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Activity 1

20 mins

Leche y lassi de mango

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Gather

Containers of different sizes

Activity Narrative

In this activity, students work with customary units of capacity for liquids (gallon, quart, and cup). The task prompts them to discern the relationship between the units, express the relationships with multiplicative comparison statements, and perform conversions to solve problems. When they identify the relationship between gallons, quarts, and cups, students reason abstractly and quantitatively (MP2).

To compare quantities given in different units, students choose which unit to use for comparison and consider the implications of their choice. Students likely will convert a value in a larger unit to a value in a smaller unit (from gallons and quarts to cups), but some may reason the other way around (from cups and quarts to gallons, ending up with fractional amounts). In grade 4, students are expected only to convert from a larger unit to a smaller one.

MLR8 Discussion Supports. To support the transfer of new vocabulary to long-term memory, invite students to chorally repeat these words or phrases in unison 1–2 times: “galón” // “gallon,” “cuarto de galón” // “quart,” “taza” // “cup.”
Advances: Representing, Speaking, Listening

Representation: Access for Perception. Give students access to connecting cubes. Invite them to use the cubes to support their thinking in a way that makes sense to them. If students need additional support, invite them to use the cubes to first build and label representations of one cup, one quart, and one gallon.
Supports accessibility for: Conceptual Processing

Launch

Groups of 2
Read the first sentence and the bullet points in the first problem.
Display a one-gallon jug (with or without milk), a one-quart container, and a one-cup container. Tell students that, when filled up, the jug holds 1 gallon.
“Este es un recipiente al que le cabe 1 cuarto de galón de líquido. ¿Cómo se relaciona esa cantidad con la cantidad de la jarra?” // “Here is a container that holds 1 quart of liquid. How is that amount related to the amount in the jug?” (It takes 4 quarts to fill up the jug.)
“Este es un recipiente al que le caben 16 tazas. ¿Cómo se relaciona esa cantidad con la cantidad de la jarra?” // “Here is a container that holds 16 cups. How is that amount related to the amount in the jug?” (It takes 16 cups to fill up the jug.)
“Completen las afirmaciones del primer problema. Después, compartan sus respuestas con su compañero” // “Complete the statements in the first problem. Then share your responses with your partner.“
1 minute: quiet think time
1 minute: partner discussion
“Resolvamos algunos problemas usando lo que sabemos sobre estas unidades con las que se miden líquidos” // “Let’s use what we know about these units for measuring liquids to solve some problems.”
Explain to students that mango lassi (MAYNG-goh LAH-see) is an Indian drink, a smoothie made of mango and yogurt or milk.

Activity

5 minutes: independent work time
5 minutes: partner discussion
Monitor for:
- Which unit(s) students use to compare the amounts.
- The representations students use to reason about the quantities.

Student Task Statement

Estas son 3 afirmaciones verdaderas sobre esta jarra de leche.
- Esta jarra contiene 1 galón de leche.
- Esta jarra contiene 4 cuartos de galón de leche.
- Esta jarra contiene 16 tazas de leche.
Completa cada afirmación para que sea verdadera:
1. Un galón es __________ veces 1 cuarto de galón.
2. Un galón es __________ veces 1 taza.
3. Un cuarto de galón es __________ veces 1 taza.

Para una fiesta en la que se comparte comida, Priya y otros 3 familiares traen lassi de mango.

¿Quién preparó la mayor cantidad de lassi de mango? Explica o muestra cómo razonaste.

guest	amount of lassi
Priya	10 tazas
tío	3 cuartos de galón
primo	8 tazas
abuela	2 galones

¿Cuántas tazas de lassi en total trajeron los invitados?
Completa esta oración: La abuela de Priya preparó __________ veces la cantidad de lassi que preparó el primo de Priya. Muestra cómo lo sabes.

Activity Synthesis

Poll the class on the unit they used to compare the amounts of lassi.
Select a student who chose each option to share the rationale behind their decision.
Display the table, with an extra column for showing the amounts in cups.

Invite students to share their responses to the questions about lassi and their reasoning, completing the table along the way.

guest	amount of lassi	amount of lassi (cups)
Priya	10 cups	10
Uncle	3 quarts	12
Cousin	8 cups	8
Grandma	2 gallons	32

Highlight that converting the amounts into the same unit helped us: see the greatest amount, find the total amount, and see how many times as much lassi one guest made compared to another guest.
To reinforce students' understanding of the relationship between the units of capacity used here, consider creating a diagram as shown:
“¿Cómo muestra el diagrama que 1 galón es 4 veces 1 cuarto de galón y es 16 veces 1 taza?” // “How does the diagram show that 1 gallon is 4 times as much as 1 quart and 16 times as much as 1 cup?”

Activity 2

15 mins

Plastilina para la clase de arte

Standards Alignment

Building On

Addressing

Instructional Routines

MLR6 Three Reads

Materials

None

Activity Narrative

In this activity, students convert units of weight—pounds and ounces—and use multiplicative reasoning to solve problems about weight. As in the prior activity, students can choose to reason in either of the two units, but the given quantities encourage conversion from pounds to ounces.

This activity uses MLR6 Three Reads. Advances: reading, listening, representing.

Launch

Groups of 2
“¿Han usado plastilina para hacer un objeto o construir una figura?” // “Have you used clay to make an object or build a figure?”
If students are unfamiliar with modeling clay, consider displaying some and showing how it can be used for making shapes and objects.

MLR6 Three Reads

Display only the problem stem, without revealing the question(s).
“Vamos a leer este problema 3 veces” // “We are going to read this problem 3 times.”
1st Read: “En un almacén de manualidades, la plastilina se vende en paquetes de diferentes tamaños: 1 libra, 24 onzas, 3 libras y 5 libras. Una profesora de arte necesita 120 onzas de plastilina para su clase” // “At a craft store, clay is sold in packs of different sizes: 1 pound, 24 ounces, 3 pounds, and 5 pounds. An art teacher needs 120 ounces of clay for her class.”
“¿De qué se trata esta situación?” // “What is this situation about?”
1 minute: partner discussion
Listen for and clarify any questions about the context.
2nd Read: “En un almacén de manualidades, la plastilina se vende en paquetes de . . . .” // “At a craft store, modeling clay is sold in packages of . . .”
“Nombren las cantidades. ¿Qué cosas de esta situación podemos contar o medir?” // “Name the quantities. What can we count or measure in this situation?”
30 seconds: quiet think time
1 minute: partner discussion
Share and record all quantities.
Reveal the question(s).
3rd Read: Read the entire problem aloud, including the questions.
“¿Qué estrategias podemos usar para resolver este problema?” // “What are some strategies we can use to solve this problem?”
30 seconds: quiet think time
1 minute: partner discussion
“¿Alguien nos puede recordar cuál es la relación que hay entre las libras y las onzas?” // “Who can remind us of the relationship between pounds and ounces?” (One pound is equivalent to 16 ounces. One pound is 16 times as heavy as 1 ounce.)

Activity

5 minutes: independent work time
3 minutes: partner discussion
Monitor for students who use ounces to solve the first set of problems and those who use pounds (by first finding out that 120 ounces is 7 pounds and 8 ounces or pounds).

Activity Synthesis

Select students to briefly share their responses and their reasoning.
“¿Alguien llegó a la misma conclusión, pero razonó de otra forma?” // “Did anyone reach the same conclusion but reasoned in a different way?”

Student Task Statement

En un almacén de manualidades, la plastilina se vende en paquetes de diferentes tamaños: 1 libra, 24 onzas, 3 libras y 5 libras.

Una profesora de arte necesita 120 onzas de plastilina para su clase.

Si ella compra una de cada una de las siguientes combinaciones, ¿tendría suficiente plastilina? Explica o muestra cómo razonaste.

	paquete de 1 libra	paquete de 24 onzas	paquete de 3 libras	paquete de 5 libras
A	1		1
B	1	1	1	1
C		1	2

En cada caso, decide si la afirmación es verdadera o falsa. Explica o muestra cómo razonaste.
1. Un paquete de 3 libras pesa 2 veces lo que pesa un paquete de 24 onzas.
2. Si combinamos un paquete de 1 libra, un paquete de 3 libras y un paquete de 5 libras, tendríamos 6 veces lo que tiene un paquete de 24 onzas.

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Lesson 14

Medidas de peso y de capacidad

Warm-up

Conversación numérica: Muchos miles

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Leche y lassi de mango

Standards Alignment

4.MD.A.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Plastilina para la clase de arte

Standards Alignment

4.MD.A.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

4.NBT.B

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

4.MD.A.2

4.OA.A.2

4.MD.A.2

4.OA.A.2