S: Yards. T: Compare this problem with the conversions we worked on yesterday. What do you notice about the units? Turn and talk. S: This is starting with larger units and converting to smaller ones. Yesterday every conversion we did was small units to large units. This is large to small conversion. T: Let’s draw a tape diagram to model this problem. We want to name yards using feet. (Draw a bar and label it yd.) Let’s partition the bar into 4 equal units to represent the 4 whole yards and 1 smaller unit to represent of a yard. yards is the same as × 1 yard. (Write on the board.) How many feet are in 1 yard? S: 3 feet. T: On your personal white board, draw a tape diagram to explain your thinking. S: (Draw.) T: (Show 1 yard equal to 3 feet below the tape diagram.) Write a new expression to rename the yard in feet. S: (Write × 3 ft.) T: Before we multiply, let’s express as an improper fraction. How many thirds are in 1 whole? S: 3 thirds. T: So how many thirds are in 4 wholes? S: 12 thirds. T: How many thirds are in 4 and 1 third? S: 13 thirds. T: Write a new multiplication expression that uses the improper fraction we just found. S: (Write × 3 ft.) T: Work with a partner to find the product of 13 thirds and 3. S: (Work.) T: (Point to the original problem.) Fill in the blank using a complete sentence. S: yd is equal to 13 ft. As necessary, repeat the same process with the following problems. ft = ____ in
S: Yards. T: Compare this problem with the conversions we worked on yesterday. What do you notice about the units? Turn and talk. S: This is starting with larger units and converting to smaller ones. Yesterday every conversion we did was small units to large units. This is large to small conversion. T: Let’s draw a tape diagram to model this problem. We want to name yards using feet. (Draw a bar and label it yd.) Let’s partition the bar into 4 equal units to represent the 4 whole yards and 1 smaller unit to represent of a yard. yards is the same as × 1 yard. (Write on the board.) How many feet are in 1 yard? S: 3 feet. T: On your personal white board, draw a tape diagram to explain your thinking. S: (Draw.) T: (Show 1 yard equal to 3 feet below the tape diagram.) Write a new expression to rename the yard in feet. S: (Write × 3 ft.) T: Before we multiply, let’s express as an improper fraction. How many thirds are in 1 whole? S: 3 thirds. T: So how many thirds are in 4 wholes? S: 12 thirds. T: How many thirds are in 4 and 1 third? S: 13 thirds. T: Write a new multiplication expression that uses the improper fraction we just found. S: (Write × 3 ft.) T: Work with a partner to find the product of 13 thirds and 3. S: (Work.) T: (Point to the original problem.) Fill in the blank using a complete sentence. S: yd is equal to 13 ft. As necessary, repeat the same process with the following problems. ft = ____ in