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), …

[divider] [/divider]Students are able to…

  • Use benchmarks to understand the size of units and apply this knowledge to the reasonableness of their results.
  • Utilize tables in recording equivalent measures in order to establish patterns.
  • Extend understanding of place value to converting metric units.
  • Generate equivalent measures of a larger unit with a smaller unit (ex. Express gallons as pints)

[divider] [/divider]Students are able to…because teachers:

  • Create experiences using realia and tools that illustrate the relative size of units.
  • Provide opportunities for students to create tables recording measurements and explore the patterns with the units of measure.
  • Ensure students have access to the FSA Reference sheet
  • Pose situations to students that allow them to connect converting from a larger unit to a smaller unit to equal groups.

[divider] [/divider]Questions to ask students:

  • See if students can correctly identify an appropriate benchmark for units.
    • Sample answer that indicates understanding: I know that one inch is about the size of a paper clip.
  • Ask students how they know if their answer will be a greater or less number when they convert their units. Example: If you are finding out how many ounces are in 7 pounds, will your answer be greater than 7 or less than 7?
    • Sample answer that indicates understanding: I know that my answer will be greater because it takes more of the smaller unit to make 1 of the larger unit.
    • Sample answer that indicates an incomplete understanding or a misconception: The answer is going to be small because my unit is smaller.

 

  • Point to table used to record patterns in equivalent measurements. Ask student if they can identify a rule or pattern that could be used to find other equivalent measures.
    • Sample answer that indicates understanding: I notice that every time I have another yard in the table on one side, the other side increase by 3 feet. That means that I can multiple the number of yards to find the number of feet.

[divider] [/divider]FSA Notes

Cognitive Complexity Level: 1 – Recall

Achievement Level Descriptors:

2- knows relative size of measurement units, within one system of units

3- expresses measurements in a larger unit in terms of a smaller unit, within a single system, records that data in a two-column table

4- expresses measurements in a larger unit in terms of a variety of smaller units, within a single system

5- given a context, determines the appropriate unit needed and expresses the measurement to the level of accuracy needed

Assessment Limits:

Measurements may only be whole numbers.

For non‐metric conversions, multiplication is limited to 2‐digit numbers by 1‐digit numbers or a multiple of 10 by a 1‐digit number.

Allowable units of measurement include: kilometer, meter, centimeter, millimeter, liter, milliliter, kilogram, gram, milligram, mile, yard, foot, inch, gallon, quart, pint, cup, ton, pound, and ounce.

[divider] [/divider]Additional Resources:

Additional in depth content knowledge

Blog Post: Kids Confused by Conversions? Kick the Quick Tricks!

Video: Recognizing Common Units of Measure – Learnzillion

[divider] [/divider]Sample Formative Assessment Tasks: