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Gr. 5 Unit: Converting Measurements

Plan A.1: Measurement Conversions

Essential Questions:

Why does one need to convert measurements?

Why do different systems of measurement exist? What are advantages to each system?

How is the method of measurement affected by the quantity being measured?

How exact does a measurement have to be?

Lesson Plans and Seeds

Lesson Plan A.1: Measurement Conversions

Lesson Seed A.1: Converting Measurements

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Unit Overview

Content Emphasis By Clusters in Grade 5

Progressions from Common Core State Standards in Mathematics

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(This lesson should be adapted, including instructional time, to meet the needs of your students.)

Unit/Cluster: Convert like measurement units within a given measurement system.

Lesson Topic: Measurement Conversions

Essential Questions/Enduring Understandings Addressed in the Lesson
Essential Questions

Why is it important to know how to convert to different units of measurement?
What is the most appropriate unit of measurement to use in a given situation?

Enduring Understandings

Constant factors of change are used to convert among different-sized standard measurements within a given measurement system.
Conversions are used to solve real-world measurement situations.

FOCUS
5.MD.A.1

Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step real world problems. (Supporting Standard)
Note: This lesson uses only the English system of measurement.

It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

COHERENCE

Across-Grade Coherence: Content Knowledge from Earlier Grades

4.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.

4.MD.A.2:

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Within-Grade Coherence: Content from Other Standards in the Same Grade that Provide Reinforcement

5.NBT.B.5:	Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.B.6:	Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NF.B.5.a:	Interpret multiplication as scaling (resizing) by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

NOTE: This standard (5.MD.A.1) is a supporting standard and should be included with these major standards as they are being instructed.

RIGOR
Procedural Skill

Students apply fluency while multiplying and dividing whole numbers in order to convert different measurements within a system of measurement.

Conceptual Understanding

In this lesson, you apply conceptual understanding as students understand how to convert different measurements within a system of measurement.

Modeling/ Application

The conceptual knowledge is apparent as students’ use models to represent the multiplication and division of change within a measurement system.
Student Outcomes

Students will use customary unit conversions to find equivalent units of measurement, including customary units of length, weight, and volume in real world problems.

Method for determining student readiness for the lesson/Warm-Up

Place students in groups and provide students with a variety of measuring tools such as rulers, measuring tapes, and/or yardsticks.
Students should work in cooperative groups to:

Measure and record the length of a student desk to the nearest whole inch, foot, and yard.
As students are measuring, teacher should circulate and make sure students are using tools correctly and accurately to determine measurements to the nearest whole unit (informal Formative Assessment).
Have student groups share their desk measurements with the class.
If additional practice is needed, students can measure the width of their desk in inches, feet, and yards, or can choose another object in the classroom.

Learning Experience

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Last Updated 3/9/2020 12:27 PM

Plan A.1: Measurement Conversions

Lesson Plans and Seeds

Lesson Plan: 5.MD.A.1 Measurement Conversions