Enhanced Instructional Transition Guide
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Unit 09:
Measurement (18 days)
Possible Lesson 01 (5 days)
Possible Lesson 02 (5 days)
Possible Lesson 03 (5 days)
Possible Lesson 04 (3 days)
POSSIBLE LESSON 02 (5 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time
frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please
find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students use various measurement tools to find the metric measures of length, mass, and capacity. Students investigate conversions for metric units of measures for length,
weight, and capacity with process tables and the STAAR Grade 5 Mathematics Reference Materials.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard
that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
5.10
Measurement.. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and
weight/mass to solve problems. The student is expected to:
5.10A
Perform simple conversions within the same measurement system (SI (metric) or customary).
Supporting Standard
Underlying Processes and Mathematical Tools TEKS:
5.14
Underlying processes and mathematical tools.. The student applies Grade 5 mathematics to solve problems connected to everyday
experiences and activities in and outside of school. The student is expected to:
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Grade 5/Mathematics
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5.14A
Identify the mathematics in everyday situations.
5.14D
Use tools such as real objects, manipulatives, and technology to solve problems.
5.15
Underlying processes and mathematical tools.. The student communicates about Grade 5 mathematics using informal language. The
student is expected to:
5.15A
Explain and record observations using objects, words, pictures, numbers, and technology.
5.15B
Relate informal language to mathematical language and symbols.
Performance Indicator(s):
Grade 05 Mathematics Unit 09 PI 02
Select appropriate tools to measure and convert metric measures for length, mass, and capacity in a variety of real-life problem situations such as the following:
Mr. Franko used the map below to determine the distance to a cabin from the road.
Use a ruler to measure the length of each line segment to the cabin in centimeters. What is the distance, in kilometers, from the road to the cabin? Determine and find
the difference, in kilometers, between these two distances: (1) the Old Oak Tree to the Gas Station and (2) the Gas Station to the Cabin. Explain your solution process.
Tina, Carlos, and Joel all drank sports drinks while running a marathon. Tina drank twice as much as Carlos, and Carlos drank 500 milliliters less
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
than Joel. Joel drank 3.5 liters of sports drink. Write a number sentence that could be used to find the total amount of sports drink, in milliliters,
they all drank during the marathon. Create a table of the runners and the amount they drank, in milliliters, from greatest to least.
The table below shows the mass of 4 household objects.
What is the mass, in grams, of all of these household objects? Which two household objects listed have a mass of exactly 550 grams? Which two household objects
listed have a difference in mass of 450,000 milligrams?
Use a table to model the conversion for each measure, and justify in writing how each conversion was determined.
Standard(s): 5.10A , 5.14A , 5.14D , 5.15A , 5.15B ELPS ELPS.c.5B
Key Understanding(s):
Length, mass, and capacity are attributes found in everyday situations and real-world jobs that can be estimated, measured, compared, and ordered.
The selection of an appropriate metric tool for length, mass, and capacity depends on the attribute to be measured and the problem situation.
Decimal markings on measurement tools, such as a ruler, measuring cup, and scale, are in multiples of ten and can be connected to the location of
decimal values on a number line allowing for more precise measurements of length, capacity, and mass in problem situations.
The scale on a map converts the measure from the drawing to another unit of measure.
When converting between units of metric measure, a related data table can be used to observe the numerical pattern and determine the appropriate
operation, multiplication and/or division.
Underdeveloped Concept(s):
Some students may struggle with deciding when to multiply or divide when converting units.
Vocabulary of Instruction:
capacity
mass
precise
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convert
customary measurement
metric measurement
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
standard unit
Materials List:
Bag of Measuring Items (previously created in Unit 09 Lesson 01 Explore/Explain 1) (1 per 4 students)
button (greater than 1 centimeter in diameter) (1 per teacher)
construction paper (11” x 17”) (1 sheet per 2 students)
glue stick (1 per 2 students)
gram weights (1 set per 4 students, 1 set per teacher)
Jell­O™ (1 box per 4 students)
math journal (1 per student)
measuring tool (metric capacity; 100 milliliters, 250 milliliters, 500 milliliters, liter) (1 set per 4 students)
pan balance (1 per 4 students, 1 per teacher)
ruler (standard) (1 per student)
scissors (1 per 2 students)
STAAR Grade 5 Mathematics Reference Materials (1 per student)
tape (electrical) (1 roll per teacher)
Tub of Rice (1 per 4 students) (previously created in Unit 09 Lesson 01 Explore/Explain 4)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Metric Units Benchmark Chart SAMPLE KEY
Metric Units Benchmark Chart
Map It Out Again KEY
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Map It Out Again
Metric Ruler
To the Nearest - Metric Recording Sheet
Metric Length Notes-Practice KEY
Metric Length Notes-Practice
Meter Model
Measurement Conversion Graphic
Converting Metric Units of Length Notes/Practice SAMPLE KEY
Converting Metric Units of Length Notes/Practice
Metric Place Value Conversion Charts
Converting Metric Units of Mass Notes/Practice SAMPLE KEY
Converting Metric Units of Mass Notes/Practice
Race to a Liter Recording Sheet
Race to a Liter Spinners
Race to a Liter Directions
Converting Metric Units of Capacity Notes/Practice KEY
Converting Metric Units of Capacity Notes/Practice
Metric Squares Activity SAMPLE KEY
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Metric Squares Activity
Metric Measurement Practice SAMPLE KEY
Metric Measurement Practice
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
1 – 2
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Measuring metric lengths
Engage 1
Students use logic and reasoning skills to measure and determine distances on a scaled map.
Instructional Procedures:
1. Display teacher resource: Metric Units Benchmark Chart. Facilitate a class discussion for
students to share some benchmarks for each measurement unit for length. The remaining
sections of the chart will be completed later in the unit.
Ask:
What is length? Answers may vary. How long something is from one end to the other; a
distance measurement; etc.
ATTACHMENTS
Teacher Resource: Metric Units
Benchmark Chart SAMPLE KEY
(1 per teacher)
Teacher Resource: Metric Units
Benchmark Chart (1 per
teacher)
Teacher Resource: Map It Out!
Again KEY (1 per teacher)
Handout: Map It Out! Again (1
per student)
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What are some real-world items that approximate the measure of a millimeter?
Answers may vary. The thickness of a dime; etc.
What are some real-world items that approximate the measure of a centimeter?
Answers may vary. The width of a crayon; etc.
What are some real-world items that approximate the measure of a meter? Answers
may vary. The width of the door; etc.
What are some real-world items that approximate the measure of a kilometer?
Answers may vary. The distance an average person walks in 10 minutes; etc.
Notes for Teacher
MATERIALS
ruler (standard) (1 per student)
TEACHER NOTE
In order to reproduce materials requiring linear
measure that are consistent with intended
2. Distribute a standard ruler and handout: Map It Out! Again to each student. Instruct students
to use the metric side of their ruler and scale to find the distances between each landmark.
Allow students no more than 10 minutes to complete the activity. Monitor and assess students
to check for understanding. Facilitate a class discussion to debrief student solutions.
Ask:
measurements noted on the KEY, set the print
menu to print the handout at 100% by selecting
“None” or “Actual size” under the Page
Scaling/Size option.
What is the length, in centimeters, between the school and the grocery store? (5
centimeters)
How did you use the key to determine the actual distance between the school and
the grocery store? (multiplied 5 and 150)
What is the length, in meters, between the school and the grocery store? (750
meters)
Topics:
Measuring metric lengths to the nearest millimeter
ATTACHMENTS
Teacher Resource: Metric Ruler
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Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Explore/Explain 1
Students estimate and measure the length of small objects to the nearest millimeter.
Instructional Procedures:
1. Distribute a standard ruler or the STAAR Grade 5 Mathematics Reference Materials to each
student. Instruct students to examine the metric side of their rulers.
Ask:
In the customary system, what do you use to measure length? (inches, feet, yards,
miles)
What units of measure do you use in the metric system for length? (meters,
centimeters, and millimeters)
What fractional parts is 1 centimeter divided into? (tenths)
What fractional parts is 1 meter divided into? (hundredths – centimeters and
thousandths – millimeters)
2. Display teacher resource: Metric Ruler and identify the centimeter and millimeter measures
Notes for Teacher
(1 per teacher)
Handout: To the Nearest –
Metric Recording Sheet (1 per
student)
Teacher Resource: Metric
Length Notes/Practice KEY (1
per teacher)
Handout: Metric Length
Notes/Practice (1 per student)
MATERIALS
ruler (standard) (1 per student)
Bag of Measuring Items
(previously created in Unit 09
Lesson 01 Explore/Explain 1) (1
per 4 students)
button (greater than 1 centimeter
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on the ruler.
Notes for Teacher
in diameter) (1 per teacher)
STAAR Grade 5 Mathematics
Reference Materials (optional) (1
per student)
TEACHER NOTE
The metric ruler on the STAAR Grade 5
Ask:
Mathematics Reference Materials can be used
in place of a ruler to familiarize students to its
On the metric side of the ruler, which unit of measure would be more precise?
Explain. (millimeters) Answers may vary. The increments are smaller, and the smaller the
increment, the more precise the measure; etc.
use during the STAAR test.
TEACHER NOTE
Some may consider the terms accuracy and
3. Using the displayed teacher resource: Metric Ruler, demonstrate how to measure a button to
precision synonymous. However, in
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Suggested Instructional Procedures
the nearest centimeter or millimeter.
Notes for Teacher
measurement, the more and more precise the
measuring units, the closer you get to true
accuracy of the measure.
Example:
4. Explain to students that to measure to the nearest centimeter, they may need to round up if an
object measures greater than halfway between the two whole centimeters, or down if the object
measures less than halfway between the two whole centimeters. Instruct student groups to
identify the centimeter mark closest to the other end of the displayed button and then find the
nearest millimeter mark that is closest to end of the displayed button. Encourage students to
count by tens for each centimeter mark and then to count on the remaining millimeters. Allow
time for students to complete the activity. Monitor and assess students to check for
understanding. Facilitate a class discussion about the metric measurements.
Ask:
TEACHER NOTE
Remind students that all measurements are
To the nearest centimeter, how long is this button? (4 cm)
Which marks on the ruler determine whether the button is closer to the 4
centimeter mark or the 5 centimeter mark? (the millimeter marks)
To the nearest millimeter, how long is this same button? (42 mm)
Can you describe this measurement as 4 cm 2 mm? Answers may vary.
approximations. However, the smaller the
unit you use, the more precise the measure
you will get. The smaller the unit, the closer
to the exact measure.
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Suggested Instructional Procedures
Explain to students that in the metric system, only one unit is used to describe each
measurement. Many students may believe that the metric system works the same way as
the customary system, which allows units to be intermixed.
Notes for Teacher
TEACHER NOTE
The STAAR Grade 5 Mathematics Reference
Materials should be made available to
students at all times.
Ask:
What two ways could you describe the measure of this button? Answers may vary.
42 mm; about 4 cm; etc.
5. Explain to students that the actual centimeter measure is 4 and 2 tenths centimeters (4.2 cm).
Record both measures (42 mm and 4.2 cm) for the class to see.
Ask:
TEACHER NOTE
In order to produce rulers that are consistent
with the rulers on the STAAR Mathematics
Reference Materials, follow these steps:
1. Set the print menu to print the pages at
100% by selecting “None” or “Actual
size” under the Page Scaling/Size
How are these units of measure alike? Different? (The digits are the same, but the
placement of the decimal is different.)
option.
2. Print on paper that is wider than 8 ½
6. Place students in groups of 4 and distribute a Bag of Measuring Items to each group. Instruct
students to select an item from their Bag of Measuring Items and place their ruler against one
edge of the item, lining up the zero on the ruler with the end of the item. Ensure students do
not line up the object with the end of the ruler, but rather, line up the object with the zero.
7. Distribute handout: To the Nearest – Metric Recording Sheet to each student. Instruct
students to select 4 different items from their Bag of Measuring Items. Instruct students to
estimate the length, or longest part of each item, measure each item to the nearest centimeter
and millimeter, and record each estimate and actual measure on their recording sheet. Allow
inches, such as 11 by 17 inch paper.
3. Trim the paper to 8 ½ by 11 inches so
that the rulers will be on the edge of the
paper.
TEACHER NOTE
In order to reproduce materials requiring
linear measure that are consistent with
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Suggested Instructional Procedures
time for students to measure their items and record their findings. Monitor and assess students
to check for understanding. Facilitate a class discussion to debrief student solutions, as
needed.
8. Distribute handout: Metric Length Notes/Practice to each student. Instruct students to
complete the handout independently.
Notes for Teacher
intended measurements noted on the KEY,
set the print menu to print the handout at
100% by selecting “None” or “Actual size”
under the Page Scaling/Size option.
TEACHER NOTE
For students who have difficulty
understanding that the button is 4.2 cm long,
have them measure in millimeters first (42
mm) and then use that measure to translate
to 4.2 cm and 0.042 m.
Topics:
Conversion process
Metric place value conversion charts
Metric measurement conversions for length
Explore/Explain 2
Students use process tables to investigate and convert between metric units of measure for length.
Instructional Procedures:
1. Facilitate a class discussion to debrief and discuss the previously assigned handout: Metric
Length Notes/Practice.
ATTACHMENTS
Teacher Resource: Meter Model
(1 per teacher)
Handout (optional):
Measurement Conversion
Graphic (1 per student)
Teacher Resource: Converting
Metric Units of Length
Notes/Practice SAMPLE KEY (1
per teacher)
Handout: Converting Metric
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Suggested Instructional Procedures
2. Display the top half of teacher resource: Meter Model.
Notes for Teacher
Units of Length Notes/Practice
(1 per student)
Handout (optional): Metric Place
Value Conversion Charts (1 per
student)
MATERIALS
Ask:
Could you use two different metric units to measure the same item? Explain. (yes)
Answers may vary. You could use centimeters or millimeters to measure the length of a
desktop; etc.
What do you call the process of changing from one unit of measure to another unit
of measure? (converting or conversion
How many centimeters are equivalent to 1 meter? (100 cm)
How many millimeters are equivalent to 1 meter? (1000 mm)
Demonstrate recording the number 100 and 1000 in the space provided. Instruct students
to replicate the drawing in their math journal.
math journal (1 per student)
STAAR Grade 5 Mathematics
Reference Materials (1 per
student)
TEACHER NOTE
In order to produce rulers that are consistent
with the rulers on the STAAR Mathematics
Reference Materials, follow these steps:
1. Set the print menu to print the pages at
100% by selecting “None” or “Actual
3. Distribute the STAAR Grade 5 Mathematics Reference Materials to each student. Instruct
students to identify the relationships modeled by the diagram that also appear on the STAAR
size” under the Page Scaling/Size
option.
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Suggested Instructional Procedures
Notes for Teacher
Grade 5 Mathematics Reference Materials.
2. Print on paper that is wider than 8 ½
inches, such as 11 by 17 inch paper.
3. Trim the paper to 8 ½ by 11 inches so
that the rulers will be on the edge of the
paper.
TEACHER NOTE
The metric ruler on the STAAR Grade 5
Mathematics Reference Materials can be used
in place of a ruler to familiarize students to its
use during the STAAR test.
Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR Grade 5 Mathematics Reference Materials.
TEACHER NOTE
Austin, TX: Author.
Some students may believe that metric
measure can be written in fraction form
Ask:
because of their experience with customary
How can you describe the relationship between centimeters and meters? Answers
measure. Emphasize to these students that
fractional portions of metric measure are
may vary. 1 meter is equal to a 100 centimeters; one centimeter is
of a meter; etc.
always written in decimal form.
The handout (optional): Metric Place Value Conversion Charts provides a visual of the relationships that
exist between metric units. Below is snapshot of relationship between meters and centimeters for class
TEACHER NOTE
discussion purposes.
Use handout (optional): Measurement
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Notes for Teacher
Conversion Graphic to summarize the rule for
converting measurements for struggling
students.
4. Display the bottom half of teacher resource: Meter Model.
Ask:
TEACHER NOTE
Although Grade 5 students are not responsible
How many meters are represented in the table? (5 meters)
How many centimeters are in 5 meters? How do you know? (500 cm) Answers may vary. There are 100
cm in 1 meter. So, 5 meters = 5 x 100 or 500 cm; etc.
for dividing by 3-digit divisors, the rule or
process that calls for dividing by 100 or 1000
may be taught in place value terms. In the place
value chart, each place value is 10 times the
Complete the table for centimeters on teacher resource: Meter Model.
Ask:
place value to the right.
To convert a larger unit to a smaller unit,
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How many millimeters are in 5 meters? How do you know? (5000 mm) Answers may
vary. There are 1000 mm in 1 meter. So, 5 meters = 5 x 1000 or 5000 mm; etc.
Notes for Teacher
multiply.
Complete the table for millimeters on teacher resource: Meter Model.
5. Remind students of how they converted customary units of measure.
Ask:
How did you decide which operation to use when you converted from one unit to
another unit of measure? Answers may vary. When converting from a smaller unit to a
larger unit, like centimeters to meters, you divide. When converting from larger units to
smaller units, like meters to centimeters, you multiply.
To convert a smaller unit to a larger unit, divide.
6. Display the following table for the class to see:
The handout (optional): Metric Place Value
Conversion Charts is available to help
Instruct students to replicate the table in their math journal.
students with this concept.
Ask:
When converting from smaller units to larger units, what operation would you
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Notes for Teacher
use? (division)
What can you divide 100 by to get 1? Explain. (100; because there is 1 group of 100 in
100; 100 divided by 100 equals 1.)
What is the rule or process for converting centimeters to meters? (Divide the
number of centimeters by 100 to find the number of meters.)
The handout (optional): Metric Place Value Conversion Charts provides a visual of the
relationships that exist between metric units. Below is snapshot of relationship between
meters and centimeters for class discussion purposes.
7. Instruct students to add another row to their table to find the number of meters in 450
centimeters.
8. Place students in pairs. Instruct student pairs to use the rule or process to determine the
number of meters in 450 centimeters. Allow time for students to complete the activity. Monitor
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Notes for Teacher
and assess student pairs to check for understanding. Invite student volunteers from two
different pairs to model their method for converting these units for the class to see.
Ask:
What operation is used to convert centimeters into meters? How do you know?
(Division; I am converting from smaller units to larger units.)
Refer students to the completed table of converting centimeters to meters.
Ask:
When converting centimeters to meters, a smaller unit of measure to a larger unit of measure, how
did the decimal point move? (The decimal point moved two places to the left.)
Display the following place value model to demonstrate how the decimal moves when converting 100
centimeters to 1 meter.
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Notes for Teacher
9. Display the following table for the class to see:
Instruct students to replicate the table in their math journal.
Ask:
When converting from larger units to smaller units, what operation would you
use? (multiplication)
What can you multiply 1 by to get 100? Explain. (100; because 1 x 100 = 100.)
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Notes for Teacher
What is the rule or process for converting meters to centimeters? (Multiply the
number of meters by 100 to find the number of centimeters.)
10. Instruct students to add another row to their table to find the number of centimeters in 2
meters.
Refer students to the completed table of converting meters to centimeters.
Ask:
When converting meters to centimeters, a larger unit of measure to a smaller unit
of measure, how did the decimal point move? (The decimal point moved two places to
the right.)
Display the following place value model to demonstrate how the decimal moves when converting 1 meter to
100 centimeters.
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Notes for Teacher
11. Instruct students to examine the metric measure for the kilometer on their STAAR Grade 5
Mathematics Reference Materials.
Ask:
What might the diagram look like to show actual kilometers? Answers may vary. I
would have to show 1 kilometer as the whole and meters as 1000 parts of the whole; etc.
What is the relationship between meters and kilometers? Answers may vary. One
kilometer equals 1000 meters; 1 meter equals
of a kilometer; etc.
How could you determine the number of centimeters in a kilometer? Answers may
vary. Look at the STAAR Grade 5 Mathematics Reference Materials and find out how many
centimeters are in a meter (100). Then find the number of meters in a kilometer (1000) and
multiply the number of centimeters in a meter (100) by 1000; etc.
If 1000 x 100 tells you how many centimeters are in a kilometer, how could you find
the number of centimeters in 2 kilometers? (multiply 1000 x 100 x 2 = 200,000 cm)
Are there more meters or centimeters in a kilometer? (There are more centimeters in
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Notes for Teacher
a kilometer because a centimeter is a smaller unit of measure than a meter. Since a meter
is the larger unit of measure, there are fewer in a kilometer.)
12. Distribute handout: Converting Metric Units of Length Notes/Practice to each student as
independent practice and/or homework. Facilitate a class discussion regarding pages 1-2.
Allow students time to complete page 3. Monitor and assess students to check for
understanding. This may be completed as independent practice and/or homework.
3
Topics:
Spiraling Review
Metric measurement conversions for mass
Explore/Explain 3
Students use process tables to investigate and convert between metric units of measure for mass.
Instructional Procedures:
1. Prior to instruction, cover the gram measurement on each box of Jell­O™ with a piece of
electrical tape.
2. Display the previously created teacher resource: Metric Units Benchmark Chart. Facilitate a
class discussion for students to share some benchmarks for each measurement unit for mass.
Ask:
ATTACHMENTS
Teacher Resource: Converting
Metric Units of Mass
Notes/Practice SAMPLE KEY (1
per teacher)
Handout: Converting Metric
Units of Mass Notes/Practice (1
per student)
MATERIALS
What is mass? (The amount of substance in an object.)
What are some real-world items that have a mass of a milligram? Answers may vary.
A cookie crumb; etc.
Jell­O™ (1 box per 4 students)
tape (electrical) (1 roll per
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What are some real-world items that have a mass of a gram? Answers may vary. A
large paper clip; etc.
What are some real-world items that have a mass of a kilogram? Answers may vary.
A melon; etc.
What unit of measure was the basis for measuring metric length? (meter)
Explain to students that units of mass in the metric system are based upon the gram.
3. Place students in groups of 4. Distribute the STAAR Grade 5 Mathematics Reference Materials
to each student and a box of Jell­O™ (with the grams measurement covered), a pan balance,
and a set of gram weights to each group. Instruct student groups to estimate the mass of their
box of Jell­O™ in grams and record their estimate in their math journal. Allow time for the
students to estimate and record the estimated mass of the box of Jell­O™. Monitor and assess
students to check for understanding.
4. Demonstrate how to use a pan balance. Instruct student groups to use the pan balance to
measure the actual mass of the box of Jell­O™ in grams and record the measure in their math
journal. Allow time for students to measure and record the actual mass of the box of Jell­O™.
Then instruct students to convert the number of grams to milligrams. Monitor and assess
students to check for understanding. Facilitate a class discussion to debrief student solutions.
Ask:
Notes for Teacher
teacher)
STAAR Grade 5 Mathematics
Reference Materials (1 per
student)
pan balance (1 per 4 students, 1
per teacher)
mass set (plastic centimeter
cubes) (1 set per 4 students, 1 set
per teacher)
math journal (1 per student)
TEACHER NOTE
A plastic centimeter cube has the mass of
about one gram.
TEACHER NOTE
The mass of a jumbo paper clip is
approximately one gram. Students are often
confused between the mass and weight of an
object. The mass of an object refers to the
page 23 of 78 Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
When you compare the grams and milligrams, what is the relationship? Answers
quantity of matter contained in the object, while
may vary. One gram is equal to 1000 milligrams; 1 milligram is equal to
the weight of an object is contingent upon the
of a gram;
force of gravity being exerted upon it. Hence, an
etc.
How do you convert grams to milligrams? (Multiply the number of grams by 1000 to
find the number of milligrams.)
object’s mass is constant everywhere, while its
weight can vary depending upon its location
and the force of gravity exerted upon it. The
difference between weight and mass is
5. Display the following table for the class to see:
introduced and investigated in Grade 4 (TEKS
4.11E).
State Resources
MTR 3-5: Measurement Jeopardy
Instruct students to replicate the table in their math journal.
TEXTEAMS: Rethinking Elementary
Ask:
Mathematics Part I: Tiffany’s Beanie Babies™
How is this table like the one you used to covert metric measures of length?
Answers may vary. It shows that you are moving from larger units to smaller units and that in
order to convert, you multiply.
Where on the STAAR Grade 5 Mathematics Reference Materials does it show this
relationship? (the third row under “Weight and Mass – Metric”)
page 24 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR Grade 5 Mathematics Reference Materials.
Austin, TX: Author.
The handout (optional): Metric Place Value Conversion Charts provides a visual of the relationships that
exist between metric units. Below is snapshot of relationship between grams and kilograms for class
discussion purposes.
6. Instruct students to extend their tables to find the number of milligrams in their box of Jell­O™.
Ask:
How many milligrams is your box of Jell-O™? Answers may vary.
When converting from larger units to smaller units, what operation do you use?
(multiplication)
7. Instruct students to create a table in their math journal that demonstrates relationship of
page 25 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
milligrams to grams.
Ask:
How do you convert milligrams to grams? Explain. (Divide; because you are converting
from the smaller unit of milligrams to the larger unit of grams.)
Remind students that when dividing by 1000, they can think about how many thousands are in 1000.
The handout (optional): Metric Place Value Conversion Charts provides a visual of the relationships that
exist between metric units. Below is snapshot of relationship between grams and kilograms for class
discussion purposes.
8. Distribute handout: Converting Metric Units of Mass Notes/Practice to each student. To
summarize how to convert units of mass using both tables and place value, facilitate a class
page 26 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
discussion regarding pages 1-2. Allow students time to complete page 3. Monitor and assess
students to check for understanding. This may be completed as independent practice and/or
homework.
4
Topics:
Spiraling Review
Metric measurement conversions for capacity and volume.
Explore/Explain 4
Students use process tables to investigate and convert between metric units of measure for capacity and volume.
Instructional Procedures:
1. Prior to instruction, use class resource: Race to a Liter Spinners to create a set of spinners
for every 4 students by copying on cardstock and laminating.
2. Display the previously created teacher resource: Metric Units Benchmark Chart. Facilitate a
class discussion for students to share some benchmarks for each measurement unit for
capacity.
Ask:
What is capacity? Answers may vary. A measurement of the maximum amount a container
will hold; etc.
What are some real-world items that hold about a milliliter? Answers may vary. An
eye dropper; etc.
What are some real-world items that hold about a liter? Answers may vary. A medium
sports drink bottle; etc.
ATTACHMENTS
Handout: Race to a Liter
Recording Sheet (1 per 4
students)
Class Resource: Race to a Liter
Spinners (1 per 4 students)
Teacher Resource: Race to a
Liter Directions (1 per teacher)
Teacher Resource: Converting
Metric Units of Capacity and
Volume Notes/Practice SAMPLE
KEY (1 per teacher)
Handout: Converting Metric
Units of Capacity and Volume
Notes/Practice (1 per student)
MATERIALS
page 27 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
What unit of measure was the basis for measuring metric length? Mass? (meter;
gram)
Based on what you know about the metric system, how many milliliters do you
think are in a liter? Explain. (1000) Answers may vary. There are 1000 milliliters in one
liter; etc.
Explain to students that units of capacity in the metric system are based upon the liter.
3. Place students in groups of 4. Distribute the STAAR Grade 5 Mathematics Reference Materials
to each student. Instruct students to examine the metric units for capacity and volume on their
STAAR Grade 5 Mathematics Reference Materials.
Notes for Teacher
Tub of Rice (1 per 4 students)
(previously created in Unit 09
Lesson 01 Explore/Explain 4)
measuring tool (metric capacity;
100 milliliters, 250 milliliters, 500
milliliters, liter) (1 set per 4
students)
STAAR Grade 5 Mathematics
Reference Materials (1 per
student)
math journal (1 per student)
State Resources
MTR 3 – 5: Fill ‘Er Up!; Measurement Jeopardy
Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR Grade 5 Mathematics Reference Materials.
Austin, TX: Author.
TEXTEAMS: Rethinking Elementary
Mathematics Part II: Measurement Scavenger
Hunt I & II
4. Distribute a Tub of Rice, liter, 100mL, 250mL, and 500mL capacity measuring tools, paper clip,
handout: Race to a Liter Recording Sheet, and class resource: Race to a Liter Spinners
to each student group.
5. Display teacher resource: Race to a Liter Directions. Use these directions to describe the
Race to a Liter game to students.
page 28 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
6. Instruct student groups to play the Race to a Liter game. Allow time for students to complete
the activity. Monitor and assess student groups to check for understanding. Facilitate a class
discussion to determine variations of how a team might have won the game and why (e.g., A
team may have been lucky and landed on "500 mL" on the units spinner and "2" on the
number of units spinner on their first turn of the spinners, etc.).
Ask:
How many milliliters are in a liter? (1000)
7. Explain to students that liters are somewhat similar in size to a quart in the customary system
and that 250 mL is comparable to about one cup in the customary system.
Ask:
When you compare the liters and milliliters, what is the relationship? Answers may
vary. One liter is equal to 1000 milliliters; 1 milliliter is
of a liter; etc.
What number would you multiply the liters by to get the number of milliliters?
(1000)
8. Display the following table for the class to see:
page 29 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Instruct students to replicate the table in their math journal.
Ask:
How is this table like the one you used to covert metric measures of length?
Answers may vary. It shows that you are moving from larger units to smaller units and that in
order to convert, you multiply; etc.
When converting from larger units to smaller units, what operation do you use?
(multiplication)
The handout (optional): Metric Place Value Conversion Charts provides a visual of the
relationships that exist between metric units. Below is snapshot of relationship between liters
and milliliters for class discussion purposes.
page 30 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
9. Instruct students to create a table in their math journal that demonstrates the relationship of
converting milliliters to liters.
Ask:
How do you convert from milliliters to liters? Explain. (Divide; because you are
converting from the smaller unit of milliliters to the larger unit of liters.)
Remind students that when dividing by 1000, they can think about how many thousands are in 1000.
The handout (optional): Metric Place Value Conversion Charts provides a visual of the relationships that
exist between metric units. Below is snapshot of relationship between liters and milliliters for class
discussion purposes.
10. Distribute handout: Converting Metric Units of Capacity and Volume Notes/Practice to
each student. To summarize how to convert units of mass using both tables and place value,
page 31 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
facilitate a class discussion regarding pages 1-2. Allow students time to complete page 3.
Monitor and assess students to check for understanding. This may be completed as
independent practice and/or homework.
5
Topics:
Spiraling Review
Metric measurement conversions for length
Metric measurement conversions for mass
Metric measurement conversions for capacity and volume
Elaborate 1
Students convert metric units of measure for length, mass, and capacity and volume.
Instructional Procedures:
1. Place students in pairs. Distribute handout: Metric Squares Activity, a pair of scissors, a
glue stick, and a sheet of 11” x 17” construction paper to each pair of students. Instruct student
pairs to cut out all 42 squares from their handout and then sort the squares into piles for
length, mass, and capacity. Instruct students to sort each pile into equivalent groups, matching
a white, grey, and black square, and glue the equivalent groups on their sheet of construction
paper under headings length, mass, or capacity. Allow time for students to complete the
activity. Monitor and assess student pairs to check for understanding. Facilitate a class
discussion to debrief student solutions, if needed.
ATTACHMENTS
Teacher Resource: Metric
Squares Activity SAMPLE KEY
(1 per teacher)
Handout: Metric Squares
Activity (1 per 2 students)
Teacher Resource (optional):
Metric Measurement Practice
KEY (1 per teacher)
Handout (optional): Metric
Measurement Practice (1 per
student)
MATERIALS
scissors (1 per 2 students)
glue stick (1 per 2 students)
construction paper (11” x 17”) (1
page 32 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
sheet per 2 students)
ADDITIONAL PRACTICE
Handout (optional): Metric Measurement
Practice may be used to further facilitate
understanding of metric measurement
conversions for length, mass, and capacity.
Evaluate 1
Instructional Procedures:
1. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
MATERIALS
ruler (standard) (1 per student)
STAAR Grade 5 Mathematics
Reference Materials (1 per
student)
Performance Indicator(s):
TEACHER NOTE
Grade 05 Mathematics Unit 09 PI 02
In order to produce rulers that are consistent
Select appropriate tools to measure and convert metric measures for length, mass, and capacity in a variety of
with the rulers on the STAAR Mathematics
real-life problem situations such as the following:
Reference Materials, follow these steps:
Mr. Franko used the map below to determine the distance to a cabin from the road.
1. Set the print menu to print the pages
page 33 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Notes for Teacher
at 100% by selecting “None” or
“Actual size” under the Page
Scaling/Size option.
2. Print on paper that is wider than 8 ½
inches, such as 11 by 17 inch paper.
3. Trim the paper to 8 ½ by 11 inches
so that the rulers will be on the edge
of the paper.
Use a ruler to measure the length of each line segment to the cabin in centimeters. What is the
distance, in kilometers, from the road to the cabin? Determine and find the difference, in kilometers,
between these two distances: (1) the Old Oak Tree to the Gas Station and (2) the Gas Station to the
Cabin. Explain your solution process.
Tina, Carlos, and Joel all drank sports drinks while running a marathon. Tina drank twice
as much as Carlos, and Carlos drank 500 milliliters less than Joel. Joel drank 3.5 liters of
sports drink. Write a number sentence that could be used to find the total amount of
sports drink, in milliliters, they all drank during the marathon. Create a table of the
runners and the amount they drank, in milliliters, from greatest to least.
The table below shows the mass of 4 household objects.
page 34 of 78 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Notes for Teacher
What is the mass, in grams, of all of these household objects? Which two household objects listed
have a mass of exactly 550 grams? Which two household objects listed have a difference in mass of
450,000 milligrams?
Use a table to model the conversion for each measure, and justify in writing how each conversion was
determined.
Standard(s): 5.10A , 5.14A , 5.14D , 5.15A , 5.15B ELPS ELPS.c.5B
05/10/13
page 35 of 78 Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Units Benchmark Chart SAMPLE KEY
Capacity
Mass
Length
Name
©2012, TESCCC
Symbol
Benchmark Comparison
millimeter
mm
thickness of a dime
centimeter
cm
width of a crayon
meter
m
width of a doorway
kilometer
km
the distance an average
person walks in 10 minutes
milligram
mg
a cookie crumb
gram
g
a large paperclip
kilogram
kg
a melon
milliliter
mL
an eyedropper
liter
L
a medium sports drink
bottle
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Units Benchmark Chart
Capacity
Mass
Length
Name
©2012, TESCCC
Symbol
millimeter
mm
centimeter
cm
meter
m
kilometer
km
milligram
mg
gram
g
kilogram
kg
milliliter
mL
liter
Benchmark Comparison
L
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Map It Out! Again KEY
Pet Store
11 c
m
Bank
Grocery
Store
1 cm = 150 m
5 cm
m
4c
m
School
6c
Park
Home
2 cm
m
5c
Post
Office
Use a ruler to measure to the nearest whole centimeter and find the distance between the following landmarks:
(1) Bank and Post Office:
(2) Grocery Store and School:
2,250 m
(4) Pet Store and Grocery Store:
(5) Home and School:
3,000 m
©2012, TESCCC
05/10/13
(3) Park and Home:
750 m
300 m
(6) Pet Store and Home:
2,700 m
4,950 m
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Map It Out! Again
Pet Store
Bank
Grocery
Store
1 cm = 150 m
School
Park
Home
Post
Office
Use a ruler to measure to the nearest whole centimeter and find the distance between the following landmarks:
(1) Bank and Post Office:
(2) Grocery Store and School:
(3) Park and Home:
(4) Pet Store and Grocery Store:
(5) Home and School:
(6) Pet Store and Home:
©2012, TESCCC
04/10/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Ruler
Make sure when you line up an object on the ruler, you always begin at “0”, not the end of the ruler.
Example:
0
1
2
3
4
5
centimeters
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
To the Nearest –
Metric Recording Sheet
Complete the table by estimating the length of each object. Then record the object’s actual measure in
centimeters and millimeters.
(1) Object:
Centimeters
Millimeters
Centimeters
Millimeters
Centimeters
Millimeters
Centimeters
Millimeters
Estimate
Actual
(2) Object:
Estimate
Actual
(3) Object:
Estimate
Actual
(4) Object:
Estimate
Actual
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Length Notes/Practice KEY
Notes
Remember that the precision of a measurement is related to the unit of measure you use.
The smaller the unit, the more accurate the measurement will be. Measuring to the nearest
millimeter is more accurate than measuring to the nearest centimeter.
Example:
How long is this pencil, to the nearest centimeter?
Step 1: Align the left side of the pencil with the zero mark of the ruler as shown above.
Step 2: Notice where the pencil ends on the ruler. The pencil is between 8 and 9
centimeters long.
Step 3: Decide whether 8 or 9 is the nearest centimeter. The end of this pencil is more than
halfway between the 8 and 9. So, the length of this pencil is closer to 9 centimeters
than 8 centimeters.
To the nearest centimeter, the pencil is 9 centimeters long.
How long is the pencil to the nearest millimeter?
— The pencil is 6 mm longer than 8 cm. So, the pencil is 86 mm long.
— To the nearest millimeter, the pencil is 86 mm long.
— 8.6 centimeters and 0.086 meters are equivalent to 86 mm
Which measure is more accurate? Why?
The measure to the nearest millimeter is more accurate than the measure to the nearest
centimeter because millimeters are smaller units and 86 mm is closer to the actual pencil
length than 9 cm.
©2012, TESCCC
04/29/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Length Notes/Practice KEY
Practice
Estimate each object length in centimeters and then measure each.
Estimate
(in cm)
Actual
(in cm)
Actual
(in mm)
(1)
Answers
may
vary.
5.4 cm
54 mm
(2)
Answers
may
vary.
6.6 cm
66 mm
(3)
Answers
may
vary.
4.8 cm
48mm
Object
©2012, TESCCC
04/29/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Length Notes/Practice
Notes
Remember that the precision of a measurement is related to the unit of measure you use.
The smaller the unit, the more accurate the measurement will be. Measuring to the nearest
millimeter is more accurate than measuring to the nearest centimeter.
Example:
How long is this pencil, to the nearest centimeter?
Step 1: Align the left side of the pencil with the zero mark of the ruler as shown above.
Step 2: Notice where the pencil ends on the ruler. The pencil is between 8 and 9
centimeters long.
Step 3: Decide whether 8 or 9 is the nearest centimeter. The end of this pencil is more than
halfway between the 8 and 9. So, the length of this pencil is closer to 9 centimeters
than 8 centimeters.
To the nearest centimeter, the pencil is 9 centimeters long.
How long is the pencil to the nearest millimeter?
— The pencil is 6 mm longer than 8 cm. So, the pencil is 86 mm long.
— To the nearest millimeter, the pencil is 86 mm long.
— 8.6 centimeters and 0.086 meters are equivalent to 86 mm
Which measure is more accurate? Why?
The measure to the nearest millimeter is more accurate than the measure to the nearest
centimeter because millimeters are smaller units and 86 mm is closer to the actual pencil
length than 9 cm.
©2012, TESCCC
04/29/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Length Notes/Practice
Practice
Estimate each object length in centimeters and then measure each.
Object
Estimate
(in cm)
Actual
(in cm)
Actual
(in mm)
(1)
(2)
(3)
©2012, TESCCC
04/29/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Meter Model
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Measurement Conversion Graphic
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Length
Notes/Practice SAMPLE KEY
Changing Smaller Units to Larger Units
Harold had a piece of rope 525 centimeters long. How many meters long was the piece of
rope?
Write down what you are supposed to find out. 
525 cm = ____ meters
Write down what you know about centimeters and meters. 
100 cm = 1 m
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that centimeters are smaller units than meters, so you need to divide to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Centimeters
Rule/Process
Meters
100
÷ 100
1
525
÷ 100
5.25
To determine the number of meters, think about:
How many hundreds are in 100? (1)
How many hundreds are in 525? (5 with 25 hundredths left
over or 5.25)
Method 2: Place Value Model
525 centimeters
5.25 meters
For 525  100, move the decimal point in the dividend (525) two places to the left on the place value chart.
So, 525  100  5.25. 525 centimeters equals 5.25 meters.
The piece of rope was 5.25 m long.
©2012, TESCCC
05/05/13
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Length
Notes/Practice SAMPLE KEY
Changing Larger Units to Smaller Units
The length of a wall in Cassie’s bedroom was 7 meters. How many centimeters was the
length of this wall?
Write down what you are supposed to find out. 
7 meters = ____ centimeters
Write down what you know about meters and centimeters. 
1 m = 100 cm
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that meters are larger units than centimeters, so you need to multiply to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Meters
Rule/Process
Centimeters
To determine the number of centimeters, think about:
1
x 100
100
What number represents 1 group of 100? (100)
7
x 100
700
What number represents 7 groups of 100? (700)
Method 2: Place Value Model
7 meters
700 centimeters
For 7  100, move the decimal point of the number 7 two places to the right on the place value chart. Place zeros
between the 7 and the decimal point. So, 7  100 = 700. 7 meters equals 700 centimeters.
The length of the wall is 700 centimeters.
©2012, TESCCC
05/05/13
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Length
Notes/Practice SAMPLE KEY
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
(1)
25 m = 2500 cm
(2)
Meters
Rule
Centimeters
Meters
Rule
Kilometers
1
x 100
100
1000
÷ 1000
1
25
x 100
2500
7000
÷ 1000
7
OR move the decimal point of the dividend
(7000) three places to the left on the place
value chart
OR move the decimal point of the number
25 two places to the right on the place
value chart
(3)
4000 mm = 4 m
(4)
12 m = 12,000 mm
Millimeters
Rule
Meters
Meters
Rule
Millimeters
1000
÷ 1000
1
1
x 1000
1000
4000
÷ 1000
4
12
x 1000
12,000
OR move the decimal point of the dividend
(4000) three places to the left on the place
value chart
(5)
7000 m = 7 km
5 km = 5000 m
(6)
Kilometers
Rule
Meters
1
x 1000
1000
5
x 1000
5000
OR move the decimal point of the number
5 three places to the right on the place
value chart
©2012, TESCCC
OR move the decimal point of the number
12 three places to the right on the place
value chart
800 cm = 8000 mm
Centimeters
Rule
Millimeters
1
x 10
10
800
x 10
8000
OR move the decimal point of the number
800 one place to the right on the place
value chart
05/05/13
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Length
Notes/Practice
Changing Smaller Units to Larger Units
Harold had a piece of rope 525 centimeters long. How many meters long was the piece of
rope?
Write down what you are supposed to find out. 
525 cm = ____ meters
Write down what you know about centimeters and meters. 
100 cm = 1 m
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that centimeters are smaller units than meters, so you need to divide to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Centimeters
Rule/Process
Meters
100
÷ 100
1
525
÷ 100
5.25
To determine the number of meters, think about:
How many hundreds are in 100? (1)
How many hundreds are in 525? (5 with 25 hundredths left
over or 5.25)
Method 2: Place Value Model
525 centimeters
5.25 meters
For 525  100, move the decimal point in the dividend (525) two places to the left on the place value chart.
So, 525  100  5.25. 525 centimeters equals 5.25 meters.
The piece of rope was 5.25 m long.
©2012, TESCCC
05/05/13
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Length
Notes/Practice
Changing Larger Units to Smaller Units
The length of a wall in Cassie’s bedroom was 7 meters. How many centimeters was the
length of this wall?
Write down what you are supposed to find out. 
7 meters = ____ centimeters
Write down what you know about meters and centimeters. 
1 m = 100 cm
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that meters are larger units than centimeters, so you need to multiply to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Meters
Rule/Process
Centimeters
To determine the number of centimeters, think about:
1
x 100
100
What number represents 1 group of 100? (100)
7
x 100
700
What number represents 7 groups of 100? (700)
Method 2: Place Value Model
7 meters
700 centimeters
For 7  100, move the decimal point of the number 7 two places to the right on the place value chart. Place zeros
between the 7 and the decimal point. So, 7  100 = 700. 7 meters equals 700 centimeters.
The length of the wall is 700 centimeters.
©2012, TESCCC
05/05/13
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Length
Notes/Practice
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
(1)
25 m = _________cm
(2)
7000 m = _________km
(3)
4000 mm = _________ m
(4)
12 m = _________mm
(5)
5 km = _________m
(6)
800 cm = _________mm
©2012, TESCCC
05/05/13
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Place Value Conversion Charts
Metric Length
To convert a larger unit to a smaller unit, multiply.
To convert a smaller unit to a larger unit, divide.
©2012, TESCCC
10/08/12
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Place Value Conversion Charts
Metric Mass
To convert a larger unit to a smaller unit, multiply.
To convert a smaller unit to a larger unit, divide.
©2012, TESCCC
10/08/12
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Place Value Conversion Charts
Metric Capacity
To convert a larger unit to a smaller unit, multiply.
To convert a smaller unit to a larger unit, divide.
©2012, TESCCC
10/08/12
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Mass
Notes/Practice SAMPLE KEY
Changing Smaller Units to Larger Units
Shondra put 46,000 milligrams of birdseed into a feeder. How many grams of birdseed did
she put into the feeder?
Write down what you are supposed to find out. 
46,000 mg = ____g
Write down what you know about milligrams and grams. 
1000 mg = 1 g
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that milligrams are smaller units than grams, so you need to divide to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Milligrams
Rule/Process
Grams
To determine the number of grams, think about:
1000
÷ 1000
1
How many thousands are in 1000? (1)
46,000
÷ 1000
46
How many thousands are in 46,000? (46)
Method 2: Place Value Model
46,000 milligrams
46 grams
For 46,000  1000, move the decimal point in the dividend (46,000) three places to the left on the place
value chart. So, 46,000  1000  46. 46,000 milligrams equals 46 grams.
Shondra put 46 grams of birdseed into the feeder.
©2012, TESCCC
05/05/13
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Mass
Notes/Practice SAMPLE KEY
Changing Larger Units to Smaller Units
A bag of dog food is 23 kilograms. How many grams of dog food are in the bag?
Write down what you are supposed to find out. 
23 kg = ____ g
Write down what you know about kilograms and grams.
1 kg = 1000 g
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that kilograms are larger units than grams, so you need to multiply to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Kilograms
Rule/Process
Grams
1
x 1000
1000
23
x 1000
23,000
To determine the number of grams, think about:
What number represents 1 group of 1000? (1000)
What number represents 23 groups of 1000? (23,000)
Method 2: Place Value Model
23 kilograms
23,000 grams
For 23  1000, move the decimal point in the number 23 three places to the right on the place value chart. Place
zeros between the 23 and the decimal point. So, 23  1000  23,000. 23 kilograms equals 23,000 grams.
The bag of dog food is 23,000 grams.
©2012, TESCCC
05/05/13
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Mass
Notes/Practice SAMPLE KEY
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
(1)
10 kg = 10,000 g
Kilograms
1
10
Rule
x 1000
x 1000
(2)
Grams
1000
10,000
Grams
1
36
3,000 mg = 3 g
Milligrams
1000
3000
Rule
÷ 1000
÷ 1000
(4)
Grams
1
3
OR move the decimal point of the dividend
(3000) three places to the left on the place
value chart
(5)
1300 mg = 1.3 g
Milligrams Rule
1000
÷ 1000
1300
÷ 1000
5000 g = 5 kg
Grams
1000
5000
Rule
÷ 1000
÷ 1000
Kilograms
1
5
OR move the decimal point of the dividend
(5000) three places to the left on the place
value chart
(6)
Grams
1
1.3
19 kg = 19,000 g
Kilograms
1
19
OR move the decimal point of the dividend
(1300) three places to the left on the place
value chart
©2012, TESCCC
Rule Milligrams
x 1000
1000
x 1000
36,000
OR move the decimal point of the number
36 three places to the right on the place
value chart
OR move the decimal point of the number
10 three places to the right on the place
value chart
(3)
36 g = 36,000 mg
Rule
x 1000
x 1000
Grams
1000
19,000
OR move the decimal point of the number
19 three places to the right on the place
value chart
05/05/13
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Mass
Notes/Practice
Changing Smaller Units to Larger Units
Shondra put 46,000 milligrams of birdseed into a feeder. How many grams of birdseed did
she put into the feeder?
Write down what you are supposed to find out. 
46,000 mg = ____g
Write down what you know about milligrams and grams. 
1000 mg = 1 g
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that milligrams are smaller units than grams, so you need to divide to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Milligrams
Rule/Process
Grams
To determine the number of grams, think about:
1000
÷ 1000
1
How many thousands are in 1000? (1)
46,000
÷ 1000
46
How many thousands are in 46,000? (46)
Method 2: Place Value Model
46,000 milligrams
46 grams
For 46,000  1000, move the decimal point in the dividend (46,000) three places to the left on the place
value chart. So, 46,000  1000  46. 46,000 milligrams equals 46 grams.
Shondra put 46 grams of birdseed into the feeder.
©2012, TESCCC
05/05/13
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Mass
Notes/Practice
Changing Larger Units to Smaller Units
A bag of dog food is 23 kilograms. How many grams of dog food are in the bag?
Write down what you are supposed to find out. 
23 kg = ____ g
Write down what you know about kilograms and grams.
1 kg = 1000 g
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
OR
(Notice that kilograms are larger units than grams, so you need to multiply to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Kilograms
Rule/Process
Grams
1
x 1000
1000
23
x 1000
23,000
To determine the number of grams, think about:
What number represents 1 group of 1000? (1000)
What number represents 23 groups of 1000? (23,000)
Method 2: Place Value Model
23 kilograms
23,000 grams
For 23  1000, move the decimal point in the number 23 three places to the right on the place value chart. Place
zeros between the 23 and the decimal point. So, 23  1000  23,000. 23 kilograms equals 23,000 grams.
The bag of dog food is 23,000 grams.
©2012, TESCCC
05/05/13
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Mass
Notes/Practice
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
(1)
10 kg = ________ g
(2)
36 g = _________mg
(3)
3,000 mg = _________g
(4)
5000 g = _________ kg
(5)
1300 mg = _________ g
(6)
19 kg = _________ g
©2012, TESCCC
05/05/13
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Race to a Liter
Recording Sheet
Turn #
Number of
100 Milliliter Pours
Number of
250 Milliliter Pours
Number of
500 Milliliter Pours
Number of Total Milliliters
(Running Total)
1
2
3
4
5
6
7
8
9
10
Number of turns to fill the liter capacity container
Number of 100 mL in a liter
Number of 250 mL in a liter
Number of 500 mL in a liter
Adapted from Texas Education Agency and Tarleton State University (2006), MTR Math TEKS Refinement: Grades 3-5, Race to a Gallon p. 9-31- 9-43
©2012, TESCCC
05/09/13
page 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Race to a Liter Spinners
Units to Use
33.3333%
250 mL
100 mL
33.3333%
33.3333%
500
mL
1
2
3
4
25%
25%
25%
25%
Number of Units
Adapted from Texas Education Agency and Tarleton State University (2006), MTR Math TEKS Refinement: Grades 3-5, Race to a Gallon p. 9-31- 9-43
©2012, TESCCC
05/09/13
page 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Race to a Liter Directions
OBJECTIVE:
The object of Race to a Liter is to be the group to fill the liter capacity measuring tool (without going over) in the
fewest number of turns.
DIRECTIONS:
1. Students are placed in groups of 4. Each group member rotates through the following roles.
Student A: Spin the paper clip on the “Units to Use” spinner on class resource: Race to a Liter
Spinners. The “Units to Use” spinner identifies which of the measuring tools (100 mL, 250
mL, or 500 mL) the group will use. Groups are only allowed to scoop out the rice with the
measurement tool indicated by the spinner for this turn.
Student B: Spin the paper clip on the “Number of Units” spinner on class resource: Race to a Liter
Spinners. The “Number of Units” spinner identifies the number of times the group gets to fill
their measurement tool and pour the contents into the liter capacity measuring tool.
Student C: Select the measuring tool (100 mL, 250 mL, or 500 mL) designated by the spin from Student
A. Fill the measuring tool with rice and pour the contents into the liter capacity measuring
tool. Repeat this process the number of times designated by the spin from Student B.
Student D: Record the number of pours by Student C in the appropriate column, on handout: Race to a
Liter Recording Sheet. Then determine the number of total milliliters in the liter capacity
measuring tool after the turn.
For example, if the “Units to Use” spinner lands on “100 mL”, then the group uses the measuring tool
labeled 100 mL as their measurement tool for this turn. If the “Number of Units” spinner lands on “2” the
group will fill their 100 mL measuring tool with rice and pour the contents into the liter capacity
measuring tool twice. Then, record the data from their turn on their recording sheet.
2. At the end of each turn, all group members should:
• verify the total number of milliliters that have been added to the liter capacity measuring tool
• verify the running total on the recording sheet of the total milliliters in the liter capacity
measuring tool
• discuss and predict how many more milliliters need to be added to fill the liter capacity
measuring tool
3. When groups are close to filling the liter capacity measuring tool, they must spin the exact amount
needed to completely fill the liter capacity measuring tool without going over. If a particular spin will
put a group over a liter, they should not make any pours on that turn. If a group pours more than what is
needed to fill the liter capacity measuring tool, then the group must remove the amount they have
added on that turn.
4. After groups have filled their liter capacity measuring tool, they should complete the bottom of handout:
Race to a Liter Recording Sheet by identifying the number of turns needed to fill the liter capacity
measuring tool, as well as determining the number of 100 mL, 250 mL, and 500 mL measuring tools
that would be needed to fill the liter capacity measuring tool.
5. The winner of the game is the group that fills their liter capacity measuring tool in the fewest number of
turns.
Adapted from Texas Education Agency and Tarleton State University (2006), MTR Math TEKS Refinement: Grades 3-5, Race to a Gallon p. 9-31- 9-43
©2012, TESCCC
05/09/13
page 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Capacity
Notes/Practice SAMPLE KEY
Changing Smaller Units to Larger Units
A recipe calls for 4000 milliliters of milk. How many liters of milk is this?
Write down what you are supposed to find out. →
4000 mL = ____L
Write down what you know about milliliters and liters. → 1000 mL = 1 L
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
milli
centi
deci
liter
deka
hecto
kilo
OR
÷ 1000
(Notice that milliliters are smaller units than liters, so you need to divide to convert.)
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Milligrams
Rule/Process
Liters
To determine the number of liters, think about:
1000
÷ 1000
1
How many thousands are in 1000? (1)
4,000
÷ 1000
4
How many thousands are in 4,000? (4)
Method 2: Place Value Model
4
0
0
0
÷ 10
÷ 10
÷ 10
Tenths
Ones
Tens
0
Hundreds
Ones
0
Thousands
Tens
0
Ten
Thousands
Hundreds
4
4 liters
Tenths
Thousands
Ten
Thousands
4,000 milliliters
4
÷ 1000
For 4,000 ÷ 1000, move the decimal point in the dividend (4,000) three places to the left on the place value chart.
So, 4,000 ÷ 1000 =
4. 4,000 milliliters equals 4 liters.
The recipe called for 4 liters of milk.
©2012, TESCCC
05/10/13
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Capacity
Notes/Practice SAMPLE KEY
Changing Larger Units to Smaller Units
A bottle had 28 liters of water in it. How many milliliters of water is this?
Write down what you are supposed to find out. →
28 L = ____ mL
Write down what you know about liters and milliliters. → 1 L = 1000 mL
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
milli
centi
deci
liter
deka
hecto
kilo
OR
X 1000
(Notice that liters are larger units than milliliters, so you need to multiply to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Liters
Rule/Process
Milliliters
To determine the number of milliliters, think about:
1
x 1000
1000
What number represents 1 group of 1000? (1000)
28
x 1000
28,000
What number represents 28 groups of 1000? (28,000)
Method 2: Place Value Model
0
0
÷ 10
÷ 10
÷ 10
2
8
0
0
0
Tenths
Ones
0
Tens
8
Hundreds
2
Thousands
8
Ten
Thousands
2
Tenths
Ones
28,000 milliliters
Tens
Hundreds
Thousands
Ten
Thousands
28 liters
x 1000
For 28 × 1000, move the decimal point in the number 28 three places to the right on the place value chart. Place
zeros between the 28 and the decimal point. So, 28 × 1000 =
28,000. 28 liters equal 28,000 milliliters.
The bottle had 28,000 milliliters of water in it.
©2012, TESCCC
05/10/13
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Capacity
Notes/Practice SAMPLE KEY
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
(1)
17,000 mL = 17 L
(2)
Milliliters
Rule
Liters
Liters
Rule
Milliliters
1000
÷ 1000
1
1
x 1000
1000
17,000
÷ 1000
17
400
x 1000
400,000
OR move the decimal point of the dividend
(17,000) three places to the left on the
place value chart
(3)
621 mL = 0.621 L
OR move the decimal point of the number
400 three places to the right on the place
value chart
(4)
89 L = 89,000 mL
Milliliters
Rule
Liters
Liters
Rule
Milliliters
1000
÷ 1000
1
1
x 1000
1000
621
÷ 1000
0.621
89
x 1000
89,000
OR move the decimal point of the dividend
(621) three places to the left on the place
value chart
(5)
400 L = 400,000 mL
18 mL = 0.018 L
(6)
Milliliters
Rule
Liters
1000
÷ 1000
1
18
÷ 1000
0.018
OR move the decimal point of the dividend
(18) three places to the left on the place
value chart
©2012, TESCCC
OR move the decimal point of the number
89 three places to the right on the place
value chart
67 L = 67,000 mL
Liters
Rule
Milliliters
1
x 1000
1000
67
x 1000
67,000
OR move the decimal point of the number
67 three places to the right on the place
value chart
05/10/13
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Capacity
Notes/Practice
Changing Smaller Units to Larger Units
A recipe calls for 4000 milliliters of milk. How many liters of milk is this?
Write down what you are supposed to find out. →
4000 mL = ____L
Write down what you know about milliliters and liters. → 1000 mL = 1 L
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
milli
centi
deci
liter
deka
hecto
kilo
OR
÷ 1000
(Notice that milliliters are smaller units than liters, so you need to divide to convert.)
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Milligrams
Rule/Process
Liters
To determine the number of liters, think about:
1000
÷ 1000
1
How many thousands are in 1000? (1)
4,000
÷ 1000
4
How many thousands are in 4,000? (4)
Method 2: Place Value Model
4
0
0
0
÷ 10
÷ 10
÷ 10
Tenths
Ones
Tens
0
Hundreds
Ones
0
Thousands
Tens
0
Ten
Thousands
Hundreds
4
4 liters
Tenths
Thousands
Ten
Thousands
4,000 milliliters
4
÷ 1000
For 4,000 ÷ 1000, move the decimal point in the dividend (4,000) three places to the left on the place value chart.
So, 4,000 ÷ 1000 =
4. 4,000 milliliters equals 4 liters.
The recipe called for 4 liters of milk.
.
©2012, TESCCC
05/10/13
page 1 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Capacity
Notes/Practice
Changing Larger Units to Smaller Units
A bottle had 28 liters of water in it. How many milliliters of water is this?
Write down what you are supposed to find out. →
28 L = ____ mL
Write down what you know about liters and milliliters. → 1 L = 1000 mL
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
milli
centi
deci
liter
deka
hecto
kilo
OR
X 1000
(Notice that liters are larger units than milliliters, so you need to multiply to convert.)
Possible Solution Methods:
Method 1: Use a table to organize the information and determine the rule or process to convert the
measurement units.
Liters
Rule/Process
Milliliters
To determine the number of milliliters, think about:
1
x 1000
1000
What number represents 1 group of 1000? (1000)
28
x 1000
28,000
What number represents 28 groups of 1000? (28,000)
Method 2: Place Value Model
÷ 10
0
0
÷ 10
÷ 10
2
8
0
0
0
Tenths
Ones
0
Tens
8
Hundreds
2
Thousands
8
Ten
Thousands
2
Tenths
Ones
28,000 milliliters
Tens
Hundreds
Thousands
Ten
Thousands
28 liters
x 1000
For 28 × 1000, move the decimal point in the number 28 three places to the right on the place value chart. Place
zeros between the 28 and the decimal point. So, 28 × 1000 =
28,000. 28 liters equal 28,000 milliliters.
The bottle had 28,000 milliliters of water in it.
©2012, TESCCC
05/10/13
page 2 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Converting Metric Units of Capacity
Notes/Practice
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
(1)
17,000 mL = _________ L
(2)
400 L = __________ mL
(3)
621 mL = _________L
(4)
89 L = _________mL
(5)
18 mL = _________ L
(6)
67 L = ________ mL
©2012, TESCCC
05/10/13
page 3 of 3
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Squares Activity SAMPLE KEY
One kilometer is about as far as someone walks in 10 minutes and
equals 1000 m.
One meter is about as high as a doorknob from the floor and equals
100 cm.
LENGTH
One meter is about as wide as a doorway and equals 1000 mm.
One centimeter is about as wide as a fingernail and equals 10 mm.
One centimeter is about as thin as a slice of bread and equals
OR 0.01 m.
One millimeter is about as thin as a dime and equals
m.
m
m OR 0.001
One millimeter is about as thin as a button and equals
0.1 cm.
cm OR
MASS
One kilogram is about as heavy as a textbook and equals 1000 g.
One gram is about as heavy as 2 raisins and equals
kg.
kg OR 0.001
One gram is about as heavy as a jumbo paper clip and equals 1000 mg.
One milligram is about as heavy as a fruit fly and equals
0.001 g.
g OR
CAPACITY
One liter is about as much as 3 cans of soda and equals 1000 mL.
One milliliter is about as much as 1/5 teaspoon and equals
0.001 L.
L OR
One liter is about as much as a large water bottle and equals 1000 mL.
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Squares Activity
Directions:
(1)
Cut out all 42 squares and the 3 labels on the “Metric Squares” sheet.
(2)
Sort your squares into 3 labeled piles: Length, Mass, and Capacity
(3)
Sort each pile into equal groups of three: groups of one white, one grey, and one black
square. Each white, grey, and black square must be equivalent to the others in its group.
When you are certain you have the groups sorted correctly, glue the squares onto a sheet of
construction paper. An example is shown below.
(4)
LENGTH
MASS
CAPACITY
(7 groups)
(4 groups)
(3 groups)
Write each group in the correct space below.
One kilometer is about …………………………………………………………….and equals………………
LENGTH
One meter is about ………………………………………………………………..and equals………………
One meter is about ………………………………………………………………..and equals……………….
One centimeter is about …………………………………………………………..and equals……………….
One centimeter is about …………………………………………………………..and equals……………….
One millimeter is about …………………………….……………………………..and equals……………….
One millimeter is about ……………….…………………………………………..and equals……………….
MASS
One kilogram is about ……………………………………………………………..and equals……………….
One gram is about ……………………………..…………………………………..and equals……………….
One gram is about …………………………..……………………………………..and equals……………….
CAPACITY
One milligram is about ……………………………………………………………..and equals……………….
One liter is about ……………………………………….…………………………..and equals……………….
One milliliter is about ………………..……………………………………………..and equals……………….
One liter is about ……………………………………….…………………………..and equals……………….
©2012, TESCCC
10/08/12
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Squares Activity
Metric Squares
LENGTH
ONE
meter
ONE
gram
m
OR
0.01 m
As heavy
as a
fruit fly
MASS
As wide
as a
fingernail
As heavy
as
2 raisins
ONE
kilometer
g
OR
0.001 g
1000 mg
kg
OR
0.001 kg
As thin
as a
dime
As heavy
as a
textbook
1000 mL
ONE
kilogram
As far
as someone walks
in 10
minutes
m
1000 g
ONE
millimeter
As wide
as a
doorway
10 mm
ONE
milliliter
As much
as 1/5
teaspoon
100 cm
1000 m
ONE
liter
As high as
a
doorknob
from floor
ONE
milligram
As thin as
a slice of
bread
©2012, TESCCC
ONE
millimeter
As heavy
ONE
as 1 jumbo
centimeter
paper clip
ONE
meter
As thin as
a button
CAPACITY
cm
OR
0.1 cm
ONE
gram
1000 mm
10/08/12
L
OR
0.001 L
OR
0.001 m
ONE
liter
ONE
centimeter
As much
as a large
water
bottle
As much
as 3 cans
of soda
1000 mL
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Measurement Practice SAMPLE KEY
Solve each problem.
Problem:
Ginny cut a 155 cm piece of ribbon. Then she cut a piece of ribbon that is twice that length. How many
meters of ribbon did Ginny cut?
Understand the problem/plan:
What are you trying to find? the number of meters of ribbon Ginny cut
What do you know? She cut 155 cm of ribbon and another piece twice that length.
Table:
Complete this table to show your measurement conversion. Explain your process.
First, convert centimeters to meters and
First calculate the total amount of ribbon
then calculate the total amount of ribbon cut.
OR
in centimeters and then covert to meters.
155 + (2 x 155) = 465 cm
OR
Move the decimal point of the dividend (155)
two places to the left on the place value chart.
OR
Move the decimal point of the dividend (465)
two places to the left on the place value chart.
Solve:
155 cm = 1.55 meters for the first piece of ribbon cut. Twice 1.55m is 2 x 1.55 or 1.55 + 1.55 which
equals 3.10 m for the 2nd piece of ribbon. So, 1.55 + 3.10 = 4.65 meters. Ginny cut 4.65 meters of ribbon.
OR
155 cm for the first cut plus twice 155 cm for the second cut is 155 + 155 + 155 or 155 + (2 x 155) which
equals 465 cm. Since cm is smaller than meters, 465 ÷ 100 is 4.65 because you move the decimal two
places to the left on the place value chart.
Problem:
Carmen bought 20 apples to make cider. If each apple has a mass of 18 grams, how many milligrams
of apples did she buy?
Understand the problem/plan:
What are you trying to find? the number of milligrams of apples Carmen bought
What do you know? She bought 20 apples, and they have a mass of 18 grams each.
Table:
Complete this table to show your measurement conversion. Explain your process.
20 apples x 18 grams each = 360 grams
Then, convert grams to milligrams
OR move the decimal point of the number 360 three places to the right on the place value chart
Solve:
360 grams of apples = 360,000 milligrams of apples
©2012, TESCCC
05/05/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Measurement Practice SAMPLE KEY
Solve each problem.
Problem:
Deidre, Christine, and Jeremy made lemonade for the party. Deidre made 39.5 liters of lemonade,
Christine made 70,000 milliliters of lemonade, and Jeremy made 0.075 kiloliters of lemonade for a
party. How many liters of lemonade did Deidre, Christine, and Jeremy make?
Understand the problem/plan:
What are you trying to find? the number of liters of lemonade made by Deidre, Christine, and Jeremy
What do you know? Deidre made 39.5 liters, Christine made 70,000 milliliters, and Jeremy made 0.075
kiloliters of lemonade.
Explain your process showing all conversions.
Solve:
There are 1000 milliliters in one liter. Since milliliters are smaller than liters, you divide by 1000 or
move the decimal point three places to the left. So, 70,000 milliliters is 70 liters. Since kiloliters are
larger than liters, you multiply by 1000 or move the decimal point three places to the right. So, 0.075
kiloliters is 75 liters. The total, 39.5 + 70 + 75, equals 184.5 liters.
Deidre, Christine, and Jeremy made 184.5 liters of lemonade.
Solve each problem.
Problem:
The McKenzie family drove 252 kilometers on Monday and 192,500 meters on Tuesday. The Schwartz
family drove 247 kilometers on Monday and 198,400 meters on Tuesday. Which family drove the
farthest? What was the difference between the McKenzie’s and the Schwartz’s total distances?
Understand the problem/plan:
What are you trying to find? who drove the farthest and by how much
What do you know? The McKenzie family drove 252 kilometers and 192,500 meters. The Schwartz family
drove 247 kilometers and 198,400 meters.
Explain your process showing all conversions.
Solve:
There are 1000 meters in one kilometer. Since meters are smaller than kilometers, you divide by 1000 or
move the decimal point three places to the left.
McKenzie Family: 192,500 meters equals 192.5 kilometers. 192.5 + 252 = 444.5 kilometers.
Schwartz Family: 198,400 meters equals 198.4 kilometers. 198.4 + 247 = 445.4 kilometers.
The Schwartz Family drove the farthest.
To determine the difference in their distances, 445.4 – 444.5 = 0.9 kilometers
The Schwartz family drove 0.9 kilometers farther than the McKenzie family.
©2012, TESCCC
05/05/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Measurement Practice
Solve each problem.
Problem:
Ginny cut a 155 cm piece of ribbon. Then she cut a piece of ribbon that is twice that length. How
many meters of ribbon did Ginny cut?
Understand the problem/plan:
What are you trying to find?
What do you know?
Table:
Complete this table to show your measurement conversion. Explain your process.
Process
Solve:
Problem:
Carmen bought 20 apples to make cider. If each apple has a mass of 18 grams, how many milligrams
of apples did she buy?
Understand the problem/plan:
What are you trying to find?
What do you know?
Table:
Complete this table to show your measurement conversion. Explain your process.
Solve:
©2012, TESCCC
05/08/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 02
Metric Measurement Practice
Solve each problem.
Problem:
Deidre, Christine, and Jeremy made lemonade for the party. Deidre made 39.5 liters of lemonade,
Christine made 70,000 milliliters of lemonade, and Jeremy made 0.075 kiloliters of lemonade for a
party. How many liters of lemonade did Deidre, Christine, and Jeremy make?
Understand the problem/plan:
What are you trying to find?
What do you know?
Explain your process showing all conversions.
.
Solve:
Solve each problem.
Problem:
The McKenzie family drove 252 kilometers on Monday and 192,500 meters on Tuesday. The Schwartz
family drove 247 kilometers on Monday and 198,400 meters on Tuesday. Which family drove the
farthest? What was the difference between the McKenzie’s and the Schwartz’s total distances?
Understand the problem/plan:
What are you trying to find?
What do you know?
Explain your process showing all conversions.
Solve:
©2012, TESCCC
05/08/13
page 2 of 2