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# Solving Word Problems Involving Mass and Volume

Students will become more familiar with common metric measurements when working with mass and volume. In this lesson, kids tackle three worksheets to practice solving one-step metric unit word problems.
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Students will be able to solve one step word problems involving mass and volume.

(10 minutes)
• Explain to your students that we have ways of counting all kinds of things. If things are divided into units, like oranges, we can just count the items. However, some things aren’t divided neatly into units, like liquids, weight, and lengths of an object. For these kinds of things, we have different measuring systems and units.
• In pairs or small groups, have students try to think of the units that are used for liquid, weight, and length. Share out and discuss.
• Explain that liquid measurements are called volume, weight measurement is called mass, and the length is called linear measurement.
• Tell students that they will be learning about some of the more common units of measuring liquids (volume) and weight (mass) that are used around the world in the metric system.
(15 minutes)
• Using example on the top of the Measurement Word Problems with Mass and Volume worksheet, create a chart that shows the the two mass units and the two volume units that will be used in today’s lesson (volume: milliliters and liters; mass: grams and kilograms) along with the abbreviation and examples. These will serve as benchmarks as students learn and complete the exercises later.
• Demonstrate how much each unit represents using the visuals you prepared (water bottle, 2-liter bottle of soda, eyedropper, paper clip, etc.).
• Have students generate lists of everyday items that could be measured using ml, l, g, and kg. Instruct the class to estimate the measurement of their items using the benchmarks on your chart.
(10 minutes)
• Distribute a copy of the Measurement Word Problems with Mass and Volume worksheet to each student. Have students cut the nine word problems and nine solutions into cards.
• Instruct students to work in pairs or groups to match the question with the correct solution using objects, the class chart, and the guide on the worksheet as references.
• Note that some problems will require simple one-step calculations.
• Review the solutions as a class and discuss.
(15 minutes)
• Distribute the class set of Measurement Word Problems: Liters and Milliliters.
• Instruct students to follow the same process but this time on their own, cutting and matching word problems with solutions. If you wish, students can glue their solutions next to the problem on a separate paper to hand in.

Support

• Provide additional benchmarks on the class chart or on the student chart (provided on the worksheet) that will assist in solving the exercises on the sheet.

Enrichment

• Have students do Measurement Word Problems: Grams and Kilograms.
(10 minutes)
• Write three examples of common liquid or mass amounts such as: a glass of water, a boot, a backpack or a picture of lemonade. Have students write on a ½ sheet of paper two things: 1) what unit they would use to measure it, and 2) make an educated guess as to the volume or weight.
• Turn the sheets in or review the guesses for reasonableness as a class and discuss.
(5 minutes)
• Discuss the questions below. This can be facilitated in pairs, small groups or whole class with large group share out.
• Why do we measure things?
• Why do I need standardized units of measurement?
• How does what I measure influence how we measure?

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