Metric Meanings Poster
This Really Good Stuff® product includes:
students’ attention to the patterns they see among the columns.
Be sure that students realize that each succeeding unit of
• Metric Meanings Poster, laminated
measure increases or decreases exponentially by powers of ten.
• This Really Good Stuff® Activity Guide Measurement Scavenger Hunt
Congratulations on your purchase of this Really Good Stuff®
Model measuring classroom objects with a ruler, starting at 0
Metric Meanings Poster—an easy-to-read resource to convert
and measuring to the nearest centimeter. Encourage students
units within the metric system.
to measure objects in the classroom using centimeters or
meters. Have students create a list by recording their objects
Meeting Common Core State Standards
This Really Good Stuff® Metric Meanings Poster is aligned with and the measurements with the unit. Have students identify
the largest and smallest measurement on their list, and
the following Common Core State Standards for Mathematics:
instruct them to explain how they found the answer.
Measurement and Data
2MD.A.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks,
and measuring tapes.
2.MD.A.3 Estimate lengths using units of inches, feet, centimeters,
and meters.
3.MD.A.2 Measure and estimate liquid volumes and masses of
objects using standard units of grams (g), kilograms (kg),
and liters (l). Add, subtract, multiply, or divide to solve
one-step word problems involving masses or volumes that
are given in the same units, e.g., by using drawing (such
as a beaker with a measurement scale) to represent the
problem.
Grade 4 Overview
• Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit.
5.MD.A.1 Convert among different-sized standard measurement
units within a given measurement system (e.g., convert 5
cm to 0.05 m), and use these conversions in solving
multi-step, real world problems.
Displaying the Metric Meanings Poster
Before introducing the Metric Meanings Poster, make copies
of this Really Good Stuff® Activity Guide, and file the pages for
future use. Or, download another copy of it from our Web site
at www.reallygoodstuff.com. Display the Poster where students
will be able to see it easily.
Introducing the Metric Meanings Poster
Gather students around the Metric Meanings Poster. Ask
students to give examples of things they could measure with
each one of the measuring tools pictured. Review how each type
of measurement has a base unit (listed in the yellow column),
and that the prefixes to the left of the base units refer to
bigger units while the prefixes to the right of the base units
refer to smaller units.
Pointing to the Poster, review the meanings of each metric
prefix and how different tools are used to measure different
metric measurements. For example, remind students that
there is a smaller unit that is marked on many rulers and
meter sticks. Ask students questions about the Poster, such
as what unit is smaller than a centimeter, what do you know
about the millimeter from the Poster, what objects would you
use to measure with millimeters, centimeters, and meters, and
how many meters are in one kilometer?
Once you have finished your discussion about the Poster, draw
Helping Teachers Make A Difference®
Variation: Prepare index cards with different length
measurements, such as mm, cm, m. Have students measure
and identify objects that match each specific length
measurement. Instruct students to record the objects on the
back of the card. Discuss how they identified and measured
the objects.
Real World Metrics
Collect boxes and containers with different types of
measurements. Encourage students to bring in objects with
different units of measurement. Have students sort the
objects into length, mass, weight, and capacity measurements
based on the metric units identified on the package.
Converting Metric Measurements
Explain that there are often many names for metric
measurements, depending on which unit you are using. Remind
students that the Metric Meanings Poster includes the base
units of meter, gram, and liter. Tell students that you can
convert between units by multiplying or dividing. On the board,
write 5 grams = ______ milligrams. Model solving the problem
by first pointing out the two units on the Poster. Tell the
class that milligrams are 1/1000 of a gram, so it takes 1,000
milligrams to make one gram. Further indicate that if it takes
1,000 milligrams to make 1 gram, they know that they need to
multiply 5 x 1,000. So write the answer on the board: 5 grams
= 5,000 milligrams. Similarly guide students through the
following additional problems:
1. 3 meters = ______ centimeters (3 meters = 300 centimeters)
2. 4 liters = _______ deciliters (4 liters = 40 deciliters)
3. 2 kilometers = _______ meters (2 kilometers = 2,000 meters)
Or, if students are ready, place them in smalls groups; and
have the groups work together to solve the problems. Then
have a volunteer from each group share how they reached their
answers with the rest of the class.
To assess understanding, copy the table from the Poster onto
paper, leaving out the information on at least one cell from
each column. Copy and distribute the table. For additional
practice, copy and distribute the Many Names for Metrics
Reproducible.
Answers: 1) 7,000, 2) 200, 3) 600, 4) 5,000, 5) answers will vary, 6) 2,000, 7) 10, 8) 20 x 10 = 2,000, 9) 1 kg > 650 g, 10) 1,050
© 2014 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #162829
Many Names for Metrics Reproducible
Helping Teachers Make A Difference®
© 2014 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #162829