Liquid Measurement | The Story of the Gallon Kingdom Posters and Presentation
Aimee's Edventures LLC
18.5k Followers
Grade Levels
4th - 6th
Subjects
Standards
CCSS4.MD.A.1
CCSS5.MD.A.1
CCSSMP1
CCSSMP2
CCSSMP4
Formats Included
- PDF
Aimee's Edventures LLC
18.5k Followers
What educators are saying
Thank you for this great resource! I was looking for something just like this to use with my students. I appreciate the time that was put into this resource and look forward to using it many more times!
Also included in
- Teach math using this fun story to help students remember liquid measurement conversion. The Kingdom of Gallon is an interactive story that your class will love!In the Kingdom of Gallon you will find:4 Queens, 8 Princes, 16 Palace ColtsThe members of this kingdom represent:1 Gallon, 4 quarts, 8, pinPrice $16.00Original Price $20.00Save $4.00
Description
Use this resources to teach math as a fun presentation to help students remember liquid measurement conversion. Or use this resources as posters for your classroom decor! The Story of the Gallon Kingdom is an interactive math based activity that your class will love!
In the Kingdom of Gallon you will find:
4 Queens, 8 Princes, 16 Palace Colts
The members of this kingdom represent:
1 Gallon, 4 quarts, 8, pints, and 16 cups
This product includes:
A presentation of the Kingdom of Gallon in color and black and white
A follow-along worksheet for students to take notes
Printable Posters for your classroom in black and white
Total Pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
CCSS5.MD.A.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.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.