Start here

You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Let's try together: A wire is 4 yards long. The factor is 1 yard = 3 feet. Feet are smaller than yards, so do we multiply or divide? (Multiply) What is 4 × 3 feet? (12 feet) Now a metric example: a power cable is 3 meters long. The factor is 1 meter = 100 centimeters. Centimeters are smaller than meters, so we multiply: 3 × 100 = 300 centimeters.

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartWhich ratio is equivalent to 8:12?

   1. A2:3
   2. B4:8
   3. C8:16
   4. D12:8
3. 3

   Warm restartFill in the missing value: 5:9 = 20:___

   1. A36
   2. B24
   3. C45
   4. D32
4. 4

   Warm restartA ratio table shows 7:4 and 21:12. What was each part of 7:4 multiplied by?

   1. A3
   2. B4
   3. C14
   4. D7

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it throughHow many inches are in 1 foot?

   1. A12
   2. B10
   3. C16
   4. D36

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughHow many inches tall is the 7-foot cabinet?

   1. A84
   2. B82
   3. C70
   4. D19

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughWill the cabinet fit through the 80-inch doorway?

   1. ANo, because 84 > 80
   2. BYes, because 84 < 80
   3. CYes, because 7 feet is small
   4. DYou cannot tell without the width

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelHow do you decide whether to multiply or divide when converting units?

   When converting from a ___ unit to a ___ unit, I ___ by the conversion factor because ___.

Use the words

Fill each blank with a word from the bank.

• Renaming a measurement in a different unit without changing the amount is to ___ it.
• A ratio equal to 1 that relates two units, like 12 inches / 1 foot, is a ___.
• A standard amount used to measure, like a foot or a gram, is a ___.
• Two measurements that name the same amount, like 1 foot and 12 inches, are ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: A common mistake in Convert Measurement Units is applying the conversion factor in the wrong direction — for example, converting 4 feet to inches by dividing (4 ÷ 12 = 0.
2. 10

   Say moreHow did you use a conversion factor like '1 ft = 12 in' to fill in the ratio table, and how did you decide whether to multiply or divide?

   To convert ___ to ___, I ___ by ___.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

These two come from Lesson 3.9. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: Which is the correct conversion of 5 yards to inches?

   1. A180 inches
   2. B60 inches
   3. C15 inches
   4. D540 inches

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 3.9Quick check — you've got this: A store sells 5 notebooks for $8. At this rate, how much would 15 notebooks cost?

   1. A$24
   2. B$18
   3. C$20
   4. D$40
3. 14

   From Lesson 3.9Why must both ingredients be multiplied by the same factor?

   1. ASo the ratio stays 2:3 and the smoothie tastes the same
   2. BBecause 2 and 3 are both small numbers
   3. CBecause addition would be harder
   4. DSo the total is a whole number

Be honest — this tells your teacher what to do next