![]() ![]() (Alternatively, we might say that 1 tablespoon is $\frac$, which we can rewrite as $1\frac38$. If we want to calculate how many Cups are 5.6 Tablespoons we have to multiply 5. $1\frac14 + \frac12 = 1\frac34$, so 28 tablespoons gets him $1\frac34$ cups. Usage of fractions is recommended when more precision is needed. ![]() So for 28 tablespoons I need an additional 8 tablespoons, or an additional $\frac12$ cup. I already found that 20 tablespoons is $1\frac14$ cups.Given a number of cups, find the number of tablespoons:.So altogether he needs $16+4=20$ tablespoons. $\frac14$ cup is $\frac14 \times 16 = 4$ tablespoons. Since he needs $\frac12$ cup, he can use $\frac12 \times 16 = 8$ tablespoons.Since he needs 2 cups, he can use $2 \times 16 = 32$ tablespoons.Given a number of tablespoons, find the number of cups:.The table shows the correct unit conversions: Question a container of a substance that can be poured (like water with food coloring or dry rice).1/6 cup 2 tablespoons plus 2 teaspoons 1/8 cup 2 tablespoons. ![]() To help students who might struggle with MP2, reasoning abstractly and quantitatively, a teacher might provide some concrete measuring tools for experimentation: 4 x 10 1 (scientific notation) 24 1 (fraction) Teaspoons Tablespoons to Teaspoons. The task could be made more challenging in MP5, selecting and using appropriate tools, by taking away the representation templates (the double number line and the table), and giving students the opportunity to create them on their own. This task should come after students have spent time building up their understanding of equivalent ratios and are comfortable with some different representations of equivalent ratios. In grade 6, unit conversion should be approached as a case of ratio reasoning, rather than a separate procedure to learn, and this task is an example of what that might look like. The purpose of this instructional task is for students to use rate and ratio reasoning to solve unit conversion problems. ![]()
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