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Gallons of Gatorade

6.NS.3

Primary Standard: 6.NS.3 - Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Supporting Standard: 5.MD.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

Task Focus: This task is designed to provide an opportunity for students to compute with decimals through thousandths, with a focus on multiplying and dividing in the context of relating gallons, quarts, pints, cups & ounces (and feet, inches, and yards in the extension).

IMAGE:

http://capl.washjeff.edu/browseresults.php?langID=2&photoID=4498&size=l

https://www.flickr.com/photos/jeepersmedia/13555841715

https://pixabay.com/photos/soccer-competition-game-women-673488/

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Katie’s soccer coach has a large container that has a certain capacity. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold a certain amount of Gatorade each.

Turn and Talk!

How much liquid do you think a container like this might hold?

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Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

Turn and Talk!

What might Katie have to figure out?

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Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

What is the least number of bottles she needs to buy to have enough to fill the coach’s container?

LIQUID

CAPACITY

CONVERSIONS

1 G = 4 q

1 q = 2 p

1 p = 2 c

1 c = 8 oz

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to consider non-decimal capacities and then move to decimal capacities (i.e., how many pints would 2 cups make, how many would 1 cup make, how mnay would ½ cup make?) Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions to Ask:

• How many gallons fit in the large container?

• How do gallons relate to quarts? To pints? To cups? To ounces?

• What would be equivalent to 9 gallons in another unit? How do you know? What is an equation that would show that relationship?

What to Look For:

• Students who convert 2.5 cups = a whole number of ounces, and figure out how many ounces are in 9.35 gallons, usings those numbers.

• Students who convert gallons into quarts into pints into cups and then divide # of cups in container by 2.5

• Students who convert gallons to cups in less steps, wither going right from gallons to cups or from gallons to pints and then to cups or something similar.

IMAGE:

http://capl.washjeff.edu/browseresults.php?langID=2&photoID=4498&size=l

https://www.flickr.com/photos/jeepersmedia/13555841715

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Solve

Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

What is the least number of bottles she needs to buy to have enough to fill the coach’s container?

LIQUID

CAPACITY

CONVERSIONS

1 G = 4 q

1 q = 2 p

1 p = 2 c

1 c = 8 oz

Optional virtual learning/hybrid learning slide.

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to consider non-decimal capacities and then move to decimal capacities (i.e., how many pints would 2 cups make, how many would 1 cup make, how mnay would ½ cup make?) Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions to Ask:

• How many gallons fit in the large container?

• How do gallons relate to quarts? To pints? To cups? To ounces?

• What would be equivalent to 9 gallons in another unit? How do you know? What is an equation that would show that relationship?

What to Look For:

• Students who convert 2.5 cups = a whole number of ounces, and figure out how many ounces are in 9.35 gallons, usings those numbers.

• Students who convert gallons into quarts into pints into cups and then divide # of cups in container by 2.5

• Students who convert gallons to cups in less steps, wither going right from gallons to cups or from gallons to pints and then to cups or something similar.

IMAGE:

http://capl.washjeff.edu/browseresults.php?langID=2&photoID=4498&size=l

https://www.flickr.com/photos/jeepersmedia/13555841715

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Let’s Debrief!

Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

What is the least number of bottles she needs to buy to have enough to fill the coach’s container?

LIQUID

CAPACITY

CONVERSIONS

1 G = 4 q

1 q = 2 p

1 p = 2 c

1 c = 8 oz

Teacher’s Role: Facilitate a discussion around solution strategies, sharing select students’ ideas or strategies, such as ones that show a progression of thinking or fluency, starting with a solution method that is less efficient and moving towards ones that are more efficient or ones that are similar on some ways but different in ways that help build understanding about computational fluency, and asking questions to help students see connections between the solution methods.

Questions to ask:

• How are these solution methods similar? How are they different?

• What is [a specific part of one solution method] related to in [another solution method]?

• Are either of these two solution strategies more efficient? Why do you think so?

• What advantage does one method have over another?

Mathematical Ideas to Highlight:

• Converting units can make comparisons or computation easier to perform.

• You can convert units in either direction - turning smaller units into larger ones or vice versa – depending on what makes a given problem easier to do.

• You can convert units to allow for decimal quantities to be written as equivalent whole number quantities (e.g., 2.5 cups can be converted to 20 ounces so you can do the computation with whole numbers instead of decimals.)

• Just as whole number measurements can be converted with multiplication or division, so can decimal or fractional measurements. 9 gallons can be converted into 36 quarts by multiplying 9 x 4 as can 9.35 gallons can be converted into quarts by doing 9.35 x 4.

• When converting across units in one system, you can convert from one unit to the next, or use the relationships to convert in one step (i.e., 9.35 x 4 = quarts in 9.35 gallons and (9.35 x 4) x 2 = pints in 9.35 gallons OR 9.35 x 8 = pints in 9.35 gallons) and complete the conversion more efficiently.

IMAGE:

http://capl.washjeff.edu/browseresults.php?langID=2&photoID=4498&size=l

https://www.flickr.com/photos/jeepersmedia/13555841715

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One possible solution path:

9.35 G x 4 q = 37.4 q

37.4 q x 2 p = 74.8 p

74.8 p x 2 c = 149.6 c

The large container holds 149.6 cups of Gatorade.

149.6 2.5 = about 57.54

Does she need 57 or 58 bottles? How do you know?

Let’s Debrief!

Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

What is the least number of bottles she needs to buy to have enough to fill the coach’s container?

Teacher’s Role: Facilitate a discussion around solution strategies, sharing select students’ ideas or strategies, such as ones that show a progression of thinking or fluency, starting with a solution method that is less efficient and moving towards ones that are more efficient or ones that are similar on some ways but different in ways that help build understanding about computational fluency, and asking questions to help students see connections between the solution methods.

Questions to ask:

• How are these solution methods similar? How are they different?

• What is [a specific part of one solution method] related to in [another solution method]?

• Are either of these two solution strategies more efficient? Why do you think so?

• What advantage does one method have over another?

Mathematical Ideas to Highlight:

• Converting units can make comparisons or computation easier to perform.

• You can convert units in either direction - turning smaller units into larger ones or vice versa – depending on what makes a given problem easier to do.

• You can convert units to allow for decimal quantities to be written as equivalent whole number quantities (e.g., 2.5 cups can be converted to 20 ounces so you can do the computation with whole numbers instead of decimals.)

• Just as whole number measurements can be converted with multiplication or division, so can decimal or fractional measurements. 9 gallons can be converted into 36 quarts by multiplying 9 x 4 as can 9.35 gallons can be converted into quarts by doing 9.35 x 4.

• When converting across units in one system, you can convert from one unit to the next, or use the relationships to convert in one step (i.e., 9.35 x 4 = quarts in 9.35 gallons and (9.35 x 4) x 2 = pints in 9.35 gallons OR 9.35 x 8 = pints in 9.35 gallons) and complete the conversion more efficiently.

IMAGE:

http://capl.washjeff.edu/browseresults.php?langID=2&photoID=4498&size=l

https://www.flickr.com/photos/jeepersmedia/13555841715

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57.54 bottles is about 57 and a half bottles. We can’t buy half a bottle. 57 bottles would almost fill the container with Gatorade. 58 bottles would overfill the container. The least number of bottles needed is 57.

Let’s Debrief!

Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

What is the least number of bottles she needs to buy to have enough to fill the coach’s container?

Teacher’s Role: Facilitate a discussion around solution strategies, sharing select students’ ideas or strategies, such as ones that show a progression of thinking or fluency, starting with a solution method that is less efficient and moving towards ones that are more efficient or ones that are similar on some ways but different in ways that help build understanding about computational fluency, and asking questions to help students see connections between the solution methods.

Questions to ask:

• How are these solution methods similar? How are they different?

• What is [a specific part of one solution method] related to in [another solution method]?

• Are either of these two solution strategies more efficient? Why do you think so?

• What advantage does one method have over another?

Mathematical Ideas to Highlight:

• Converting units can make comparisons or computation easier to perform.

• You can convert units in either direction - turning smaller units into larger ones or vice versa – depending on what makes a given problem easier to do.

• You can convert units to allow for decimal quantities to be written as equivalent whole number quantities (e.g., 2.5 cups can be converted to 20 ounces so you can do the computation with whole numbers instead of decimals.)

• Just as whole number measurements can be converted with multiplication or division, so can decimal or fractional measurements. 9 gallons can be converted into 36 quarts by multiplying 9 x 4 as can 9.35 gallons can be converted into quarts by doing 9.35 x 4.

• When converting across units in one system, you can convert from one unit to the next, or use the relationships to convert in one step (i.e., 9.35 x 4 = quarts in 9.35 gallons and (9.35 x 4) x 2 = pints in 9.35 gallons OR 9.35 x 8 = pints in 9.35 gallons) and complete the conversion more efficiently.

IMAGE:

http://capl.washjeff.edu/browseresults.php?langID=2&photoID=4498&size=l

https://www.flickr.com/photos/jeepersmedia/13555841715

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Extra Practice:

Place the Decimal Point. Carla found the product but forgot to place the decimal point. Use estimation and what you know about place value to help Carla.

52.3 x 7 =

3,661
366.1
36.61
3.661

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Extra Practice:

Place the Decimal Point. Carla found the product but forgot to place the decimal point. Use estimation and what you know about place value to help Carla.

118.60 x 9

10,674
1,067.4
106.74
10.674
1.0674

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Extra Practice:

Place the Decimal Point. Carla found the product but forgot to place the decimal point. Use estimation and what you know about place value to help Carla.

25.5 x 25.5

65,025
6,502.5
650.25
65.025
6.5025

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Extra Practice:

Place the Decimal Point. Carla found the product but forgot to place the decimal point. Use estimation and what you know about place value to help Carla.

212.75 x 6.5

1,382,875
138,287.5
13,828.75
1,382.875
138.2875

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Extra Practice:

A sports drink costs $1.98 per bottle. A soccer team with 11 players wants to buy 2 bottles for each player. How much money will it cost?

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Extra Practice:

A sports drink costs $1.98 per bottle. A basketball team with 15 players wants to buy 2 bottles for each player. How much money will it cost?

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Extra Practice:

A sports drink costs $1.98 per bottle. A softball team with 9 players wants to buy 2 bottles for each player. How much money will it cost?

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LENGTH CONVERSIONS

1 ft = 12 in 1 yd = 3 ft

Foosball is an indoor table-based game similar to soccer.

A regulation foosball table is 2.5 feet wide and 1.42 meters long.

FIFA recommends soccer fields be at least 70 yards wide and 64 meters long.

How many times larger are the width and length of a soccer field than a foosball table?

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Gallons of Gatorade

6.NS.3

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Name: _______________________________________________

Katie’s soccer coach has a large container that holds 9.35 gallons of liquid. She wants to fill the container with Gatorade.

Katie agreed to pick up Gatorade on her way to the game, and at the store she found bottles that hold 2.5 cups of Gatorade each.

What is the least number of bottles she needs to buy to have enough to fill the coach’s container?

LIQUID

CAPACITY

CONVERSIONS

1 G = 4 q

1 q = 2 p

1 p = 2 c

1 c = 8 oz

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Name: _______________________________________________

Foosball is an indoor table-based game similar to soccer.

A regulation foosball table is 2.5 feet wide and 1.42 meters long.

FIFA recommends soccer fields be at least 70 yards wide and 64 meters long.

How many times larger are the width and length of a soccer field than a foosball table?

LENGTH CONVERSIONS

1 ft = 12 in

1 yd = 3 ft