## Unit Overview

**Essential Questions: **

**Lesson Plans and Seeds**

Lesson Plan A.1: Measurement Conversions

Lesson Seed A.1: Converting Measurements

**Download Seeds, Plans, and Resources (zip)**

**Content Emphasis By Clusters in Grade 5**

**Progressions from Common Core State Standards in Mathematics**

### Unit Overview

This unit requires students to convert different-sized measurement units within the same system, standard versus metric, and to apply these conversions to solving authentic mathematical problems.

**Teacher Notes:**

- Students will need to draw on their background knowledge of fractions and decimals.
- Students will need to apply their prior ability to use the four operations to solve word problems involving measurement quantities.
- Students will need to understand which standard and metric units are used to measure length, weight, or time.
- Students will need to be competent at direct comparison, or comparing the amount of an attribute in two objects without measuring them.

**Enduring Understandings:**

At the completion of the unit on converting like measurement units within a given measurement system, the student will understand that:

- Measurement describes the attributes of objects and events.
- Standard units of measure enable people to interpret results or data, and to make spatial decisions.
- All measurements have some degree of uncertainty.

**Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework document):
**

**Possible Student Outcomes:**

The student will be able to:

- apply and reinforce their understanding of place value for whole numbers and decimals, and the connections between fractions and decimals.
- determine a greater or lesser quantity using the appropriate standard measurement or metric measurement for length, weight, or time depending on a given authentic scenario.

**Evidence of Student Learning:**

**Fluency Expectations and Examples of Culminating Standards:**

**Common Misconceptions:**

Students may

- multiply when converting to larger units and divide when converting to smaller units.
- not know the prefixes used in the metric system or their meanings.
- not be able to form mental pictures of measurement units, especially metric units, which causes students difficulty when trying to choose appropriate units or make reasonable estimates.
- look at the end number on a ruler that lines up an the object without referring to the zero point, or may disregard where an object starts on the ruler.

**Interdisciplinary Connections:**

Interdisciplinary connections fall into a number of related categories:

*Literacy standards within the Maryland Common Core State Curriculum*

*Science, Technology, Engineering, and Mathematics standards*

*Instructional connections to mathematics that will be established by local school systems, and will reflect their specific grade-level coursework in other content areas, such as English language arts, reading, science, social studies, world languages, physical education, and fine arts, among others.*

**Sample Assessment Items: ***The items included in this component will be aligned to the standards in the unit and will include:*

*Items purchased from vendors*

*PARCC prototype items*

*PARCC public release items*

*Maryland Public release items*

**Interventions/Enrichments/PD: ***(Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)*

**Vocabulary/Terminology/Concepts: ***This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.*

**
Part I – Focus Cluster
Represent and Interpret Data NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematical for instruction of the related standards.
Part II – Instructional Connections outside the Focus Cluster **

**right rectangular prism: ** A solid figure that has all right angles, with opposite faces congruent rectangles.

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