Medical mathematics 1.31 Apply mathematical computations related

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Recognize and estimate metric measures. Convert among units in the metric system. Convert among household measures and the metric system. Appreciate the value of using the metric system in health care. Teacher Notes: Be aware that the first segment of this PowerPoint is designed as a simple, straightforward introduction to the metric system. BEFORE doing conversions, we want students to have a picture in their head of metric measures. When you mention a meter, they should be able to picture a meter stick – or the approximate distance from their toes to their waist. For each metric measure, you want them to be able to recall a mental picture. Many learners have a fear of math, compounded with a fear of the metric system. If you move slowly and give them tools they can use, AND find ways to make this lesson enjoyable – you and your students will have fun, and success, learning the metric system.
Medical mathematics 1.31 Apply mathematical computations related to healthcare procedures (metric and household conversions and measurements.)
Convert among units in the metric system. Convert among household measures and the metric system. Appreciate the value of using the metric system in health care. Teacher Notes: Be aware that the first segment of this PowerPoint is designed as a simple, straightforward introduction to the metric system. BEFORE doing conversions, we want students to have a picture in their head of metric measures. When you mention a meter, they should be able to picture a meter stick – or the approximate distance from their toes to their waist. For each metric measure, you want them to be able to recall a mental picture. Many learners have a fear of math, compounded with a fear of the metric system. If you move slowly and give them tools they can use, AND find ways to make this lesson enjoyable – you and your students will have fun, and success, learning the metric system.
To align with the rest of the world. To assure accurate and consistent communication in a healthcare setting. Because it is based on 10s, you can do some calculations in your head! Teacher Notes: Ask the question: Why do we use the metric system Encourage student responses before you reveal the three reasons given.
Teacher Notes: Ask students to memorize these measures of length.
1 centimeter = _______________. Teacher Notes: Have students write their answers on scrap paper before you show the correct answer.
This slide prompts a group activity. Divide students into pairs or small groups, each with a meter stick or ruler with cm and mm. Have them make a mental picture of a kilometer (2 ½ times around a football field) For the remaining measures, they should use their body and the meter stick or ruler to get a mental picture of each measure. For example: Meter – the width of a doorframe. Centimeter – width of a dime. Millimeter – thickness of a credit card. Be sure they keep it clean! Note: Having a mental picture of these measures can be a big help when students start doing conversion problems.
Also, the abbreviation for milliliter can be either mL or ml, whichever you prefer in your classroom. Healthcare professionals need to recognize both.
When your teacher shows you an item, write down your estimate of the length, weight or volume, using the metric system. Teacher Notes – Estimation Game. Find 10 items of different length, weight and/or volume. Have students use a blank sheet of paper and write the numbers 1 – 10. Hold up one item at a time, and ask students to estimate the length, weight or volume, using the metric system. One you go through all 10, go back and reveal the correct answers. Note – liquids have weight as well as volume. Be sure to specify if you want them to write length (meters), weight (grams) or volume (liters). How did they do If you are happy, move on. If not, review the mental pictures in their heads and then repeat the estimation game. You want all students to be successful before moving forward.
2.540 m = 2540 mm. Millimeters to meters – divide by 1000 or move decimal three places to the left mm = 1.65 m.
10,000 m = 10 km. Kilometers to meters- multiply by 1000 or move decimal three places to the right km = 4,559 m.
10 cm = 0.1 m. Centimeters to millimeters- multiply by 10 or move one decimal places to the right. 5cm = 50 mm.
0.15 g = _____ mg g = 150 mg g = 150 mg. Milligrams to grams– divide by 1000 or move decimal three places to the left mg = 0.5 g.
600.0 g = 0.6 kg. What would you do to convert kilograms to grams kg = 4,500 g.
10 cc = ________ mL. 2 mg = _________ g. 200 mL = _________L. 88 g = ________ kg. 7.5 cm = _______ m. 300 m = ________ km. 10 kg = __________ g. 40 mg = _________ kg. 6 L = _________ mL. Have students write their answers on scratch paper. Let them use a calculator and their notes or flash cards.
88 g = kg. 7.5 cm = m. 300 m = 0.3 km. 10 kg = 10,000 g. 40 mg = kg. 6 L = 6,000 mL.
1 ounce (oz) = kg or 28 g. 1 pound (lb) = kg or 454 g. 1 kg = 2.2 lbs. To convert lb to kg, divide the number of pounds by lb  2.2 = 65.9 kg. To convert kg to lb, multiply the number of kilograms by kg x 2.2 = 55 lbs.
0.336 kg = ________ oz. 2 oz = ________ kg. 110 lbs = _______ kg g = ________ lbs. 2 kg = _______ lbs. 10 oz = _______ g kg = _______ oz.
2 oz = kg. 110 lbs = 50 kg g = 10 lbs. 2 kg = 4.4 lbs. 10 oz = 280 g kg = 3 oz.
How many mm in 1 in 1 foot (ft) = 0.31 meter (m) or cm. How many inches in a foot How many feet in a yard How many meters in a yard
14 m = 1400 cm  2.54 = 551 in.
1 teaspoon (tsp) = 5 milliliters (mL) 1 tablespoon (tbsp) = 15 milliliters (mL) 1 ounce (oz) = 30 milliliters (mL) 1 cup = 8 oz = 240 mL. 1 pint (pt) = 16 oz = 500 mL. 1 quart (qt) = 32 oz = 1000 mL = 1 Liter (L)
64 oz = ________ pts. 9 qts = ________ L. 16 mL = _______ cc. 10 tsp = _______ mL. 40 mL = _______ tsp. 3 oz = _______ mL. 120 mL = _____ cup. 32 oz = ________ pts. 12 qts = ________ L.
16 mL = 16 cc. 10 tsp = 50 mL. 40 mL = 8 tsp. 3 oz = 90 mL. 120 mL = 0.5 cup. 32 oz = 2 pts. 12 qts = 12 L.
Teacher Notes: Have students round to the tenth place.
260 °F = °C. 32 °F = 0 °C °F = 39.2 °C. 8° C = 46.4 °F. 32 °C = 89.6 °F. 0 °C = 32 °F.
When taking a written medical math test, write down the conversions you know before you start the test. We like to write the conversions we know on the bottom of the page. They become our personal conversion table. Rounding – usually to the nearest 100th – but be flexible would round to 6.