Page 188 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

• Is a million seconds almost as many as a billion seconds, or not? Which is closer to the number of seconds in a month?
• How much greater is a millisecond than a nanosecond? Could you tell the difference if something took a millisecond instead of a nanosecond?
3. Ask students to share a recipe that is relevant to them, their family, and/or their community. Have them exchange recipes and pose questions for other students to answer, such as:
• What ingredient do you need the most of, and how can you tell?
• If you are missing one of the measuring tools, how can you use another measuring tool to
measure the appropriate amount?
• If the recipe uses mass, how can you convert it to use capacity measuring tools?
4. Have students estimate the distance from one location to another, which may include using a personal referent such as stride length. Next, ask them to measure the distance using both metric and imperial units. Have them discuss what they notice about their estimate and the different measurements.
5. Have students solve problems that involve different units of measure from the same measurement system. For example:
• What is the speed per second of downloading digital information on the computer and Internet connection you are using? How much digital information can you download in 1 minute?
• How many millilitres of liquid can you pour into a container with a capacity of 1.5 L?
• A circle has an area of 124.5 mm2. What is its diameter in centimetres?
6. Have students solve problems that involve comparing measures from different measurement systems. For example:
• Which rectangular community garden has the least area? Garden A: 12.5 m × 5.8 m
Garden B: 12.5 feet × 5.8 feet
Explain why.
• How much greater is 12 metres than 12 feet?
• Which is the better fuel consumption rating: 7.5 litres per 100 kilometres or 52 miles per gallon?
Explain why.
• On Earth, how much does a handful of rocks weigh in grams? in pounds?
7. Have students solve problems involving scale diagrams, such as using a map to determine the distance travelled or a blueprint to determine the amount of material needed.
8. Have students solve problems that involve using unconventional units to measure. For example: How many of the same type of coin are needed to go around the circumference of Earth?
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