for November month \u00d7 4
        \n= 1619 \u00d7 4
        \n= 6476 quarts.
        \nNumber of quarts of discharge per second\u00a0 in December = Average discharge at the Camp Verde station on the Verde River for December month \u00d7 4
        \n= 2285 \u00d7 4
        \n= 9140 quarts.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 17.
        \nMake Sense and Persevere<\/strong> Annabelle had the following containers of paint left over: \\(\\frac{1}{2}\\) gallon, \\(\\frac{3}{4}\\) quart, and \\(\\frac{1}{4}\\) gallon. How many quarts of paint does Annabelle have left over? Explain.
        \nAnswer:
        \nTotal quarts of paint does Annabelle have left over = 3 \\(\\frac{3}{4}\\) quarts.<\/p>\n

        Explanation:
        \nQuantity of containers of paint left over:
        \nFirst container = \\(\\frac{1}{2}\\) gallon.
        \nSecond container = \\(\\frac{3}{4}\\) quart.
        \nThird container = \\(\\frac{1}{4}\\) gallon.<\/p>\n

        Conversion: 1 gallon = 4 quarts.
        \nFirst container = \\(\\frac{1}{2}\\) gallon.
        \n= \\(\\frac{1}{2}\\)\u00a0 \u00d7 4
        \n= 2 quarts.
        \nThird container = \\(\\frac{1}{4}\\) gallon.
        \n= \\(\\frac{1}{4}\\)\u00a0 \u00d7 4
        \n= 1 quarts.
        \nTotal quarts of paint does Annabelle have left over\u00a0= First container + Second container + Third container
        \n= 2 quarts + \\(\\frac{3}{4}\\)\u00a0 + 1 quarts
        \n= 3 \\(\\frac{3}{4}\\) quarts.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 18.
        \nHigher Order Thinking<\/strong> A caterer combines 3 quarts of orange juice, 5 pints of milk, and 5 cups of pineapple juice to make smoothies. How many cups can be filled with smoothies? Explain.
        \nAnswer:
        \nNumber of cups can be filled with smoothies = 27 cups.<\/p>\n

        Explanation:
        \nQuantity of orange juice = 3 quarts.
        \nQuantity of pints of milk = 5 pints.
        \nQuantity of cups of pineapple juice = 5 cups.
        \nConversion: 1 pint = 2 cups.
        \nQuantity of pints of milk = 5 pints.
        \n=> 5 pints = 2 \u00d7 5 = 10 cups.<\/p>\n

        Conversion: 1 quarts = 4 cups.
        \nQuantity of orange juice = 3 quarts.
        \n=> 3 quarts = 4 \u00d7 3
        \n= 12 cups.
        \nNumber of cups can be filled with smoothies = Quantity of orange juice + Quantity of pints of milk + Quantity of cups of pineapple juice
        \n= 12 cups + 10 cups + 5 cups
        \n= 27 cups.<\/p>\n

         <\/p>\n

         <\/p>\n

        Assessment Practice
        \n<\/strong>Question 19.
        \nWhich equals 3 quarts?
        \nA. 6 cups
        \nB. 12 cups
        \nC. 12 pints
        \nD. 3 gallons
        \nAnswer:
        \n3 quarts = 12 cups.
        \nB. 12 cups<\/p>\n

        Explanation:
        \n1 quarts = 4 cups.
        \n3 quarts = 4 \u00d7 3 = 12 cups.
        \n1 quart = 2 pint.
        \n3 quarts = 2 \u00d7 3 = 6 pints.
        \n1 quart = 0.25 gallon.
        \n3 quarts = 3 \u00d7 0.25 = 0.75 gallon.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 20.
        \nSelect all the comparisons that are true.
        \n\u2610 4 cups < 4 pints
        \n\u2610 7 pints > 7 fluid ounces
        \n\u2610 2 gallons > 9 quarts
        \n\u2610 3 quarts < 14 cups
        \n\u2610 3 gallons < 18 pints
        \nAnswer:
        \nAll the comparisons that are true:
        \n4 cups < 4 pints (TRUE)
        \n7 pints > 7 fluid ounces (TRUE)
        \n3 quarts < 14 cups (TRUE)
        \n3 gallons < 18 pints (TRUE)<\/p>\n

        Explanation:
        \nAll the comparisons that are true:
        \n\u2610 4 cups < 4 pints (TRUE)
        \n\u2610 7 pints > 7 fluid ounces (TRUE)
        \n\u2610 2 gallons > 9 quarts (FALSE)
        \n\u2610 3 quarts < 14 cups (TRUE)
        \n\u2610 3 gallons < 18 pints (TRUE)<\/p>\n

        \u2610 4 cups < 4 pints
        \n1 pint = 2 cups.
        \n4 cups < 4 pints
        \n=> 4 \u00d7 2 = 8 cups < 4 pints.<\/p>\n

        \u2610 7 pints > 7 fluid ounces
        \n1 pint = 16 fluid ounces
        \n=> 7 \u00d7 16 = 112 > 7 fluid ounces.<\/p>\n

        1 gallon = 4 quarts.
        \n\u2610 2 gallons > 9 quarts
        \n=> 2 \u00d7 4 = 8 quarts > 9 quarts.<\/p>\n

        1 quarts = 4 cups.
        \n\u2610 3 quarts < 14 cups
        \n=> 3 \u00d7 4 = 12 < 14 cups.<\/p>\n

        1 gallon = 8 pints.
        \n3 gallons < 18 pints
        \n=> 3 \u00d7 8 = 24 < 18 pints.<\/p>\n

         <\/p>\n

        Lesson 13.3 Equivalence with Customary Units of Weight<\/h3>\n

        Solve & Share<\/strong>
        \nWhen Lori’s puppy, Bay, was born she weighed \\(\\frac{3}{8}\\) pound. What was Bay’s weight in ounces? Solve this problem any way you choose.
        \nI can … convert customary units of weight from one unit to another and recognize the relative size of different units.
        \n\"Envision<\/p>\n

        Look Back! Be Precise<\/strong> How did you know you needed to convert units to solve the problem above?
        \nAnswer:
        \nWell, we need to know the units given in the problem to convert. Next we should find the units value into which, the value should be converted into and later convert into the required units to solve the problem asked above.<\/p>\n

         <\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Convert from One Unit of Weight to Another?
        \nAnswer:
        \nWe have also learnt conversion of one unit to another. We can convert from One Unit of Weight to Another by knowing the value of the conversion unit and multiplying it.<\/p>\n

        For example:
        \nWe can convert kilogram into grams by multiplying the number of kilograms by 1000. To convert grams into kilograms, we divide the number of grams by 1000.<\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nMark made dinner for his family using the ingredients shown. How many 6-ounce servings did Mark make?
        \nWeight is how heavy an object is. Units of weight include ounces, pounds, and tons.
        \nThis table shows the relative sizes of customary units of weight. 1 pound is 16 times as heavy as 1 ounce.
        \n\"Envision<\/p>\n

        To convert the weight of the pasta and the meatballs to ounces, multiply each weight by 16.
        \nPasta:
        \n2 \u00d7 16 = 32
        \n= 6\\(\\frac{2}{5}\\) ounces
        \nMeatballs:
        \n\\(\\frac{3}{5}\\) \u00d7 16 = \\(\\frac{48}{5}\\)
        \n= 9\\(\\frac{3}{5}\\) ounces<\/p>\n

        Add the weights of all the ingredients to find the total ounces.
        \n\"Envision
        \nThe weight of all the ingredients is 24 ounces.<\/p>\n

        Divide to find s, the number of servings.
        \n\"Envision
        \n24 = 6 = s
        \ns = 4
        \nMark made four 6-ounce servings.<\/p>\n

        Convince Me! Generalize<\/strong> How do you convert a larger unit of weight to a smaller unit of weight?
        \nAnswer:
        \nWe can convert a larger unit of weight to a smaller unit of weight by multiplying. To convert from a smaller unit to a larger one, divide.<\/p>\n

         <\/p>\n

         <\/p>\n

        Guided Practice
        \n<\/strong>Do You Understand?<\/strong>
        \nQuestion 1.
        \nWould it make sense to describe the total weight of Mark’s dinner in tons? Why or why not?
        \nAnswer:
        \nNo, it does not makes sense to describe the total weight of Mark’s dinner in tons because it is not asked in the problem to find.<\/p>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

        Do You Know How?<\/strong>
        \nFor 2-4, convert each unit.
        \nQuestion 2.
        \n9 tons = ________ pounds
        \nAnswer:
        \n9 tons = ________ pounds.<\/p>\n

        Explanation:
        \nConversion: 1 ton = 2000 pounds.
        \n9 tons = 2000 \u00d7 9
        \n= 18000 pounds<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 3.
        \n\\(\\frac{3}{4}\\) pound = _______ ounces
        \nAnswer:
        \n\\(\\frac{3}{4}\\) pound = ___12____ ounces<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n\\(\\frac{3}{4}\\) pound = 16 \u00d7 \\(\\frac{3}{4}\\)
        \n= 12 ounces.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 4.
        \n17 pounds = _________ ounces
        \nAnswer:
        \n17 pounds = ___272______ ounces.<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n17 pounds = 16 \u00d7 17
        \n= 272 ounces.<\/p>\n

         <\/p>\n

         <\/p>\n

        Independent Practice
        \n<\/strong>In 5-7, write > or < in each \"Envision to compare the measures.
        \nQuestion 5.
        \n6 ounces \"Envision 6 pounds
        \nAnswer:
        \n6 ounces <\u00a06 pounds.<\/p>\n

        Explanation:
        \n6 ounces and 6 pounds.
        \nConversion: 1 pound = 16 ounces.
        \n6 pounds = 16 \u00d7 6
        \n= 96 ounces.<\/p>\n

         <\/p>\n

        Question 6.
        \n3 pounds \"Envision 40 ounces
        \nAnswer:
        \n3 pounds > 40 ounces.<\/p>\n

        Explanation:
        \n3 pounds\u00a0 and 40 ounces.
        \nConversion: 1 pound = 16 ounces.
        \n3 pounds = 16 \u00d7 3
        \n= 48 ounces.<\/p>\n

         <\/p>\n

        Question 7.
        \n5,000 pounds \"Envision 2 tons
        \nAnswer:
        \n5,000 pounds >\u00a02 tons.<\/p>\n

        Explanation:
        \n5,000 pounds and 2 tons.
        \nConversion: 1 ton = 2000 pounds.
        \n2 tons = 2000 \u00d7 2
        \n= 4000 pounds.<\/p>\n

         <\/p>\n

         <\/p>\n

        For 8-13, convert each unit.
        \nQuestion 8.
        \n15 pounds = ________ ounces
        \nAnswer:
        \n15 pounds = ___240_____ ounces.<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n15 pounds = 16 \u00d7 15
        \n= 240 ounces.<\/p>\n

         <\/p>\n

        Question 9.
        \n7 tons = _______ pounds
        \nAnswer:
        \n7 tons = _14000______ pounds.<\/p>\n

        Explanation:
        \nConversion: 1 ton = 2000 pounds.
        \n7 tons = 2000 \u00d7 7
        \n= 14000 pounds.<\/p>\n

         <\/p>\n

        Question 10.
        \n46 pounds = ________ounces
        \nAnswer:
        \n46 pounds = __736______ounces.<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n46 pounds = 16 \u00d7 46
        \n= 736 ounces.<\/p>\n

         <\/p>\n

        Question 11.
        \n\\(\\frac{1}{8}\\) pound = ________ ounces
        \nAnswer:
        \n\\(\\frac{1}{8}\\) pound = ____2____ ounces.<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n\\(\\frac{1}{8}\\) pound = 16 \u00d7 \\(\\frac{1}{8}\\)
        \n= 2 ounces.<\/p>\n

         <\/p>\n

        Question 12.
        \n6 tons = _______ pounds
        \nAnswer:
        \n6 tons = ___12000______ pounds.<\/p>\n

        Explanation:
        \nConversion: 1 ton = 2000 pounds.
        \n6 tons = 2000 \u00d7 6
        \n= 12000 pounds.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 13.
        \n3 pounds = _______ ounces
        \nAnswer:
        \n3 pounds = __48_____ ounces.<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n3 pounds = 16 \u00d7 3
        \n= 48 ounces.<\/p>\n

         <\/p>\n

        For 14-15, complete each table.
        \nQuestion 14.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nConversion: 1 ton = 2000 pounds.
        \n2 tons = 2000 \u00d7 2 = 4000 pounds.
        \n3 tons = 2000 \u00d7 3 = 6000 pounds.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 15.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nConversion: 1 pound = 16 ounces.
        \n\\(\\frac{2}{4}\\) pound = 16 \u00d7 \\(\\frac{2}{4}\\)
        \n= 8 ounces.
        \n1 pound = 16 ounces.
        \n2 pounds = 16 \u00d7 2 = 32 ounces.<\/p>\n

         <\/p>\n

        Problem Solving
        \n<\/strong>For 16-19, use the line plot at the right.
        \n\"Envision
        \nQuestion 16.
        \nBe Precise<\/strong> What is the total weight in ounces of the three kittens that weight the least?
        \nAnswer:
        \nTotal weight in ounces of the three kittens that weight the least = 40 ounces.<\/p>\n

        Explanation:
        \nWeight of Three kittens that weight the least = \\(\\frac{3}{4}\\) pound + \\(\\frac{3}{4}\\) pound + 1 pound.
        \n= 2\\(\\frac{2}{4}\\) pound.
        \nConversion: 1 pound = 16 ounces.
        \nTotal weight in ounces of the three kittens that weight the least = 2\\(\\frac{2}{4}\\) pound = 16 \u00d7 2\\(\\frac{2}{4}\\)
        \n= 40 ounces.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 17.
        \nHigher Order Thinking<\/strong> Two kittens had a total weight of 3\\(\\frac{1}{4}\\) pounds. What could their individual weights have been?
        \nAnswer:
        \nTheir individual weights could be = 1\\(\\frac{2}{4}\\) pounds + 1\\(\\frac{3}{4}\\) pounds.<\/p>\n

        Explanation:
        \nWeight of two kitten had a total weight of 3\\(\\frac{1}{4}\\) pounds:
        \nTheir individual weights could be = 1\\(\\frac{2}{4}\\) pounds + 1\\(\\frac{3}{4}\\) pounds.
        \n= 3\\(\\frac{1}{4}\\) pounds.<\/p>\n

         <\/p>\n

        Question 18.
        \nAlgebra<\/strong> How many more pounds did the heaviest kitten weigh than the lightest kitten?
        \nAnswer:
        \n1\\(\\frac{2}{4}\\) more pounds the heaviest kitten weights than the lightest kitten,<\/p>\n

        Explanation:
        \nWeight of the heaviest kitten = 2\\(\\frac{1}{4}\\) pounds.
        \nWeight of the lightest kitten = \\(\\frac{3}{4}\\) pounds.
        \nDifference:
        \nWeight of the heaviest kitten – Weight of the lightest kitten
        \n= 2\\(\\frac{1}{4}\\) pounds – \\(\\frac{3}{4}\\) pounds
        \n= 1\\(\\frac{2}{4}\\) pounds.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 19.
        \nEach of the greatest number of kittens weighed how many pounds?
        \nAnswer:
        \n1\\(\\frac{1}{4}\\) pounds is the greatest number of kittens weighed of 3\\(\\frac{3}{4}\\) pounds.<\/p>\n

        Explanation:
        \nGreatest number of kittens weighed = 3 \u00d7 1\\(\\frac{1}{4}\\) pounds
        \n= 3\\(\\frac{3}{4}\\) pounds.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 20.
        \nAbout how many pounds does this African elephant weigh? Complete the table to solve.
        \n\"Envision
        \nAnswer:
        \nThis African elephant weights = 10000 pounds.
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nThis African elephant weights = 5 tons.
        \nConversion: 1 ton = 2000 pounds.
        \n=> 5 tons = 2000 \u00d7 5
        \n= 10000 pounds.
        \nTable :
        \n\\(\\frac{2}{4}\\) ton = 2000 \u00d7 \\(\\frac{2}{4}\\) = 1000 pounds.
        \n1 ton = 2000 pounds.
        \n2 ton = 2000 \u00d7 2 = 4000 pounds.
        \n3 ton = 2000 \u00d7 3 = 6000 pounds.
        \n4 ton = 2000 \u00d7 4 = 8000 pounds.
        \n5 ton = 2000 \u00d7 5 = 10000 pounds.<\/p>\n

         <\/p>\n

         <\/p>\n

        Assessment Practice
        \n<\/strong>Question 21.
        \nWhich is most likely to weigh 3 ounces?
        \nA. A shoe
        \nB. A large spider
        \nC. A box of cerea!
        \nD. A loaded pick-up truck
        \nAnswer:
        \nA shoe is most likely to weigh 3 ounces.
        \nA. A shoe<\/p>\n

        Explanation:
        \nA. A shoe\u00a0 \u00a0 – 9.5 ounces.
        \nB. A large spider\u00a0 \u00a0 – 5300 ounces.
        \nC. A box of cereal\u00a0 \u00a0 – 12 ounces to 18 ounces.
        \nD. A loaded pick-up truck\u00a0 \u00a0– 64000 ounces.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 22.
        \nWhich comparison is true?
        \nA. 7,000 pounds < 3 tons
        \nB. 5 pounds > 85 ounces
        \nC. 50 ounces > 3 pounds
        \nD. 4 pounds < 60 ounces
        \nAnswer:
        \nThe following below comparison is true:
        \nC. 50 ounces > 3 pounds.<\/p>\n

        Explanation:
        \nA. 7,000 pounds < 3 tons (False)
        \nConversion: 1 ton = 2000 pounds.
        \n=> 3 tons = 2000 \u00d7 3 = 6000 pounds.
        \nB. 5 pounds > 85 ounces (False)
        \nConversion: 1 pound = 16 ounces.
        \n=> 5 pounds = 16 \u00d7 5 = 80 ounces.
        \nC. 50 ounces > 3 pounds (True)
        \n=> 3 pounds = 16 \u00d7 3 = 48 ounces.
        \nD. 4 pounds < 60 ounces (False)
        \n=> 4 pounds = 16 \u00d7 4 = 64 ounces.<\/p>\n

         <\/p>\n

         <\/p>\n

        Lesson 13.4 Equivalence with Metric Units of Length<\/h3>\n

        Solve & Share<\/strong>
        \nFind the length of the marker shown in both centimeters and millimeters. Describe the relationship between the two units.
        \nI can …convert metric units of length from one unit to another and recognize the relative size of different units.
        \n\"Envision<\/p>\n

        Look Back! The length of Toby’s giant pencil is 25 centimeters. How could you find the length of his pencil in millimeters?
        \nAnswer:
        \nWe can find the length of his pencil in millimeter by using conversion of units into another required unit.
        \nLength of his pencil in millimeters = 250 millimeters.<\/p>\n

        Explanation:
        \nLength of Toby’s giant pencil = 25 centimeters.
        \nConversion: 1 centimeter =\u00a0 10 millimeters.
        \nLength of his pencil in millimeters = 25 centimeters = 10 \u00d7 25
        \n= 250 millimeters.<\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Convert from One Metric Unit of Length to Another?
        \nAnswer:
        \nTo convert from one unit to another within the metric system usually means\u00a0moving a decimal point. If you can remember what the prefixes mean, you can convert within the metric system relatively easily by simply multiplying or dividing the number by the value of the prefix<\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nFor the standing long jump, Corey jumped 2 meters and Gary jumped 175 centimeters. Who jumped farther?
        \n\"Envision<\/p>\n

        Step 1<\/strong>
        \nConvert 2 meters to centimeters.
        \n1 meter = 100 centimeters
        \n\"Envision
        \nCorey jumped 200 centimeters.<\/p>\n

        Step 2<\/strong>
        \nCompare the lengths jumped.
        \n200 centimeters is greater than 175 centimeters.
        \nCorey jumped farther than Gary<\/p>\n

        Convince Me! Critique Reasoning<\/strong> Shayla says 5 kilometers are equal to 500 meters. Do you agree? Explain.
        \nAnswer:
        \nYes, I agree with Shayla saying ” 5 kilometers are equal to 500 meters.”<\/p>\n

        Explanation:
        \nConversion: 1 kilometer = 1000 meters.
        \n5 kilometers = 1000 \u00d7 5 = 5000 meters.<\/p>\n

         <\/p>\n

         <\/p>\n

        Another Example!<\/strong>
        \nKendra and Lili measured the length of several rosebuds. The longest one Kendra measured was 2.4 centimeters long. The longest one Lili measured was 1.8 centimeters. Who measured the longest rosebud? Use a linear model to help explain.
        \n\"Envision
        \nSince 2.4 cm > 1.8 cm, Kendra measured the longest rosebud.<\/p>\n

        Guided Practice
        \n<\/strong>Do You Understand?<\/strong>
        \nQuestion 1.
        \nWhat metric unit would you use to measure the length of a field?
        \nAnswer:
        \nThe most common units that we use to measure length of a field in the metric system are the millimeter, centimeter, meter, and kilometer.<\/p>\n

         <\/p>\n

         <\/p>\n

        Do You Know How?<\/strong>
        \nFor 2-3, convert each unit.
        \nQuestion 2.
        \n5 kilometers = _______ meters
        \nAnswer:
        \n5 kilometers = __5000_____ meters.<\/p>\n

        Explanation:
        \nConversion: 1 kilometer = 1000 meters.
        \n5 kilometers = 1000 \u00d7 5
        \n= 5000 meters.<\/p>\n

         <\/p>\n

        Question 3.
        \n75 centimeters = ________ millimeters
        \nAnswer:
        \n75 centimeters = _____750_______ millimeters.<\/p>\n

        Explanation:
        \nConversion: 1 centimeters\u00a0 = 10 millimeters.
        \n75 centimeters = 10 \u00d7 75
        \n= 750 millimeters.<\/p>\n

         <\/p>\n

         <\/p>\n

        Independent Practice
        \n<\/strong>In 4-6, tell what metric unit you would use to measure each.
        \nQuestion 4.
        \nThe length of your math book
        \nAnswer:
        \nMetric unit used to measure the length of your math book centimeter (cm).<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 5.
        \nThe distance between cities
        \nAnswer:
        \nMetric unit used to measure the distance between cities is \u00a0Kilometers per hour.<\/p>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

        Question 6.
        \nThe length of a fly
        \nAnswer:
        \nMetric unit used to measure the length of a fly is meter.<\/p>\n

         <\/p>\n

         <\/p>\n

        For 7-8, complete each table.
        \nQuestion 7.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nConversion: 1 meter = 1000 millimeter.
        \n2 meter = 2 \u00d7 1000 = 2000 millimeter.
        \n3 meter = 3 \u00d7 1000 = 3000 millimeter.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 8.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Lesson<\/p>\n

        Explanation:
        \nConversion: 1 centimeter = 10 millimeter.
        \n2 centimeter\u00a0 = 10 \u00d7 2 = 20 millimeter.
        \n3 centimeter\u00a0 = 10 \u00d7 3 = 30 millimeter.<\/p>\n

         <\/p>\n

         <\/p>\n

        Problem Solving
        \n<\/strong>For 9-10, use the table at the right.
        \n\"Envision
        \nQuestion 9.
        \nBe Precise<\/strong> The table shows the amount of rainfall students measured for a week. What was the total rainfall for the week, in millimeters?
        \nAnswer:
        \nTotal rainfall for the week, in millimeters = 110 millimeters.<\/p>\n

        Explanation:
        \nAmount of rainfall on Monday = 3 cm.
        \nAmount of rainfall on Tuesday = 0 cm.
        \nAmount of rainfall on Wednesday = 1 cm.
        \nAmount of rainfall on Thursday = 5 cm.
        \nAmount of rainfall on Friday = 2 cm.
        \nTotal rainfall for the week = Amount of rainfall on Monday\u00a0 + Amount of rainfall on Tuesday + Amount of rainfall on Wednesday + Amount of rainfall on Thursday + Amount of rainfall on Friday
        \n= 3 cm + 0 cm + 1 cm\u00a0 + 5 cm + 2 cm
        \n= 11 cm.
        \nConversion: 1 cm = 10 mm.
        \nTotal rainfall for the week, in millimeters = Total rainfall for the week \u00d7 10
        \n=> 11 \u00d7 10 = 110 millimeters.<\/p>\n

         <\/p>\n

        Question 10.
        \nHow many more millimeters of rain fell on Thursday than on Monday and Wednesday combined?
        \nAnswer:
        \n10 more millimeters of rain fell on Thursday than on Monday and Wednesday combined.<\/p>\n

        Explanation:
        \nAmount of rainfall on Monday = 3 cm.
        \nAmount of rainfall on Wednesday = 1 cm.
        \nAmount of rainfall on Thursday = 5 cm.
        \nCombine Rain fell on Monday and Wednesday = Amount of rainfall on Monday + Amount of rainfall on Wednesday
        \n= 3 cm + 1 cm
        \n= 4 cm.
        \nDifference:
        \nAmount of rainfall on Thursday – Combine Rain fell on Monday and Wednesday
        \n= 5 cm – 4 cm
        \n= 1 cm.
        \nConversion: 1 centimeter = 10 millimeter.
        \nDifference in\u00a0 millimeter of rain fell on Thursday than on Monday and Wednesday combined = 1 centimeter = 10 millimeter.<\/p>\n

         <\/p>\n

        Question 11.
        \nWhich is greater, 2,670 meters or 2 kilometers? Explain.
        \nAnswer:
        \n2,670 meters is greater.<\/p>\n

        Explanation:
        \n2,670 meters or 2 kilometers.
        \nConversion: 1 kilometer = 1000 meters.
        \n2 kilometers = 1000 \u00d7 2 = 2000 meters.<\/p>\n

         <\/p>\n

        Question 12.
        \nCritique Reasoning<\/strong> Milo thinks 8 hours is greater than 520 minutes. Is Milo correct? Remember 1 hour is equal to 60 minutes.
        \nAnswer:
        \nNo, Milo\u00a0 is incorrect because 8 hours = 480 minutes less than 520 minutes.<\/p>\n

        Explanation:
        \nConversion: 1 Hour = 60 minutes.
        \n8 hours = 60 \u00d7 8 = 480 minutes.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 13.
        \nAlgebra Leah ran around the track 8 times. She ran a total of 2,000 meters. How many meters equal 1 lap? Use the bar diagram to write an equation which can be used to find m, the meters in one lap.
        \n\"Envision
        \nAnswer:
        \n1 Lap = 400 meters.<\/p>\n

        Explanation:
        \nNumber of meters She ran = 2000m.
        \nNumber of times Algebra Leah ran around the track = 8.
        \nNumber of meters equal 1 lap = Number of meters She ran \u00f7 Number of times Algebra Leah ran around the track
        \n= 2000 \u00f7 8
        \n= 400 meters.
        \n1 Lap = 400 meters<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 14.
        \nHigher Order Thinking<\/strong> Signs are placed at the beginning and at the end of a 3-kilometer hiking trail. Signs are also placed every 500 meters along the trail. How many signs are along the trail? Explain.
        \nAnswer:
        \nTotal signs along the trail = 7.<\/p>\n

        Explanation:
        \nDistance of Signs are placed at the beginning and at the end of a hiking trail = 3 kilometer.
        \nSigns\u00a0 placed along the trail = 500 meters.
        \nConversion: 1 km = 1000 meters.
        \n3 km = 1000 \u00d7 3 = 3000 meters.
        \nTotal signs along the trail = Distance of Signs are placed at the beginning and at the end of a hiking trail \u00f7 Signs\u00a0 placed along the trail + 1
        \n= 3000 \u00f7 500 + 1
        \n= 6 + 1
        \n= 7.<\/p>\n

         <\/p>\n

         <\/p>\n

        Assessment Practice
        \n<\/strong>Question 15.
        \nSelect all the true statements.
        \n\u2610 14 meters = 1,400 centimeters
        \n\u2610 10 centimeters = 1,000 millimeters
        \n\u2610 55 kilometers = 5,500 meters
        \n\u2610 3 meters = 3,000 millimeters
        \n\u2610 5 meters = 500 centimeters
        \nAnswer:
        \nAll the true statements:
        \n14 meters = 1,400 centimeters
        \n55 kilometers = 5,500 meters
        \n3 meters = 3,000 millimeters
        \n5 meters = 500 centimeters<\/p>\n

        Explanation:
        \n\u2610 14 meters = 1,400 centimeters. (True)
        \nConversion: 1 meters = 100 centimeters.
        \n14 meters = 10 \u00d7 14 = 1400 centimeters.<\/p>\n

        \u2610 10 centimeters = 1,000 millimeters. (False)
        \nConversion: 1 centimeters = 10 millimeters.
        \n10 centimeters = 10 \u00d7 10 = 100 millimeters.<\/p>\n

        \u2610 55 kilometers = 5,500 meters. (True)
        \nConversion: 1 kilometers\u00a0 =\u00a0 1000 meters.
        \n55 kilometers\u00a0 = 1000 \u00d7 55 = 5500 meters.<\/p>\n

        \u2610 3 meters = 3,000 millimeters. (True)
        \nConversion: 1 meter = 1000 millimeters.
        \n3 meters = 1000 \u00d7 3 = 3000 millimeters.<\/p>\n

        \u2610 5 meters = 500 centimeters. (True)
        \nConversion: 1 meter = 100 centimeters.
        \n5 meters = 100 \u00d7 5 = 500 centimeters.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 16.
        \nSelect all the true statements.
        \n\u2610 3 meters > 3,000 centimeters
        \n\u2610 2 kilometers < 2,500 meters
        \n\u2610 4 centimeters > 38 millimeters
        \n\u2610 3.5 meters < 3.2 meters
        \n\u2610 5 kilometers < 5,200 meters
        \nAnswer:
        \nAll the true statements:
        \n2 kilometers < 2,500 meters.
        \n4 centimeters > 38 millimeters.
        \n5 kilometers < 5,200 meters.<\/p>\n

        Explanation:
        \n\u2610 3 meters > 3,000 centimeters. (False)
        \nConversion: 1 meter = 100 centimeters.
        \n3 meters = 100 \u00d7 3 = 300 centimeters.<\/p>\n

        \u2610 2 kilometers < 2,500 meters . (True)
        \nConversion: 1 kilometers\u00a0 =\u00a0 1000 meters.
        \n2 kilometers = 1000 \u00d7 2 = 2000 meters.<\/p>\n

        \u2610 4 centimeters > 38 millimeters. (True)
        \nConversion: 1 centimeters = 10 millimeters.
        \n4 centimeters = 10 \u00d7 4 = 40 millimeters.<\/p>\n

        \u2610 3.5 meters < 3.2 meters. ( False)<\/p>\n

        \u2610 5 kilometers < 5,200 meters. (True)
        \nConversion: 1 kilometers\u00a0 =\u00a0 1000 meters.
        \n5 kilometers\u00a0 = 1000 \u00d7 5 = 5000 meters.<\/p>\n

         <\/p>\n

         <\/p>\n

        Lesson 13.5 Equivalence with Metric Units of Capacity and Mass<\/h3>\n

        Solve & Share<\/strong>
        \nJenny has 3 liters of water. How many milliliters of water does she have, and what is the mass of the water in grams? Solve this problem any way you choose.
        \nI can… convert metric units of capacity and mass from one unit to another and recognize the relative size of different units.
        \n\"Envision<\/p>\n

        Look Back! Why did you need to convert units to solve the problem above?
        \nAnswer:
        \nWell, it is the conversion between an amount in one unit to the corresponding amount in a desired unit using various conversion factors. This is valuable because certain measurements are more accurate or easier to find than others.<\/p>\n

         <\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Convert from One Metric Unit of Capacity or Mass to Another?
        \nAnswer:
        \nWe convert from One Metric Unit of Capacity or Mass to Another, larger unit multiply, smaller unit divide.<\/p>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nLouis needs 8 liters of apple juice. He has 5,000 milliliters of juice. Does Louis have enough apple juice?
        \n\"Envision<\/p>\n

        Step 1<\/strong>
        \nFind how many milliliters of apple juice Louis needs.
        \n1 liter = 1,000 milliliters
        \n\"Envision
        \nLouis needs 8,000 milliliters of juice.<\/p>\n

        Step 2<\/strong>
        \nCompare to find if Louis has enough apple juice.
        \n8,000 milliliters > 5,000 milliliters
        \nLouis does not have enough apple juice. How much more does he need?
        \n8,000 – 5,000 = 3,000
        \nLouis needs 3,000 milliliters more.<\/p>\n

        Convince Me! Be Precise<\/strong> Why did you need to convert liters to milliliters?
        \nAnswer:
        \nWe need to convert liters to milliliters because Louis needs milliliters of juice not liters.<\/p>\n

         <\/p>\n

         <\/p>\n

        Another Example!<\/strong>
        \nHow many grams of apples are needed to make 1 liter of apple juice?
        \n\"Envision
        \n1 kilogram = 1,000 grams
        \n2 kilograms = 2 \u00d7 1,000 grams
        \n= 2,000 grams
        \n2,000 grams of apples make 1 liter of apple juice.<\/p>\n

        Guided Practice
        \n<\/strong>Do You Understand?<\/strong>
        \nQuestion 1.
        \nWhat metric unit would you use to measure your mass? the amount of blood in your body? Explain.
        \nAnswer:
        \nThe gram and kilogram are two units used to measure mass in the metric system. the amount of blood in your body\u00a0is measured in units of\u00a0millimeters of mercury (mmHg).<\/p>\n

         <\/p>\n

        Do You Know How?
        \nFor 2-3, convert each unit.
        \nQuestion 2.
        \n6 grams = _______ milligrams
        \nAnswer:
        \n6 grams = ___6000____ milligrams.<\/p>\n

        Explanation:
        \nConversion: 1 gram = 1000 milligrams.
        \n6 grams = 1000 \u00d7 6
        \n= 6000 milligrams.<\/p>\n

         <\/p>\n

        Question 3.
        \n9 liters = _________ milliliters
        \nAnswer:
        \n9 liters = ___9000______ milliliters.<\/p>\n

        Explanation:
        \nConversion: 1 gram = 1000 milligrams.
        \n9 liters = 1000 \u00d7 9
        \n= 9000 milliliters.<\/p>\n

         <\/p>\n

         <\/p>\n

        Independent Practice
        \n<\/strong>In 4-6, tell what metric unit you would use to measure each.
        \nQuestion 4.
        \nMedicine in a pill
        \nAnswer:
        \nOrally administered liquid medications should be dosed exclusively by using metric-based dosing with\u00a0milliliters (ie, mL)\u00a0to avoid confusion and dosing errors associated with common kitchen spoons<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 5.
        \nInk in a pen
        \nAnswer:
        \nMetric unit used to measure Ink in a pen is grams.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 6.
        \nThe mass of a pencil
        \nAnswer:
        \nMetric unit used to measure the mass of a pencil is grams.<\/p>\n

         <\/p>\n

         <\/p>\n

        For 7-10, convert each unit.
        \nQuestion 7.
        \n5 kilograms = ________ grams
        \nAnswer:
        \n5 kilograms = ___5000_____ grams.<\/p>\n

        Explanation:
        \nConversion: 1 kilograms = 1000 grams.
        \n5 kilograms = 1000 \u00d7 5
        \n= 5000 grams.<\/p>\n

         <\/p>\n

        Question 8.
        \n2 liters = _______ milliliters
        \nAnswer:
        \n2 liters = ___2000______ milliliters.<\/p>\n

        Explanation:
        \nConversion: 1 liter = 1000 milliliters.
        \n2 liters = 1000 \u00d7 2
        \n= 2000 milliliters.<\/p>\n

         <\/p>\n

        Question 9.
        \n4 grams = _______ milligrams
        \nAnswer:
        \n4 grams = _____4000______ milligrams.<\/p>\n

        Explanation:
        \nConversion: 1 gram =\u00a0 1000\u00a0 milligrams.
        \n4 grams = 1000 \u00d7 4
        \n= 4000 milligrams.<\/p>\n

         <\/p>\n

        Question 10.
        \n9 kilograms = ________ grams
        \nAnswer:
        \n9 kilograms = _____9000______ grams.<\/p>\n

        Explanation:
        \nConversion: 1 kilogram = 1000 grams.
        \n9 kilograms = 1000 \u00d7 9
        \n= 9000 grams.<\/p>\n

         <\/p>\n

         <\/p>\n

        Problem Solving
        \n<\/strong>Question 11.
        \nReasoning<\/strong> A cardboard box has a mass of 800 grams. When 4 books of equal mass are put into the box, the filled box has a mass of 8 kilograms. What is the mass of each book in grams? Explain.
        \n\"Envision
        \nAnswer:
        \nThe mass of each book in grams = 1800 grams.<\/p>\n

        Explanation:
        \nMass of a cardboard box has = 800 grams.
        \n4 books of equal mass are put into the box, Mass of the filled box has = 8 kilograms.
        \nConversion: 1 kilogram = 1000 grams.
        \n=> 8 kilograms = 1000 \u00d7 8 = 8000 grams.
        \nThe mass of each book in grams = Mass of the filled box has – Mass of a cardboard box has \u00f7 4
        \n= 8000 grams – 800 grams \u00f7 4
        \n= 7200 grams \u00f7 4
        \n= 1800 grams.<\/p>\n

         <\/p>\n

        Question 12.
        \nen Vision\u00ae STEM The Cape Hatteras Lighthouse was a kilometer from the shore in 1870. How far was the lighthouse from the shore in 1970? Explain.
        \n\"Envision
        \nAnswer:
        \nDistance of \u00a0the lighthouse away from the shore in 1970 = 920 meters.<\/p>\n

        Explanation:
        \nDistance of the Cape Hatteras Lighthouse from the shore in 1870 = 1 kilometer.
        \nConversion: 1 kilometer = 1000 meters.
        \nDistance of the beach near the Cape Hatteras Lighthouse eroded = 8 meters each year.
        \nDistance of \u00a0the lighthouse away from the shore in 1970 = 1 kilometer –\u00a0 (Distance of the beach near the Cape Hatteras Lighthouse eroded \u00d7 number of years from 1870 – 1970)
        \n=1000 – (8 \u00d7 10)
        \n= 1000 – 80
        \n= 920 meters.<\/p>\n

         <\/p>\n

        Question 13.
        \nThe mass of 4 large zucchini is about 2 kilograms. About how many grams will 1 large zucchini have?
        \nAnswer:
        \nNumber of grams will 1 large zucchini = 500 grams.<\/p>\n

        Explanation:
        \nMass of 4 large zucchini = 2 kilograms.
        \nConversion: 1 kilogram = 1000 grams.
        \n=> 2 kilograms = 1000 \u00d7 2 = 2000 grams.
        \nNumber of zucchini = 4.
        \nNumber of grams will 1 large zucchini = Mass of 4 large zucchini \u00f7 Number of zucchini
        \n= 2000 \u00f7 4
        \n= 500 grams.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 14.
        \nHigher Order Thinking<\/strong> A small sofa has a mass of 30 kilograms. A pillow on the sofa has a mass of 300 grams. How many pillows would it take to equal the mass of the sofa?
        \nAnswer:
        \nNumber of pillows it take to equal the mass of the sofa = 100.<\/p>\n

        Explanation:
        \nMass of small sofa = 30 kilograms.
        \nConversion: 1 kilograms = 1000 grams.
        \n=> 30 kilograms = 1000 \u00d7 30 = 30000 grams.
        \nMass of a pillow on the sofa = 300 grams.
        \nNumber of pillows it take to equal the mass of the sofa = Mass of small sofa \u00f7 Mass of a pillow on the sofa
        \n= 30000 \u00f7 300
        \n= 100 .<\/p>\n

         <\/p>\n

         <\/p>\n

        Assessment Practice
        \n<\/strong>Question 15.
        \nWhich shows a correct comparison?
        \nA. 5 milliliters > 50 liters
        \nB. 2 liters < 200 milliliters
        \nC. 100 liters < 1,000 milliliters
        \nD. 3,200 milliliters > 3 liters
        \nAnswer:
        \nA correct comparison:
        \nD. 3,200 milliliters > 3 liters<\/p>\n

        Explanation:
        \nA. 5 milliliters > 50 liters. (False)
        \nConversion: 1 liter = 1000 milliliters.
        \n=> 50 liters = 1000 \u00d7 50 = 50000 liters.<\/p>\n

        B. 2 liters < 200 milliliters. (False)
        \nConversion: 1 liter = 1000 milliliters.
        \n=> 20 liters = 1000 \u00d7 2 = 2000 milliliters.<\/p>\n

        C. 100 liters < 1,000 milliliters. (False)
        \nConversion: 1 liter = 1000 milliliters.
        \n=> 100 liters = 1000 \u00d7 100 = 100000 milliliters.<\/p>\n

        D. 3,200 milliliters > 3 liters. (True)
        \nConversion: 1 liter = 1000 milliliters.
        \n=> 3 liters = 1000 \u00d7 3 = 3000 milliliters.<\/p>\n

         <\/p>\n

        Question 16.
        \nWrite the missing numbers in the table.
        \n\"Envision
        \nAnswer:
        \nConversion: 1 kilograms = 1000 grams.
        \n2 kilograms = 1000 \u00d7 2 = 2000 grams.
        \n3 kilograms = 1000 \u00d7 ?? = 3000 grams.
        \n=> 3000 \u00f7 1000 = 3.
        \n4 kilograms = 1000 \u00d7 4 = 4000 grams.<\/p>\n

         <\/p>\n

        Lesson 13.6 Solve Perimeter and Area Problems<\/h3>\n

        Solve & Share<\/strong>
        \nA can of paint is used to cover all 168 square feet of a wall. The wall is 8 feet high. Tape is placed along the top, bottom, and sides of the wall. What is the width of the wall? How much tape is needed? Solve this problem any way you choose.
        \nI can … find the unknown length or width of a rectangle using a known area or perimeter.
        \n\"Envision<\/p>\n

        Look Back! Describe the steps you would use to solve the problem.
        \nAnswer:
        \nThe steps used to solve the problem:
        \n1. Collect the given complete information of the problem.
        \n2. Find the width of the wall.
        \n3. Find out the perimeter of the wall to find the how much tape to be needed.
        \n.<\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Use Perimeter and Area to Solve Problems?
        \nAnswer:
        \nThe\u00a0perimeter\u00a0is the distance around the outside of an object. The\u00a0perimeter\u00a0is found by adding the lengths of all of the sides of the object together.\u00a0Area\u00a0is the size of the surface of the object or the total amount of space that the object covers.<\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nThe state park shown has a perimeter of 36 miles. What is the area of the state park?
        \n\"Envision<\/p>\n

        Step 1<\/strong>
        \nFind the length of the state park.
        \nUse the perimeter, 36 miles, and the width, 7 miles, to find the length.
        \nOpposite sides of a rectangle are the same length, so multiply the width by 2. 7 \u00d7 2 = 14
        \nSubtract 14 from the perimeter. 36 \u2013 14 = 22
        \n22 miles is the length of two sides of the park. Divide 22 by 2 to find the length of one side. 22 =2= 11
        \nThe length of the park is 11 miles.<\/p>\n

        Step 2<\/strong>
        \nFind the area of the state park.
        \n\"Envision
        \nw = 7 miles
        \nl = 11 miles
        \nA = l \u00d7 w
        \n= 11 \u00d7 7
        \n= 77
        \nThe area of the state park is 77 square miles,<\/p>\n

        Convince Me! Make Sense and Persevere<\/strong> If the area of another state park is 216 square miles, and the park has a width of 8 miles, what is the park’s length? What is the perimeter of this state park?
        \nAnswer:
        \nLength of another state park = 27 miles.
        \nPerimeter of this state park = 70 miles.<\/p>\n

        Explanation:
        \nArea of the another state park = 216 square miles.
        \nWidth of another state park = 8 miles.
        \nLength of another state park = L miles.
        \nArea of the another state park = L \u00d7 W = 216 square miles.
        \n=> L \u00d7 8 = 216
        \n=> L = 216 \u00f7 8
        \n=> L = 27 miles.
        \nPerimeter of this state park = 2(L + W)
        \n=> 2(27 + 8)
        \n=> 2 \u00d7 35
        \n= 70 miles.<\/p>\n

         <\/p>\n

        Guided Practice
        \n<\/strong>Do You Understand?<\/strong>
        \nQuestion 1.
        \nA sandbox is shaped like a rectangle. The area is 16 square feet. The side lengths are whole numbers. What are the possible dimensions of the sandbox? Do all possible dimensions make sense?
        \nAnswer:
        \nThe possible dimensions of the sandbox = (8miles and 2 miles) or (4miles and 4 miles).<\/p>\n

        Explanation:
        \nArea of sandbox = 16 square feet.
        \nThe side lengths are whole numbers.
        \nLet the Length of sandbox be L.
        \nWidth of sandbox be W.
        \nArea of sandbox = L \u00d7 W
        \n=> 16 = L \u00d7 W
        \n=> 16 \u00f7 L = W.
        \nor 16 \u00f7 W = L.
        \nLength of sandbox\u00a0 and Width of sandbox dimensions can be 8 miles and 2 miles or 4 miles or 4 miles.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 2.
        \nWrite and solve an equation to find the width of a room if the length of the floor is 8 feet and the area of the room is 96 square feet.
        \nAnswer:
        \nWidth of the room = 12 feet.<\/p>\n

        Explanation:
        \nArea of the room = 96 square feet.
        \nLength of the floor = 8 feet.
        \nLet Width of the room = W feet.
        \nArea of the room = L \u00d7 W = 96 square feet.
        \n=> 8 \u00d7 W = 96
        \n=> W = 96 \u00f7 8
        \n=> W = 12 feet.<\/p>\n

         <\/p>\n

        Do You Know How?<\/strong>
        \nFor 3-5, complete each calculation.
        \nQuestion 3.
        \nFind n. Perimeter = 46 in.
        \n\"Envision
        \nAnswer:
        \nWidth of the rectangle = 15 inches.<\/p>\n

        Explanation:
        \nPerimeter of the rectangle = 46 inches.
        \nLength of the rectangle = 8 inches.
        \nWidth of the rectangle = n\u00a0inches.
        \nPerimeter of the rectangle = 2(L + W) = 46 inches.
        \n=>2(8 + n) = 46
        \n=> 16 + 2n = 46
        \n=> 2n = 46 – 16
        \n=> n = 30 \u00f7 2
        \n=> n = 15 inches.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 4.
        \nFind n and A. Perimeter = 26 cm
        \n\"Envision
        \nAnswer:
        \nWidth of the rectangle = 4 cm.
        \nArea of the rectangle = 36 sq cm.<\/p>\n

        Explanation:
        \nPerimeter of the rectangle = 26 cm.
        \nLength of the rectangle = 9 cm.
        \nWidth of the rectangle = n cm.
        \nPerimeter of the rectangle = 2(L + W) = 26 cm.
        \n=> 2(9 + n) = 26
        \n=> 18 + 2n = 26
        \n=> 2n = 26 – 18
        \n=> n = 8 \u00f7 2
        \n=> n = 4 cm.
        \nArea of the rectangle = L \u00d7 w
        \n= 9 \u00d7 4
        \n= 36 square cm.<\/p>\n

         <\/p>\n

        Question 5.
        \nFind the perimeter.
        \n\"Envision
        \nAnswer:
        \nPerimeter of the square = 22 yards.<\/p>\n

        Explanation:
        \nSide of the square = 5\\(\\frac{2}{4}\\) yards.
        \nPerimeter of the square = 4 \u00d7 Side of square
        \n= 4 \u00d7 5\\(\\frac{2}{4}\\)
        \n= 22 yards.<\/p>\n

         <\/p>\n

         <\/p>\n

        Independent Practice
        \n<\/strong>For 6-9, find the missing dimension.
        \nQuestion 6.
        \nFind n.
        \n\"Envision
        \nAnswer:
        \nWidth of the rectangle = 10 ft.<\/p>\n

        Explanation:
        \nArea of the rectangle = 60 sq ft.
        \nLength of the rectangle = 6 ft.
        \nWidth of the rectangle = n ft.
        \nArea of the rectangle = L \u00d7 W = 60 sq ft
        \n=> 6 \u00d7 n = 60
        \n=> n = 60 \u00f7 6
        \n=> n = 10 ft.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 7.
        \nFind n. Perimeter = 65 in.
        \n\"Envision
        \nAnswer:
        \nWidth of the rectangle = 21 inches.<\/p>\n

        Explanation:
        \nPerimeter of the rectangle = 65 inches.
        \nLength of the rectangle = 11\\(\\frac{2}{4}\\) inches.
        \nWidth of the rectangle = n inches.
        \nPerimeter of the rectangle = 2(L + W) = 65 inches.
        \n=> 2 (11\\(\\frac{2}{4}\\) + n) = 65
        \n=> 23 + 2n = 65
        \n=> 2n = 65 – 23
        \n=> n = 42 \u00f7 2
        \n=> n = 21 inches.<\/p>\n

         <\/p>\n

        Question 8.
        \nFind n. Perimeter = 84 yd
        \n\"Envision
        \nAnswer:
        \nWidth of the rectangle = 20 yd.<\/p>\n

        Explanation:
        \nPerimeter of the rectangle = 84 yd.
        \nLength of the rectangle = 22 yd.
        \nWidth of the rectangle = n yd.
        \nPerimeter of the rectangle = 2(L + W) = 84 yd.
        \n=> 2 (22 + n) = 84
        \n=> 44 + 2n = 84
        \n=> 2n = 84- 44
        \n=> n = 40 \u00f7 2
        \n=> n = 20 yd.<\/p>\n

         <\/p>\n

        Question 9.
        \nA rectangle has a length of 9 millimeters and an area of 270 square millimeters. What is the width? What is the perimeter?
        \n\"Envision
        \nAnswer:
        \nWidth of the rectangle = 30 millimeters.
        \nPerimeter of the rectangle = 78 millimeters.<\/p>\n

        Explanation:
        \nLength of the rectangle = 9 millimeters.
        \nArea of the rectangle = 270 square millimeters.
        \nWidth of the rectangle = w\u00a0millimeters.
        \nArea of the rectangle = L \u00d7 W = 270 square millimeters.
        \n=> 9 \u00d7 w = 270
        \n=> w = 270 \u00f7 9
        \n=> w = 30 millimeters.
        \nPerimeter of the rectangle = 2(L+ W)
        \n= 2(9 + 30)
        \n= 2 \u00d7 39
        \n= 78 millimeters.<\/p>\n

         <\/p>\n

        Problem Solving<\/strong><\/p>\n

        \"Envision
        \nQuestion 10.
        \nGreg built the picture frame shown to the right. It has a perimeter of 50\\(\\frac{2}{4}\\) inches. How wide is the picture frame?
        \nAnswer:
        \nWidth of the picture frame = 10 inches.<\/p>\n

        Explanation:
        \nLength of the picture frame = 15\\(\\frac{1}{4}\\) inches.
        \nPerimeter of the picture frame = 50\\(\\frac{2}{4}\\) inches.
        \nLet Width of the picture frame be w inches.
        \nPerimeter of the picture frame = 2(L + W) = 50\\(\\frac{2}{4}\\) inches.
        \n=> 2(15\\(\\frac{1}{4}\\) + w) = 50\\(\\frac{2}{4}\\)
        \n=> 30\\(\\frac{2}{4}\\) + 2w = 50\\(\\frac{2}{4}\\)
        \n=> 2w = 50\\(\\frac{2}{4}\\) – 30\\(\\frac{2}{4}\\)
        \n=> w = 20 \u00f7 2
        \n=> w = 10 inches.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 11.
        \nGreg covered the back of the picture with a piece of felt. The picture is 17 inches shorter than the frame and 1\\(\\frac{1}{4}\\) inch less in width. What is the area of the felt?
        \nAnswer:
        \nArea of the felt = 70 inches.<\/p>\n

        Explanation:
        \nLength of the picture frame = 15\\(\\frac{1}{4}\\) inches.
        \nWidth of the picture frame = 10 inches.
        \nPerimeter of the picture frame = 50\\(\\frac{2}{4}\\) inches.
        \nThe picture is 17 inches shorter than the frame and 1\\(\\frac{1}{4}\\) inch less in width.
        \n=> Width of the felt = Width of the picture frame – 1\\(\\frac{1}{4}\\) inch
        \n=> 10 – 1\\(\\frac{1}{4}\\)
        \n=> 8\\(\\frac{3}{4}\\) inches.
        \n=> Perimeter of the picture frame – 17 inches = Perimeter of the felt.
        \n=> 50\\(\\frac{2}{4}\\) – 17 = Perimeter of the picture.
        \n=> 33\\(\\frac{2}{4}\\) inches = Perimeter of the picture.
        \nLength of the felt = L inches.
        \nPerimeter of the felt = 2(L + W)
        \n33\\(\\frac{2}{4}\\) = 2(L + 8\\(\\frac{3}{4}\\) )
        \n33\\(\\frac{2}{4}\\) = 2L + 17\\(\\frac{2}{4}\\)
        \n33\\(\\frac{2}{4}\\) – 17\\(\\frac{2}{4}\\) = 2L
        \n16 \u00f7 2 = L
        \n8 inches = L.
        \nArea of the felt = L \u00d7 W
        \n= 8 \u00d7 8\\(\\frac{3}{4}\\)
        \n= 70 inches.<\/p>\n

         <\/p>\n

        Question 12.
        \nAl has a goal to read 2,000 pages over summer break. He has read 1,248 pages. How many more pages does Al need to read to reach his goal?
        \nAnswer:
        \nNumber of more pages Al needs to read to reach his goal = 752.<\/p>\n

        Explanation:
        \nNumber of pages Al has a goal to read = 2000.
        \nNumber of pages he has read = 1248.
        \nNumber of more pages Al needs to read to reach his goal = Number of pages Al has a goal to read\u00a0 – Number of pages he has read
        \n= 2000 – 1248
        \n= 752.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 13.
        \nThe area of a tabletop is 18 square feet. The perimeter of the same table is 18 feet. What are the dimensions of the tabletop?
        \nAnswer:
        \nDimensions of the tabletop (L and W) are:
        \n(9 feet and 2 feet) or (6 feet and 3 feet) or (2 feet and 9 feet)\u00a0 or (3 feet and 6 feet)<\/p>\n

        Explanation:
        \nArea of a tabletop = 18 square feet.
        \nPerimeter of a tabletop = 18 feet.
        \nArea of a tabletop = L \u00d7 W = 18 sq feet.
        \n=> L = 18 \u00f7 W
        \nor W = 18 \u00f7 L.
        \nDimensions of the tabletop are:
        \n(9 feet and 2 feet) or (6 feet and 3 feet) or (2 feet and 9 feet)\u00a0 or (3 feet and 6 feet)<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 14.
        \nConstruct Arguments<\/strong> Amy and Zach each have 24 feet of fencing for their rectangular gardens. Amy makes her fence 6 feet long. Zach makes his fence 8 feet long. Whose garden has the greater area? How much greater? Explain.
        \nAnswer:
        \nAmy garden has the greater area than Zach garden by 4 sq ft.<\/p>\n

        Explanation:
        \nPerimeter of the rectangular garden fencing Amy and Zach each have = 24 feet.
        \nLength of rectangular garden fence Zach makes = 8 feet.
        \nLength of rectangular garden fence Amy makes = 6 feet.
        \nWidth of rectangular garden fence Amy makes = W feet.
        \nPerimeter of the rectangular garden Amy makes = 2(L + W) = 24 feet.
        \n=> 2(6 + W) = 24
        \n=> 12 + 2W = 24
        \n=> 2W = 24 – 12
        \n=> W = 12 \u00f7 2
        \n=> W = 6 feet.
        \nArea of the rectangular garden Amy makes = Length of rectangular garden fence Amy makes \u00d7 Width of rectangular garden fence Amy makes
        \n= 6 \u00d7 6
        \n= 36 sq ft.
        \nLength of rectangular garden fence Zach makes = 8 feet.
        \nWidth of rectangular garden fence Zach makes = w feet.
        \nPerimeter of the rectangular garden Zach makes = 2(L + W) = 24 feet.
        \n=> 2(8 + w) = 24
        \n=> 16 + 2w = 24
        \n=> 2w = 24 – 16
        \n=> w = 8 \u00f7 2
        \n=> w = 4 feet.
        \nArea of the rectangular garden Zach makes = Length of rectangular garden fence Zach makes \u00d7 Width of rectangular garden fence Zach makes
        \n= 8 \u00d7 4
        \n= 32 sq ft.
        \nDifference in areas of Zach and Amy rectangular gardens :
        \nArea of the rectangular garden Amy makes – Area of the rectangular garden Zach makes
        \n= 36 sq ft – 32 sq ft
        \n= 4 sq ft.<\/p>\n

         <\/p>\n

         <\/p>\n

        Question 15.
        \nHigher Order Thinking<\/strong> Nancy made a table runner that has an area of 80 square inches. The length and width of the table runner are whole numbers. The length is 5 times greater than the width. What are the dimensions of the table runner?
        \nAnswer:
        \nThe dimensions of the table runner:
        \nLength of the table = 40 inches.
        \nWidth of the table = 8 inches.<\/p>\n

        Explanation:
        \nArea of the table runner which Nancy made = 80 square inches.
        \nThe length is 5 times greater than the width.
        \nLet the Length of the table be L inches.
        \n=>L =\u00a0 5W
        \nWidth of the table be W inches.
        \nArea of the table runner = Length of the table \u00d7 Width of the table = 80 square inches.
        \n=> 5W \u00d7 W = 80
        \n=> 2W = 80 \u00f7 5
        \n=> 2W = 16
        \n=> W = 16 \u00f7 2
        \n=> W = 8 inches.
        \nLength of the table = 5W = 5 \u00d7 8 = 40 inches.<\/p>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

        Assessment Practice
        \n<\/strong>Question 16.
        \nThe rectangle has an area of 144 square centimeters. Which is its perimeter?
        \n\"Envision
        \nA. 26 cm
        \nB. 48 cm
        \nC. 52 cm
        \nD. 72 cm
        \nAnswer:
        \nPerimeter of the rectangle = 52 cm.
        \nC. 52 cm<\/p>\n

        Explanation:
        \nArea of the rectangle = 144 square centimeters.
        \nLength of the rectangle = 8 cm.
        \nWidth of the rectangle = W cm
        \nArea of the rectangle = L \u00d7 W = 144 square centimeters.
        \n=> 8 \u00d7 W = 144
        \n=> W = 144 \u00f7 8
        \n=> W = 18 cm.
        \nPerimeter of the rectangle = 2(L + W )
        \n= 2 (8 + 18)
        \n= 2 \u00d7 26
        \n= 52 cm.<\/p>\n

         <\/p>\n

        Lesson 13.7 Problem Solving<\/h3>\n

        Precision<\/strong>
        \nSolve & Share<\/strong>
        \nMr. Beasley’s science class wants to decorate one wall in the classroom like an underwater scene. They use sheets of blue poster board that are 2 feet long and 2 feet wide. How many sheets of blue poster board are used to cover the entire area of the wall? Use math words and symbols to explain how you solve.
        \nI can … be precise when solving math problems.
        \n\"Envision<\/p>\n

        Thinking Habits
        \nBe a good thinker! These questions can help you.<\/p>\n

          \n
        • Am I using numbers, units, and symbols appropriately?<\/li>\n
        • Am I using the correct definitions?<\/li>\n
        • Am I calculating accurately?<\/li>\n
        • Is my answer clear?<\/li>\n<\/ul>\n

          Look Back! Be Precise<\/strong> How can calculating the area of the whole wall and the area of one sheet of poster board help you determine the total number of sheets of poster board needed to cover the entire area of the wall?
          \nAnswer:
          \nThe wall is to be covered by the sheets so, it is required for calculating the area of the whole wall and the area of one sheet of poster board help you determine the total number of sheets of poster board needed to cover the entire area of the wall.<\/p>\n

           <\/p>\n

           <\/p>\n

          Essential Question<\/strong>
          \nHow Can You Be Precise When Solving Math Problems?
          \nAnswer:
          \nWe can Precise When Solving Math Problems by the following the below steps:<\/p>\n

            \n
          1. Teach with Intention.<\/li>\n
          2. Use Practice Sheets Appropriately.<\/li>\n
          3. Use Best Practice Math Strategies and Instruction.<\/li>\n
          4. Use Problems with Multiple Solutions.<\/li>\n
          5. Differentiation is Critical.<\/li>\n<\/ol>\n

             <\/p>\n

             <\/p>\n

            Visual Learning Bridge<\/strong>
            \nPiper has a fish tank and wants to cover all four sides \\(\\frac{6}{10}\\) of the way to the top with clear plastic for insulation. She measures and finds the dimensions shown. How much plastic does Piper need? Use math words and symbols to explain how to solve.
            \n\"Envision
            \nWhat do you need to know so you can solve the problem?
            \nI need to find how much plastic is needed for the fish tank. I need to be precise in my calculations and explanation.<\/p>\n

            How can I be precise in solving this problem?
            \nI can<\/p>\n

              \n
            • correctly use the information given.<\/li>\n
            • calculate accurately.<\/li>\n
            • decide if my answer is clear and appropriate.<\/li>\n
            • use the correct units.<\/li>\n<\/ul>\n

              Here’s my thinking.
              \nThe height of the plastic is \\(\\frac{6}{10}\\) times 15 inches.
              \n\\(\\frac{6}{10}\\) \u00d7 15 = \\(\\frac{90}{10}\\) or 9
              \nThe plastic is 9 inches high.
              \nFront and back: A = 9 \u00d7 24
              \nA = 216 square inches
              \nEach side: A = 9 \u00d7 12
              \nA = 108 square inches
              \nAdd: 216 + 216 + 108 + 108 = 648 square inches
              \nPiper needs 648 square inches of plastic.<\/p>\n

              Convince Me! Be Precise<\/strong> How did you use math words and numbers to make your explanation clear?
              \nAnswer:
              \nTo justify a solution, we need to be able to use appropriate mathematical language to give reasons for the particular approach used to solve a problem. Any time we produce a ‘solution’ in an attempt to solve a problem, that ‘solution’ needs to be justified.<\/p>\n

               <\/p>\n

               <\/p>\n

              Guided Practice
              \n<\/strong>Be Precise<\/strong>
              \nJeremy uses \\(\\frac{2}{3}\\) yard of tape for each box he packs for shipping. How many inches of tape does Jeremy need to pack 3 boxes?
              \n\"Envision
              \nQuestion 1.
              \nHow can you use the information given to solve the problem?
              \nAnswer:
              \nWe can use the information given to solve the problem for :<\/p>\n

                \n
              • Defining the problem.<\/li>\n
              • Generating alternatives.<\/li>\n
              • Evaluating and selecting alternatives.<\/li>\n
              • Implementing solutions.<\/li>\n<\/ul>\n

                 <\/p>\n

                 <\/p>\n

                Question 2.
                \nHow many inches of tape does Jeremy need to pack 3 boxes? Explain.
                \nAnswer:
                \nNumber of inches of tape Jeremy needs to pack 3 boxes = 72 inches.<\/p>\n

                Explanation:
                \nJeremy uses \\(\\frac{2}{3}\\) yard of tape for each box he packs for shipping. How many inches of tape does Jeremy need to pack 3 boxes?
                \nLength of the tape Jeremy uses to tape each box he packs for shipping = \\(\\frac{2}{3}\\) yard.
                \nNumber of tapes Jeremy needs to pack 3 boxes = Length of the tape Jeremy uses to tape each box he packs for shipping\u00a0 \u00d7 3
                \n= \\(\\frac{2}{3}\\) \u00d7 3
                \n= 2 yards.
                \nConversion: 1 yard = 36 inches.
                \nNumber of inches of tape Jeremy needs to pack 3 boxes = Number of tapes Jeremy needs to pack 3 boxes\u00a0 \u00d7 36 inches
                \n= 2 \u00d7 36
                \n= 72 inches.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Question 3.
                \nExplain why you used the units you did in your answer.
                \nAnswer:
                \nUnits are important because without proper measurement and units to express them, we can never express physical laws precisely just from qualitative reasoning.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Independent Practice
                \n<\/strong>Be Precise<\/strong>
                \nMrs. Reed collects shells. Each shell in her collection weighs about 4 ounces. Her collection weighs about 12 pounds in all. About how many shells are in Mrs. Reed’s collection? Use Exercises 4-6 to solve.<\/p>\n

                Question 4.
                \nHow can you use the information given to solve the problem?
                \nAnswer:
                \nWe can use the information given to solve the problem for :<\/p>\n

                  \n
                • Defining the problem.<\/li>\n
                • Generating alternatives.<\/li>\n
                • Evaluating and selecting alternatives.<\/li>\n
                • Implementing solutions.<\/li>\n<\/ul>\n

                   <\/p>\n

                   <\/p>\n

                  Question 5.
                  \nWhat is the total weight of Mrs. Reed’s shell collection, in ounces?
                  \nAnswer:
                  \nTotal weight of her collection in ounces = 192 ounces.<\/p>\n

                  Explanation:
                  \nWeight of each shell in Mrs. Reed’s collection = 4 ounces.
                  \nTotal weight of her collection = 12 pounds.
                  \nConversion : 1 pound = 16 ounces.
                  \nTotal weight of her collection in ounces = 12 pounds
                  \n= 16 \u00d7 12 = 192 ounces.<\/p>\n

                   <\/p>\n

                   <\/p>\n

                  Question 6.
                  \nHow many shells are in Mrs. Reed’s shell collection?
                  \nAnswer:
                  \n48 shells are in Mrs. Reed’s shell collection.<\/p>\n

                  Explanation:
                  \nWeight of each shell in Mrs. Reed’s collection = 4 ounces.
                  \nTotal weight of her collection = 12 pounds.
                  \nConversion : 1 pound = 16 ounces.
                  \nTotal weight of her collection in ounces = 12 pounds
                  \n= 16 \u00d7 12 = 192 ounces.
                  \nNumber of shells are in Mrs. Reed’s collection = Total weight of her collection \u00f7 Weight of each shell in Mrs. Reed’s collection
                  \n= 192 \u00f7 4
                  \n= 48.<\/p>\n

                   <\/p>\n

                  Problem Solving
                  \n<\/strong>Performance Task<\/strong>
                  \nMaking Thank You Cards Tanesha is making cards by gluing 1 ounce of glitter on the front of the card and then making a border out of ribbon. She makes each card the dimensions shown. How much ribbon does Tanesha need?
                  \n\"Envision
                  \nQuestion 7.
                  \nReasoning<\/strong> What quantities are given in the problem and what do the numbers mean?
                  \nAnswer:
                  \nQuantities are given in the problem:
                  \nQuantity of glitter used for making Thank You Cards by Tanesha = 1 ounce.
                  \nLength of the card = 9 cm.
                  \nWidth of the card = 85 mm.
                  \nNumber mean the amount of quantity measured and measurements of the cards.<\/p>\n

                   <\/p>\n

                  Question 8.
                  \nReasoning<\/strong> What do you need to find?
                  \nAnswer:
                  \nWe need to find how much quantity of ribbon Tanesha needs.<\/p>\n

                   <\/p>\n

                   <\/p>\n

                  Question 9.
                  \nModel with Math<\/strong> What are the hidden questions that must be answered to solve the problem? Write equations to show how to solve the hidden questions.
                  \nAnswer:
                  \nThe hidden questions that must be answered to solve the problem is that we need the length of the ribbon required for which we should\u00a0 find out the perimeter of the card and convert the units.
                  \nQuantity of glitter used for making Thank You Cards by Tanesha = 1 ounce.
                  \nLength of the card = 9 cm.
                  \nConversion: 1 cm = 10 mm.
                  \nWidth of the card = 85 mm.
                  \nPerimeter of the card = 2(Length of the card + Width of the card)<\/p>\n

                   <\/p>\n

                   <\/p>\n

                  Question 10.
                  \nBe Precise<\/strong> How much ribbon does Tanesha need? Use math language and symbols to explain how you solved the problem and computed accurately.
                  \n\"Envision
                  \nAnswer:
                  \nLength of the ribbon required = 350 mm.<\/p>\n

                  Explanation:
                  \nQuantity of glitter used for making Thank You Cards by Tanesha = 1 ounce.
                  \nLength of the card = 9 cm.
                  \nConversion: 1 cm = 10 mm.
                  \n=> 9 cm = 10 \u00d7 9 = 90 mm.
                  \nWidth of the card = 85 mm.
                  \nPerimeter of the card = 2(Length of the card + Width of the card)
                  \n= 2(90 + 85)
                  \n= 2 \u00d7 175
                  \n= 350 mm.<\/p>\n

                   <\/p>\n

                   <\/p>\n

                  Question 11.
                  \nReasoning<\/strong> What information was not needed in the problem?
                  \nAnswer:
                  \nQuantity of glitter used for making Thank You Cards by Tanesha = 1 ounce. This information was not needed in the problem.<\/p>\n

                   <\/p>\n

                   <\/p>\n

                  Topic 13 Fluency Practice Activity<\/h3>\n

                  Find a Match<\/strong>
                  \nWork with a partner. Point to a clue. Read the clue.
                  \nLook below the clues to find a match. Write the clue letter in the box next to the match.
                  \nFind a match for every clue.<\/p>\n

                  Clues
                  \nA. The sum is between 2,000 and 2,500.
                  \nB. The difference is exactly 10,000.
                  \nC. The sum is exactly 6,000.
                  \nD. The difference is exactly 4,500.
                  \nE. The sum is exactly 16,477.
                  \nF. The sum is between 5,500 and 5,600.
                  \nG. The difference is between 1,000 and 2,000.
                  \nH. The difference is between 8,000 and 9,000.<\/p>\n

                  \"Envision<\/p>\n

                  Answer:
                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Topic<\/p>\n

                  Explanation:
                  \n10005+6472 = 16477.
                  \n1050+1200=2250.
                  \n7513-5676=1837.
                  \n3778+2222 = 6000.
                  \n35000-25000=10000.
                  \n10650-2150=8500.
                  \n1234+4321=5555.
                  \n9000-4500=4500.<\/p>\n

                   <\/p>\n

                   <\/p>\n

                  Topic 13 Vocabulary Review<\/h3>\n

                  Understand Vocabulary
                  \nWord List<\/p>\n

                    \n
                  • area<\/li>\n
                  • capacity<\/li>\n
                  • centimeter (cm)<\/li>\n
                  • cup (c).<\/li>\n
                  • formula<\/li>\n
                  • gallon (gal)<\/li>\n
                  • gram (g)<\/li>\n
                  • kilogram (kg)<\/li>\n
                  • kilometer (km)<\/li>\n
                  • liter (L)<\/li>\n
                  • mass<\/li>\n
                  • meter (m)<\/li>\n
                  • milligram (mg)<\/li>\n
                  • milliliter (mL)<\/li>\n
                  • millimeter (mm)<\/li>\n
                  • ounce (oz)<\/li>\n
                  • perimeter<\/li>\n
                  • pint (pt)<\/li>\n
                  • pound (lb)<\/li>\n
                  • quart (qt)<\/li>\n
                  • ton (T)<\/li>\n
                  • weight<\/li>\n
                  • fluid ounce (fl oz)<\/li>\n<\/ul>\n

                    Question 1.
                    \nCross out the units that are NOT used to measure length.
                    \ncentimeter (cm)
                    \npint (pt)
                    \npound (lb)
                    \nkilogram (kg)
                    \nAnswer:
                    \nThe units that are NOT used to measure length:
                    \ncentimeter (cm)
                    \npint (pt)
                    \npound (lb)
                    \nkilogram (kg)\u00a0 \u00a0 X<\/p>\n

                     <\/p>\n

                    Question 2.
                    \nCross out the units that are NOT used to measure capacity.
                    \nmillimeter (mm)
                    \nounce (oz)
                    \ngallon (gal)
                    \nmilliliter (mL)
                    \nAnswer:
                    \nThe units that are NOT used to measure capacity:
                    \nmillimeter (mm)\u00a0 \u00a0 \u00a0 \u00a0X
                    \nounce (oz)
                    \ngallon (gal)
                    \nmilliliter (mL)<\/p>\n

                     <\/p>\n

                    Question 3.
                    \nCross out the units that are NOT used to measure weight.
                    \ncup (c)
                    \nliter (L)
                    \nmeter (m)
                    \nton (T)
                    \nAnswer:
                    \nThe units that are NOT used to measure weight:
                    \ncup (c)
                    \nliter (L)
                    \nmeter (m)\u00a0 \u00a0 \u00a0 \u00a0X
                    \nton (T)<\/p>\n

                     <\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 4.
                    \nCross out the units that are NOT used to measure mass.
                    \nliter (L)
                    \nkilometer (km)
                    \nmilligram (mg)
                    \nquart (qt)
                    \nAnswer:
                    \nThe units that are NOT used to measure mass:
                    \nliter (L)
                    \nkilometer (km)\u00a0 \u00a0 \u00a0X
                    \nmilligram (mg)
                    \nquart (qt)<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Label each example with a term from the Word List.
                    \nQuestion 5.
                    \n\"Envision 2 \u00d7 4 = 8 square units _________
                    \nAnswer:
                    \n2 \u00d7 4 = 8 square units __Area_______.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 6.
                    \n\"Envision 3 + 7 + 3 + 7 = 20 units __________
                    \nAnswer:
                    \n3 + 7 + 3 + 7 = 20 units ___perimeter_______.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 7.
                    \nArea = l \u00d7 w _________
                    \nAnswer:
                    \nArea = l \u00d7 w __Formula_______.<\/p>\n

                     <\/p>\n

                    Use Vocabulary in Writing<\/strong>
                    \nQuestion 8.
                    \nMike uses 24 meters of fence to enclose a rectangular garden. The length of the garden is 10 meters. What is the width? Use at least 3 terms from the Word List to explain.
                    \nAnswer:
                    \nWidth of the garden = 2 meters.<\/p>\n

                    Explanation:
                    \nLength of fence to enclose a rectangular garden Mike uses = 24 meters.
                    \nPerimeter of the rectangular garden Mike uses = 24 meters.
                    \nLength of the garden =10 meters.
                    \nWidth of the garden = W meters.
                    \nFormula:
                    \nPerimeter of the rectangular garden = 2(L + W) = 24 meters.
                    \n=> 2(10 + W) = 24
                    \n=> 20 + 2W = 24
                    \n=> 2W = 24- 20
                    \n=>W = 4 \u00f7 2
                    \n=> W = 2 meters.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Topic 13 Reteaching<\/h3>\n

                    Set A pages 481-492<\/strong><\/p>\n

                    Customary units can be used when measuring length, capacity, and weight.
                    \n\"Envision<\/p>\n

                    Remember<\/strong> when converting from a larger unit to a smaller unit, multiply. Use the conversion charts to help solve.
                    \nQuestion 1.
                    \n9 yards = _________ inches
                    \nAnswer:
                    \n9 yards = ____324_____ inches.<\/p>\n

                    Explanation:
                    \n1 yard = 36 inches.
                    \n9 yards = 36 \u00d7 9
                    \n= 324 inches.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 2.
                    \n5 miles = _________ yards
                    \nAnswer:
                    \n5 miles = ____8800_______ yards.<\/p>\n

                    Explanation:
                    \n1 mile = 1760 yards.
                    \n5 miles = 1760 \u00d7 5
                    \n= 8800 yards.<\/p>\n

                     <\/p>\n

                    Question 3.
                    \n215 yards = _________ feet
                    \nAnswer:
                    \n215 yards = ____645_____ feet.<\/p>\n

                    Explanation:
                    \n1 yard = 3 feet.
                    \n215 yards = 3 \u00d7 215
                    \n= 645 feet.<\/p>\n

                     <\/p>\n

                    Question 4.
                    \n9 pints = _________ fluid ounces
                    \nAnswer:
                    \n9 pints = ___144______ fluid ounces.<\/p>\n

                    Explanation:
                    \n1 pint = 16 fluid ounces.
                    \n9 pints = 16 \u00d7 9
                    \n= 144 fluid ounces.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 5.
                    \n372 quarts = _________ cups
                    \nAnswer:
                    \n372 quarts = ___1488______ cups.<\/p>\n

                    Explanation:
                    \n1 quart =\u00a0 4 cups.
                    \n372 quarts = 4 \u00d7 372
                    \n= 1488 cups.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 6.
                    \n1,620 gallons = _________ pints
                    \nAnswer:
                    \n1,620 gallons = _____12960_______ pints.<\/p>\n

                    Explanation:
                    \n1 gallon = 8 pints.
                    \n1,620 gallons = 8 \u00d7 1620
                    \n= 12960 pints.<\/p>\n

                     <\/p>\n

                    Question 7.
                    \n9 pounds = _________ ounces
                    \nAnswer:
                    \n9 pounds = ___144______ ounces.<\/p>\n

                    Explanation:
                    \n1 pound = 16 ounces.
                    \n9 pounds = 16 \u00d7 9
                    \n= 144 ounces.<\/p>\n

                     <\/p>\n

                    Question 8.
                    \n5 tons = _________ pounds
                    \nAnswer:
                    \n5 tons = ____10000_____ pounds.<\/p>\n

                    Explanation:
                    \n1 ton = 2000 pounds.
                    \n5 tons = 2000 \u00d7 5
                    \n= 10000 pounds.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 9.
                    \n12 feet = _________ inches
                    \nAnswer:
                    \n12 feet = ___144______ inches.<\/p>\n

                    Explanation:
                    \n1 feet =\u00a0 12 inches.
                    \n12 feet = 12 \u00d7 12
                    \n= 144 inches.<\/p>\n

                     <\/p>\n

                    Set B pages 493-500<\/strong><\/p>\n

                    Metric units can be used to measure length, capacity, and mass.
                    \n\"Envision<\/p>\n

                    Remember<\/strong> metric units can be converted using multiples of 10. Use the conversion charts to help.
                    \nQuestion 1.
                    \n9 kilometers = _________ meters
                    \nAnswer:
                    \n9 kilometers = ___9000______ meters.<\/p>\n

                    Explanation:
                    \n1 kilometer = 1000 meters.
                    \n9 kilometers = 1000 \u00d7 9
                    \n= 9000 meters.<\/p>\n

                     <\/p>\n

                    Question 2.
                    \n55 centimeters = _________ millimeters
                    \nAnswer:
                    \n55 centimeters = ____550_____ millimeters.<\/p>\n

                    Explanation:
                    \n1 centimeter = 10 millimeters.
                    \n55 centimeters = 10 \u00d7 55
                    \n= 550 millimeters<\/p>\n

                     <\/p>\n

                    Question 3.
                    \n2 meters = _________ centimeters
                    \nAnswer:
                    \n2 meters = ___200______ centimeters.<\/p>\n

                    Explanation:
                    \n1 meter = 100 centimeters.
                    \n2 meters = 100 \u00d7 2
                    \n= 200 centimeters.<\/p>\n

                     <\/p>\n

                    Question 4.
                    \n9 liters = _________ milliliters
                    \nAnswer:
                    \n9 liters = ___9000______ milliliters.<\/p>\n

                    Explanation:
                    \n1 liter = 1000 milliliters.
                    \n9 liters = 1000 \u00d7 9
                    \n= 9000 milliliters.<\/p>\n

                     <\/p>\n

                    Question 5.
                    \n4 grams = _________ milligrams
                    \nAnswer:
                    \n4 grams = ___4000______ milligrams.<\/p>\n

                    Explanation:
                    \n1 gram = 1000 milligrams.
                    \n4 grams = 1000 \u00d7 4
                    \n= 4000 milligrams.<\/p>\n

                     <\/p>\n

                    Question 6.
                    \n5 kilograms = _________ grams
                    \nAnswer:
                    \n5 kilograms = ___5000______ grams.<\/p>\n

                    Explanation:
                    \n1 kilogram = 1000 grams.
                    \n5 kilograms = 1000 \u00d7 5
                    \n= 5000 grams.<\/p>\n

                     <\/p>\n

                    Question 7.
                    \n8 kilograms = _________ grams
                    \nAnswer:
                    \n8 kilograms = _____8000______ grams.<\/p>\n

                    Explanation:
                    \n1 kilograms = 1000 grams.
                    \n8 kilograms = 1000 \u00d7 8
                    \n= 8000 grams.<\/p>\n

                     <\/p>\n

                    Question 8.
                    \n5 grams = _________ milligrams
                    \nAnswer:
                    \n5 grams = ___5000______ milligrams.<\/p>\n

                    Explanation:
                    \n1 gram = 1000 milligrams.
                    \n5 grams = 1000 \u00d7 5
                    \n= 5000 milligrams.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Set C pages 501-504<\/strong><\/p>\n

                    The perimeter of Ted’s pool is 16 yards. The pool is 3 yards wide. He has 150-square feet of plastic. Does Ted have enough plastic to cover the pool?
                    \nUse the formula for perimeter to find the length. Substitute the numbers you know.
                    \nPerimeter = (2 \u00d7 l) + (2 \u00d7 w)
                    \n16 = (2 \u00d7 l) + (2 \u00d7 3)
                    \nl = 5
                    \nThe length of the pool is 5 yards.
                    \n3 yards wide \u00d7 3 = 9 feet wide
                    \n5 yards long \u00d7 3 = 15 feet long
                    \nFind the area of the pool.
                    \nA = 15 \u00d7 9
                    \nA = 135
                    \nThe area of the pool is 135 square feet. 135 < 150, so Ted has enough plastic to cover the pool.<\/p>\n

                    Remember<\/strong> to label your answer with the appropriate unit.
                    \nQuestion 1.
                    \nFind n.
                    \nP = 108 inches
                    \n\"Envision
                    \nAnswer:
                    \nWidth of rectangle = 36 inches.<\/p>\n

                    Explanation:
                    \nPerimeter of rectangle = 108 inches.
                    \nLength of rectangle = 18 inches.
                    \nWidth of rectangle = n inches.
                    \nPerimeter of rectangle = 2(L + W) = 108 inches.
                    \n=> 2 (18 + n) = 108
                    \n=> 36 + 2n = 108
                    \n=> 2n = 108 -36
                    \n=>n = 72 \u00f7 2
                    \n=> n = 36 inches.<\/p>\n

                     <\/p>\n

                    Question 2.
                    \nFind the area.
                    \nP = 26 m
                    \n\"Envision
                    \nAnswer:
                    \nArea of rectangle = 36 sq m.<\/p>\n

                    Explanation:
                    \nPerimeter of rectangle = 26 m.
                    \nLength of rectangle = 4m.
                    \nWidth of rectangle = Wm.
                    \nPerimeter of rectangle = 2(L + W) =26m.
                    \n=>2(4 + W) = 26
                    \n=> 8 + 2W = 26
                    \n=> 2W = 26 – 8
                    \n=>W = 18 \u00f7 2
                    \n=> W = 9m.
                    \nArea of rectangle = L \u00d7 W
                    \n= 4 \u00d7 9
                    \n= 36 sq m.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Question 3.
                    \nFind the perimeter of the square.
                    \n\"Envision
                    \nAnswer:
                    \nPerimeter of square = 10 yards.<\/p>\n

                    Explanation:
                    \nSide of square = 2\\(\\frac{2}{4}\\) yards.
                    \nPerimeter of square = 4 \u00d7 Side
                    \n= 4 \u00d7 2\\(\\frac{2}{4}\\)
                    \n= 10 yards.<\/p>\n

                     <\/p>\n

                     <\/p>\n

                    Set D pages 505-508<\/strong><\/p>\n

                    Think about these questions to help you be precise.
                    \nThinking Habits<\/p>\n

                      \n
                    • Am I using numbers, units, and symbols appropriately?<\/li>\n
                    • Am I using the correct definitions?<\/li>\n
                    • Am I calculating accurately?<\/li>\n
                    • Is my answer clear?
                      \n\"Envision<\/li>\n<\/ul>\n

                      Remember<\/strong> to give an explanation that is clear and appropriate.<\/p>\n

                      A puppy pen is 4 feet wide and 5 feet long.
                      \nQuestion 1.
                      \nIs 21 square feet of fabric large enough to make a mat for the pen? Explain.
                      \nAnswer:
                      \nYes, it is enough to make a mat for the pen because it requires 20 sq feet for the mat and its 1 sq feet more than required.<\/p>\n

                      Explanation:
                      \nWidth of the puppy pen = 4 feet.
                      \nLength of the puppy pen = 5 feet.
                      \nArea of the puppy pen = L \u00d7 W
                      \n= 5 \u00d7 4
                      \n= 20 sq feet.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 2.
                      \nPuppy fencing comes in sizes that are 12 feet, 24 feet, and 30 feet in length. Which length would be the best for the pen? How much, if any, will have to be left over? Explain.
                      \nAnswer:
                      \n24 feet length would be the best for the pen and it leaves with 6 feet of more.<\/p>\n

                      Explanation:
                      \nPuppy fencing comes in sizes that are 12 feet, 24 feet, and 30 feet in length.
                      \nWidth of the puppy pen = 4 feet.
                      \nLength of the puppy pen = 5 feet.
                      \n=> Perimeter of fencing required for puppy pen = 2(L + W)
                      \n=> 2(5 + 4)
                      \n=> 2 \u00d7 9
                      \n=> 18 feet.
                      \nDifference:
                      \n18 feet – 12 feet = 6 feet.
                      \n24 feet – 18 feet = 6 feet.
                      \n30 feet – 18 feet = 12 feet.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Topic 13 Assessment Practice<\/h3>\n

                      Question 1.
                      \nA window is 5 feet long. What is the length of the window in inches?
                      \nAnswer:
                      \nLength of the window = 60 inches.<\/p>\n

                      Explanation:
                      \nLength of the window = 5 feet.
                      \nConversion: 1 feet = 12 inches.
                      \n5 feet = 12 \u00d7 5
                      \n= 60 inches.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 2.
                      \nMrs. Warren bought 6 liters of lemonade for a party. How many milliliters of lemonade did she buy?
                      \nA. 9,000 milliliters
                      \nB. 6,000 milliliters
                      \nC. 3,000 milliliters
                      \nD. 1,200 milliliters
                      \nAnswer:
                      \n6000 milliliters of lemonade did she buy.
                      \nB. 6,000 milliliters.<\/p>\n

                      Explanation:
                      \nQuantity of lemonade Mrs. Warren bought for a party = 6 liters.
                      \nConversion: 1 liter = 1000 milliliters.
                      \n= 1000 \u00d7 6
                      \n= 6000 milliliters.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 3.
                      \nSelect the equivalent measurement for each measurement on the left.
                      \n\"Envision
                      \nAnswer:
                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Topic<\/p>\n

                      Explanation:
                      \nConversion:
                      \n1 feet = 12 inches.
                      \n9 feet = 12 \u00d7 9 = 108 inches.<\/p>\n

                      1 cup = 8 fluid ounces.
                      \n9 cups = 8 \u00d7 9 = 72 fluid ounces.<\/p>\n

                      1 ton = 2000 lb.
                      \n4 tons = 2000 \u00d7 4 = 8000 lb.<\/p>\n

                      1 yard = 36 inches.
                      \n4 yards = 36 \u00d7 4 = 144 inches.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 4.
                      \nA picnic table is 9 feet long and 3 feet wide. Write and solve an equation to find the area of the rectangular surface of the table.
                      \nAnswer:
                      \nArea of the rectangular surface of the table = 27 square feet.<\/p>\n

                      Explanation:
                      \nLength of a picnic table = 9 feet.
                      \nWidth of a picnic table = 3 feet.
                      \nArea of the rectangular surface of the table = L \u00d7 W
                      \n= 9 \u00d7 3
                      \n= 27 square feet.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 5.
                      \nThe Girl’s Club is making muffins. Mindy’s recipe calls for 3 cups of buttermilk. Josie’s recipe calls for 20 fluid Ounces of buttermilk. Georgia’s recipe calls for 1 pint of buttermilk. Whose recipe calls for the most buttermilk? Explain.
                      \nAnswer:
                      \nGeorgia’s recipe calls for the most buttermilk because its most between 0.05 cup and 3 cups.<\/p>\n

                      Explanation:
                      \nQuantity of buttermilk Mindy’s recipe calls for = 3 cups.
                      \nQuantity of buttermilk Josie’s recipe calls for = 20 fluid Ounces.
                      \nQuantity of buttermilk Georgia’s recipe calls for = 1 pint .
                      \nConversion:
                      \n1 cup = 8 fluid ounces.
                      \n=> 20 fluid Ounces = 1 \u00f7 20 = 0.05 cups.
                      \n1 pint = 2 cups.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 6.
                      \nAndrea ran 4 kilometers over the weekend. How many meters did Andrea run?
                      \nAnswer:
                      \nNumber of meters Andrea run =4000 meters.<\/p>\n

                      Explanation:
                      \nDistance Andrea ran over the weekend = 4 kilometers.
                      \nConversion: 1 kilometer = 1000 meters.
                      \nNumber of meters Andrea run = 1000 \u00d7 4
                      \n= 4000 meters.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 7.
                      \nChoose numbers from the box to complete the table. Some numbers will not be used.
                      \n\"Envision
                      \nAnswer:
                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Topic<\/p>\n

                      Explanation:
                      \nConversion:
                      \n1 pound = 16 ounces.
                      \n1\\(\\frac{2}{4}\\) pounds = 16 \u00d7 1\\(\\frac{2}{4}\\)
                      \n= 24 ounces.
                      \n2 pounds = 16 \u00d7 2
                      \n= 32 ounces.
                      \n2\\(\\frac{2}{4}\\) pounds = 16 \u00d7 2\\(\\frac{2}{4}\\)
                      \n= 40 ounces.
                      \n3 pounds = 16 \u00d7 3
                      \n= 48 ounces.
                      \n3\\(\\frac{2}{4}\\)\u00a0 pounds = 16 \u00d7 3\\(\\frac{2}{4}\\) pounds
                      \n= 56 ounces.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 8.
                      \nSelect each correct equation.
                      \n\u2610 1l = 100 mL
                      \n\u2610 1 kg = 1,000 g
                      \n\u2610 4 yd = 14 ft
                      \n\u2610 15 cm = 150 mm
                      \n\u2610 1 gal = 13 cups
                      \nAnswer:
                      \nCorrect equation:
                      \n1 kg = 1,000 g.<\/p>\n

                      Explanation:
                      \n\u2610 1l = 100mL (False)
                      \n\u2610 1 kg = 1,000 g (True)
                      \n\u2610 4 yd = 14 ft (False)
                      \n\u2610 15 cm = 150 mm (False)
                      \n\u2610 1 gal = 13 cups (False)
                      \nConversion:
                      \n1 l = 100 mL. (False)
                      \n1 kg = 1000 g.<\/p>\n

                      1 yd = 3 ft
                      \n=> 4 yd = 3 \u00d7 4 = 12 ft.<\/p>\n

                      1 cm = 100 mm.
                      \n=> 15 cm = 100 \u00d7 15 = 1500 mm.<\/p>\n

                      1 gal = 16 cups.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 9.
                      \nMorgan rode her bike 2 kilometers from her house to her friend’s house. From her friend’s house, she rode 600 meters in all going to and from the library. Then she rode back home. How many meters did Morgan bike in all?
                      \nAnswer:
                      \nDistance in meters she rode in all = 2600 meters.<\/p>\n

                      Explanation:
                      \nDistance Morgan rode her bike from her house to her friend’s house = 2 kilometers.
                      \nDistance From her friend’s house, she rode in all going to and from the library = 600 meters.
                      \nDistance in meters she rode in all = Distance Morgan rode her bike from her house to her friend’s house + Distance From her friend’s house, she rode in all going to and from the library
                      \n= 2 kilometers + 600 meters
                      \nConversion: 1 km = 1000 m.
                      \n=> 2 kilometers = 1000 \u00d7 2 = 2000 meters.
                      \n=> 2000 + 600 = 2600 meters.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 10.
                      \nWhich statement is true about the bedrooms in the drawings below?
                      \n\"Envision
                      \nA. Erin’s room has a greater area than Steve’s room.
                      \nB. Steve’s room has a greater perimeter than Erin’s room.
                      \nC. They both have the same perimeter.
                      \nD. None of the above
                      \nAnswer:
                      \nStatement is true about the bedrooms in the drawings below:
                      \nC. They both have the same perimeter.<\/p>\n

                      Explanation:
                      \nLength of Steve’s room = 9 ft.
                      \nWidth of Steve’s room = 8 ft.
                      \nArea of Steve’s room = L \u00d7 W
                      \n= 9 \u00d7 8
                      \n= 72 square feet.
                      \nPerimeter of Steve’s room = 2(L + W)
                      \n= 2(9 + 8)
                      \n= 2 \u00d7 17
                      \n= 34 feet.<\/p>\n

                      Length of Erin’s room = 10 ft.
                      \nWidth of Erin’s room = 7 ft.
                      \nArea of Erin’s room = L \u00d7 W
                      \n= 10 \u00d7 7
                      \n= 70 square feet.
                      \nPerimeter of Erin’s room = 2(L + W)
                      \n= 2(10 + 7)
                      \n= 2 \u00d7 17
                      \n= 34 feet.<\/p>\n

                      A. Erin’s room has a greater area than Steve’s room. (False)
                      \nB. Steve’s room has a greater perimeter than Erin’s room. (False)
                      \nC. They both have the same perimeter. (True)
                      \nD. None of the above. (False)<\/p>\n

                       <\/p>\n

                      Question 11.
                      \nTim has 3 meters of yarn. How many centimeters of yarn does Tim have?
                      \nAnswer:
                      \n33.34 centimeters of yarn Tim has.<\/p>\n

                      Explanation:
                      \nLength of yarn Tim has = 3 meters.
                      \nConversion: 1 m = 100 cm.
                      \n3 meters = 100 \u00f7\u00a0 3
                      \n= 33.34 centimeters.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 12.
                      \nMrs. Li’s classroom is 34 feet wide and 42 feet long.
                      \n\"Envision
                      \nA. What is the area of the classroom?
                      \nAnswer:
                      \nArea of Mrs. Li’s classroom = 1428 square feet.<\/p>\n

                      Explanation:
                      \nLength of Mrs. Li’s classroom = 34 feet.
                      \nWidth of Mrs. Li’s classroom = 42 feet.
                      \nArea of Mrs. Li’s classroom = L \u00d7 W
                      \n= 34 \u00d7 42
                      \n= 1428 square feet.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      B. How much area is taken up by the objects in the classroom? How much area is left for the students’ desks? Write and solve equations to find the area.
                      \nAnswer:
                      \nArea left for the students’ desks = 1194 square feet.<\/p>\n

                      Explanation:
                      \n\"Envision
                      \nArea of Mrs.Li’s desk = 8 square feet.
                      \nArea of Fish tank = 6 square feet.
                      \nArea of Math center = 100 square feet.
                      \nArea of Reading center = 120 square feet.
                      \nArea taken up by the objects in the classroom = Area of Mrs.Li’s desk + Area of Fish tank + Area of Math center + Area of Reading center
                      \n= 8 + 6 + 100 + 120
                      \n= 234 square feet.
                      \nArea left for the students’ desks = Area of Mrs. Li’s classroom – Area taken up by the objects in the classroom
                      \n= 1428 square feet – 234 square feet
                      \n= 1194 square feet.<\/p>\n

                       <\/p>\n

                      Question 13.
                      \nSelect the equivalent measurement for each measurement on the left.
                      \n\"Envision
                      \nAnswer:
                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Topic<\/p>\n

                      Explanation:
                      \nConversion:
                      \n1g = 1000 mg.
                      \n=> 3 g = 1000 \u00d7 3 = 3000 mg.<\/p>\n

                      1kg = 1000 g.
                      \n=> 3 kg = 1000 \u00d7 3 = 3000 g.<\/p>\n

                      1L = 1000 mL.
                      \n=> 3 L = 1000 \u00d7 3 = 3000 mL.<\/p>\n

                      1m = 1000 mm.
                      \n=> 3 m = 1000 \u00d7 3 = 3000 mm.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Topic 13 Performance Task<\/h3>\n

                      Watermelons Kasia grows watermelons.
                      \n\"Envision
                      \nQuestion 1.
                      \nKasia plants her watermelons in rows. Kasia’s watermelon field has a perimeter of 71\\(\\frac{1}{3}\\) yards and is 14\\(\\frac{2}{3}\\) yards wide. Each row is yard wide and the rows will be planted 2 yards apart.<\/p>\n

                      Part A
                      \nWhat is the length of Kasia’s field? Explain.
                      \nAnswer:
                      \nThe length of Kasia’s field = 14\\(\\frac{2}{3}\\) yards because its given in the problem.<\/p>\n

                      Explanation:
                      \nThe length of Kasia’s field = 14\\(\\frac{2}{3}\\) yards.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      \"Envision<\/p>\n

                      Part B
                      \nWhat is the area of Kasia’s field? Complete the table to convert the length to feet. Be sure to use the correct units on your answer. Explain.
                      \nAnswer:
                      \nArea of Kasia’s field = 308 square yards.
                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-13-Measurement-Find-Equivalence-in-Units-of-Measure-Topic<\/p>\n

                      Explanation:
                      \nLength of Kasia’s field = 14\\(\\frac{2}{3}\\) yards.
                      \nWidth of Kasia’s field = W yards.
                      \nPerimeter of Kasia’s field = 71\\(\\frac{1}{3}\\) yards.
                      \nPerimeter of Kasia’s field = 2(L + W) = 71\\(\\frac{1}{3}\\) yards.
                      \n=> 2 (14\\(\\frac{2}{3}\\) + W) = 71\\(\\frac{1}{3}\\)
                      \n=> 28\\(\\frac{1}{3}\\) + 2W = 71\\(\\frac{1}{3}\\)
                      \n=> 2W = 71\\(\\frac{1}{3}\\) – 29\\(\\frac{1}{3}\\)
                      \n=> W = 42 \u00f7 2
                      \n=> W = 21 yards.
                      \nArea of Kasia’s field = L \u00d7 W
                      \n= 14\\(\\frac{2}{3}\\)\u00a0 \u00d7 21
                      \n= 308 square yards.
                      \n\"Envision
                      \nConversion: 1 yard = 3\u00a0 feet.
                      \n10 yards = 3 \u00d7 10 = 30 feet.
                      \n20 yards = 3 \u00d7 20 = 60 feet.
                      \n21 yards = 3 \u00d7 21 = 63 feet.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Part C
                      \nHow many rows can Kasia plant? Explain.
                      \nAnswer:
                      \nNumber of rows Kasia plant = 154.<\/p>\n

                      Explanation:
                      \nNumber of rows Kasia plant = 2.
                      \nLength of each row = 1 yard.
                      \nWidth of the rows will be planted = 2 yards.
                      \nArea of Kasia’s field = 308 square yards.
                      \nNumber of rows Kasia plant = Area of Kasia’s field\u00a0 \u00f7 Width of the rows will be planted
                      \n= 308 \u00f7 2
                      \n= 154.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Question 2.
                      \nUse the information in the Watermelon table.
                      \n\"Envision
                      \nPart A
                      \nIf there are twenty-eight 8-ounce servings in a 20-pound watermelon, how many pounds does the rind weigh? Explain.
                      \nAnswer:
                      \nQuantity of rind in pounds = 2 pounds.<\/p>\n

                      Explanation:
                      \nQuantity of watermelon = 20 pounds.
                      \nQuantity of watermelon servings = 288 ounces.
                      \nConversion: 1 pound = 16 ounces.
                      \n=> 20 pounds = 16 \u00d7 20 = 320 ounces.
                      \nQuantity of rind = Quantity of watermelon – Quantity of watermelon servings
                      \n= 320 – 288
                      \n= 32 ounces.
                      \nConversion: 1 pound = 16 ounces.
                      \n=> 32 ounces = 1 \u00d7 32 \u00f7 16
                      \n= 32 \u00f7 16 = 2 pounds.<\/p>\n

                       <\/p>\n

                       <\/p>\n

                      Part B
                      \nHow many cups of fruit does Kasia get from a 20-pound watermelon? Explain. Show your computations. Do not include the weight of the rind.
                      \nAnswer:
                      \nNumber of cups of fruit does Kasia get from a 20-pound watermelon = 40\\(\\frac{2}{4}\\) cups.<\/p>\n

                      Explanation:
                      \nQuantity of watermelon = 20 pounds.
                      \nQuantity of rind in pounds = 2 pounds.
                      \nQuantity of watermelon Kasia gets in pounds = Quantity of watermelon – Quantity of rind in pounds
                      \n= 20 – 2
                      \n= 18 pounds.
                      \nConversion: 1 pound = 2\\(\\frac{1}{4}\\) cups
                      \nNumber of cups of fruit does Kasia get from a 20-pound watermelon =
                      \n=> 18 pounds = 2\\(\\frac{1}{4}\\) \u00d7 18
                      \n=> 40\\(\\frac{2}{4}\\) cups.<\/p>\n

                      Question 3.
                      \nUse the information from the Watermelon and Nutrition picture to answer the question.
                      \n\"Envision
                      \nHow many more milligrams of fiber than potassium are in a serving of watermelon? Explain.
                      \nAnswer:
                      \n730 mg more milligrams of fiber than potassium are in a serving of watermelon.<\/p>\n

                      Explanation:
                      \nQuantity of serving of fiber = 1 gram.
                      \nConversion:
                      \n1g = 1000 mg
                      \nQuantity of serving of potassium = 270 milligram.
                      \nDifference:
                      \nQuantity of serving of fiber – Quantity of serving of potassium
                      \n= 1000 – 270
                      \n= 730 mg.<\/p>\n","protected":false},"excerpt":{"rendered":"

                      Go through the\u00a0enVision Math Common Core Grade 4 Answer Key\u00a0Topic 13 Measurement: Find Equivalence in Units of Measure\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 4th Grade Answers Key Topic 13 Measurement: Find Equivalence in Units of Measure Essential Questions: How can you convert from one unit to another? How can …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/11260"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=11260"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/11260\/revisions"}],"predecessor-version":[{"id":27646,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/11260\/revisions\/27646"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=11260"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=11260"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=11260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}