Solve multi-step word problems involving conversion of customary units of length, weight, capacity, and time.
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Let students work on each problem in the Problem Set independently and circulate to see whether students are solving correctly. If not, come back together to discuss how/what to draw on a tape diagram, then allow them to try again on their own.
This lesson does not have any identified priority Anchor Tasks, but students should complete the Problem Set independently rather than skipping the lesson entirely. Find more guidance on adapting our math curriculum for remote learning here.
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Act 1: Look at the following image -
How much juice is left?
Act 2: Use the following information to solve -
Someone has already drunk four servings of juice, each of which are 10 fluid ounces.
Act 3: Reveal the answer –
Act 4 (the sequel):
How many more full servings of juice are left in the bottle?
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Solve. Show or explain your work.
Marco rode his bike 1 mile. Marco rode four times as far as Allison. Jason rode his bike 5 fewer yards than Allison. How far did Jason ride?
Grade 4, Unit 8, Lesson 3 (2017-2018) is made available by Achievement First as a part of their Open Source web portal under a CC BY 4.0 license. Copyright © 1999-2017 Achievement First. Accessed June 13, 2018, 11:51 a.m..
Modified by Fishtank Learning, Inc.With Fishtank Plus you can access our Daily Word Problem Practice and our content-aligned Fluency Activities created to help students strengthen their application and fluency skills.
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