questions concerning proportional these relationships. relationships in tables and graphs and then have the students create tables and graphs in groups of 3. Phase:__Explore/Explain (Day 9)___ Measurement Unit Conversions Materials List 6th Grade Math Reference Materials (Day 9) K-W-L chart (Day 9) Measurement Conversions Tables handout (Day 9) Activity: The students were introduced to unit measurement conversions on the previous day’s handout of Tables and Graphs in Proportional Relationships. Today, give each student a copy of the 6th Grade Math Reference Materials. When introducing the lesson on measurement conversions, pull the prior knowledge through a student’s chart because many times they have been previously introduced to this concept and may be able to relate the pneumonic device of “KHDMDCM”. Place the students into pairs. Have them draw tables to find the unit rate of the conversion and then fill in the table for the missing values. Examples include: Meters 1000 2000 5000 Kilometers 5 The students can work in pairs to complete the tables on the Measurement Conversions Charts handout. While the students are completing the tables, the teacher can ask the students: Is there a proportional relationship between these conversions?
questions concerning proportional relationships in tables and graphs and then have the students create tables and graphs in groups of 3. these relationships. Phase:__Explore/Explain (Day 9)___ Measurement Unit Conversions Materials List 6th Grade Math Reference Materials (Day 9) K-W-L chart (Day 9) Measurement Conversions Tables handout (Day 9) Activity: The students were introduced to unit measurement conversions on the previous day’s handout of Tables and Graphs in Proportional Relationships. Today, give each student a copy of the 6th Grade Math Reference Materials. When introducing the lesson on measurement conversions, pull the student’s prior knowledge through a chart because many times they have been previously introduced to this concept and may be able to relate the pneumonic device of “KHDMDCM”. Place the students into pairs. Have them draw tables to find the unit rate of the conversion and then fill in the table for the missing values. Examples include: Meters 1000 2000 5000 Kilometers 5 The students can work in pairs to complete the tables on the Measurement Conversions Charts handout. While the students are completing the tables, the teacher can ask the students: Is there a proportional relationship between these conversions?
01_Gr_6_Unit_5_Option_1_Lesson.docx