Mathematics Measurement: Lesson 3 - Grade 8 Page 3
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9time.) Have several students hold the one pound object in one hand and
another object in the other hand.
Say:
Does the other object weigh more or less than one pound? Don’t use
objects that are similar in weight. Keep trying objects around the room. Do
the same activity with ounces.
Say:
Remember, in our lesson on length, we said that the bigger the unit, the
fewer that we would need. Which is the larger unit, pound or ounce?
(pound) If I tell you that I have an object that weighs 10 pounds, and I
want to know how many ounces, would I multiply or divide by 16?
Remember that 16 ounces is one pound. ( multiply) Why? (Pounds are
bigger, so I would have fewer pounds. Therefore, I multiply.)
þ Give Student Sheet 24. Have the students work independently. Come
back and talk about each problem. Answers:
1) A
2) C
3) less
4) less
5) <
6) >
7) multiply
8) multiply
9) 4 ounces (The
students may have trouble with this problem. A quarter pound is ¼ of a
pound. So they should multiply ¼ × 16.)
10) D. They have to find out how much protein each day. 12 ounces.
Multiply 12 times 7 to find out how much per week. Then divide 84 ounces
by 16 ounces to find out how many pounds.
11) B. 2½ lbs. is equal to 40 ounces. Divide 40 ounces by 5 ounces to get 8
burgers.
12) ounce
13) pound
14) ton
15) ounce
Say:
The Mathematics Reference Sheet has this customary weight conversion
on it, 16 ounces = 1 pound.
You need to know that there are 2000 pounds in 1 ton.
Say:
Let’s look at the idea of weight or mass in the metric system. Can you
think of something that has the mass of one (1) gram? (a small grape, a
shoelace); About 1 kilogram? (a textbook; or since a kilogram is about 2
pounds, 2 loaves of bread); About one milligram? (a small seed)
Grade 8 Mathematics
92
Lesson 3, Measurement
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