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 01 (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 customary measures of length, weight, and capacity. Students investigate conversions for customary 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:
5.14A
Identify the mathematics in everyday situations.
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
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):
page 2 of 72 Enhanced Instructional Transition Guide
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Grade 05 Mathematics Unit 09 PI 01
Select appropriate tools, measure, and convert customary measures for length, weight, and capacity in a variety of real-life problem situations such as the following:
Carol measured and recorded the length of a piece of ribbon as shown below.
Use a ruler to measure the length of the ribbon in inches. She cut off 2 inches and used the remaining ribbon for her craft project. If her craft project required 48 more
pieces of the same length as the remaining ribbon, how many feet of ribbon will she need for her craft project?
The table below shows the amount of milk each member of the Delgado family drank in a day.
How many fluid ounces of milk did the family drink altogether? Which two family members drank a total of 88 fluid ounces of milk?
Carrie, Devon, and Jaime grow melons. Carrie took 2 tons of melons to market, and Devon took
of a ton fewer melons to market than Jaime.
Jaime took 4664 pounds to market. List the weights of the melons, in pounds, from greatest to least, and write a number sentence that could be
used to find the total weight of the melons, in pounds, they all took to market.
Use a table to model the conversion for each measure and justify in writing how each conversion was obtained.
Standard(s): 5.10A , 5.14A , 5.14D , 5.15A , 5.15B ELPS ELPS.c.1A , ELPS.c.1F , ELPS.c.5F
Key Understanding(s):
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Length, weight, 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 customary tool for length, weight, and capacity depends on the attribute to be measured and the problem situation.
Fractional markings on measurement tools, such as a ruler, measuring cup, and scale, can be connected to the location of fractional values on a
number line allowing for more precise measurements of length, capacity, and weight in problem situations.
When converting between units of customary measure, a related data table can be used to observe the numerical pattern and determine the
appropriate operation, multiplication and/or division.
Mixed number measurement units can be renamed to equivalent measurement units.
Underdeveloped Concept(s):
Some students may misinterpret a remainder amount in an inappropriate decimal form. In other words, 3 ft 9 in. would incorrectly become 3.9 inches.
Some students may struggle with deciding when to multiply or divide when converting units.
Vocabulary of Instruction:
capacity
convert
customary measurement
length
precise
standard unit
weight
Materials List:
adding machine tape (40” long) (3 strips per 2 students)
bean (greater than 1 inch) (1 per teacher)
cardstock (4 sheets per 2 students)
map pencil (1 blue, 1 red) (1 set per 2 students)
math journal (1 per student)
measuring containers (customary capacity; cup, pint, quart, gallon) (1 set per 4 students)
objects for measuring (various, between 1 and 5 inches long) (8 per 4 students)
page 4 of 72 Enhanced Instructional Transition Guide
object for measuring (various, precisely 2
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
inches long) (1 per teacher)
plastic tub (1 per 4 students)
plastic zip bag (gallon sized) (1 per 4 students)
plastic zip bag (sandwich sized) (1 per 2 students)
plastic zip bag (sandwich sized) (1 per 4 students)
popcorn kernels, dried beans, or rice (1 pound per 4 students)
rice (uncooked) (6.5 pounds per 4 students)
ruler (standard) (1 per student)
scissors (1 per teacher)
spring scale (1 per 4 students, 1 per teacher)
STAAR Grade 5 Mathematics Reference Materials (1 per student, 1 per teacher)
tape (clear) (1 roll per 2 students)
yardstick (1 per 2 students)
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.
Customary Units Benchmark Chart SAMPLE KEY
Customary Units Benchmark Chart
Map It Out KEY
Map It Out
Customary Ruler
To the Nearest-Customary Recording Sheet
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Customary Length Notes/Practice KEY
Customary Length Notes/Practice
Customary Length Measure - Relationship Tables KEY
Customary Length Measure - Relationship Tables
High Jump
Converting Customary Units of Length Notes/Practice SAMPLE KEY
Converting Customary Units of Length Notes/Practice
Measurement Conversion Graphic
Converting Customary Units of Weight Notes/Practice SAMPLE KEY
Converting Customary Units of Weight Notes/Practice
What's My Capacity? Recording Sheet KEY
What's My Capacity? Recording Sheet
Gallon Graphic Organizer
Converting Customary Units of Capacity Notes/Practice SAMPLE KEY
Converting Customary Units of Capacity Notes/Practice
What's My Measure? Activity Cards
What's My Measure? Directions
Customary Measurement Practice SAMPLE KEY
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Customary 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
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Measuring customary lengths
Engage 1
ATTACHMENTS
Students use logic and reasoning skills to measure and determine distances on a scaled map.
Teacher Resource: Customary Units
Instructional Procedures:
Benchmark Chart SAMPLE KEY (1
1. Display teacher resource: Customary Units Benchmark Chart. Facilitate a class discussion for
students to share some benchmarks for each measurement unit for length. The remaining sections of
this 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
per teacher)
Teacher Resource: Customary Units
Benchmark Chart (1 per teacher)
Teacher Resource: Map It Out! KEY (1
per teacher)
Handout: Map It Out! (1 per student)
measurement; etc.
What are some real-world items that approximate the measure of an inch? Answers may vary.
The length across a soda bottle cap; etc.
What are some real-world items that approximate the measure of a foot? Answers may
MATERIALS
ruler (standard) (1 per student)
vary. The length of an adult male’s foot from heel to toe; etc.
page 7 of 72 Enhanced Instructional Transition Guide
Suggested
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Notes for Teacher
What are some real-world items that approximate the measure of a yard? Answers may
vary. The width of the door; etc.
TEACHER NOTE
In order to reproduce materials requiring linear
2. Distribute a standard ruler and handout: Map It Out! to each student. Instruct students to use the
measure that are consistent with intended
customary side of their ruler and the scale on the map to find the distances between each landmark.
measurements noted on the KEY, set the print
Allow students no more than 10 minutes to complete the activity. Monitor and assess students to
menu to print the handout at 100% by
check for understanding. Facilitate a class discussion to debrief student solutions.
selecting “None” or “Actual size” under the
Ask:
Page Scaling/Size option.
What is the length, in inches, between the park and home? (2 inches)
How did you use the key to determine the actual distance between the park and home?
(multiplied 2 and 300)
Topics:
Measuring customary lengths to the nearest eighth-inch
ATTACHMENTS
Teacher Resource: Customary Ruler
(1 per teacher)
Explore/Explain 1
Handout: To the Nearest-Customary
Students estimate and measure the length of small objects to the nearest eighth-inch.
Recording Sheet (1 per student)
Teacher Resource: Customary Length
Instructional Procedures:
1. Prior to instruction, create a Bag of Measuring Items for every 4 students by placing 8 miscellaneous
objects between 1 and 5 inches long (e.g., beans, buttons, etc.) in a plastic zip bag.
Notes/Practice KEY (1 per teacher)
Handout: Customary Length
Notes/Practice (1 per student)
2. Distribute a standard ruler or the STAAR Grade 5 Mathematics Reference Materials to each student.
page 8 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
MATERIALS
Instruct students to examine the customary side of their ruler.
3. Display teacher resource: Customary Ruler.
ruler (standard) (1 per student)
Ask:
objects for measuring (various, between
What fractional parts is 1 inch divided into? (halves, fourths, and eighths)
The length of the fractional markings on the customary ruler helps to distinguish which fraction is
represented. For example, the smallest fractional line represents
represents
, and the longest fractional line represents
, the next longest fractional line
1 and 5 inches long) (8 per 4 students)
object for measuring (various, precisely
2
inches long) (1 per teacher)
plastic zip bag (sandwich sized) (1 per
.
4 students)
bean (greater than 1 inch) (1 per
4. Draw two 3-inch lines, one below the other, for the class to see. Label the whole inches on each line.
Mark off half-inches on the first line and quarter-inches on the second line. Model for students the
word precisely by using an item which is approximately 2
so students will see that 2
inches long and laying it along the lines
inches is more accurate than 2
teacher)
STAAR Grade 5 Mathematics
Reference Materials (optional) (1 per
student)
inches or 3 inches.
Ask:
TEACHER NOTE
Some may consider the terms accuracy and
Which line could be used to measure more precisely? How do you know? (The line marked
precision synonymous. However, in
in fourths.) Answers may vary. The smaller the unit of measure used, the greater the precision;
measurement, the more and more precise the
page 9 of 72 Enhanced Instructional Transition Guide
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Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
etc.
Notes for Teacher
measuring units, the closer you get to true
What are some examples of units of measurement that are more precise than other units
of measurement? Answers may vary. Quarter-inches are more precise than half-inches; inches
are more precise than feet; etc.
accuracy of the measure.
Example:
5. Place students in groups of 4 and distribute a Bag of Measuring Items to each group.
6. Using the displayed teacher resource: Customary Ruler, demonstrate how to measure a bean to the
nearest half-inch and then to the nearest quarter-inch.
7. Instruct students to select an item from their Bag of Measuring Items, place their ruler against one
edge of the item, and line up the zero on the ruler with the end of the item. Ensure students do not
TEACHER NOTE
line up the object with the end of the ruler, but rather line up the object with the zero.
Remind students that all measurements are
approximations. However, the smaller the unit
8. Instruct student groups to identify the
inch mark closest to the other end of the displayed bean and
you use, the more precise the measure you
will get. The smaller the unit, the closer to the
then find the
or
inch mark that is closest to the end of the bean. Allow time for students to
exact measure.
page 10 of 72 Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
complete the activity. Monitor and assess students to check for understanding. Facilitate a class
discussion about the customary measurements.
TEACHER NOTE
The STAAR Grade 5 Mathematics Reference
Ask:
Materials should be made available to
To the nearest half-inch, how long is this bean? (1
students at all times.
inches long)
How do you know? Answers may vary. The end of the bean is between the 1
and 2 inch
TEACHER NOTE
In order to produce rulers that are consistent
marks, but it is closer to the 1
inch mark; etc.
with the rulers on the STAAR Mathematics
To the nearest quarter-inch, how long is this same bean? (1
Reference Materials, follow these steps:
inches long)
1. Set the print menu to print the pages at
How do you know? Answers may vary. The end of the bean is between the 1
marks, but it is closer to the 1
and 1
inch
100% by selecting “None” or “Actual size”
under the Page Scaling/Size option.
inch mark; etc.
2. Print on paper that is wider than 8 ½
Which marks on the ruler determine whether the bean is closer to the half-inch mark or
the three-quarter inch mark? Explain. (
inches, such as 11 by 17 inch paper.
inch marks because they are the halfway marks
3. Trim the paper to 8 ½ by 11 inches so that
between each fourth mark.)
the rulers will be on the edge of the paper.
How can you tell the difference between the half-inch and quarter-inch marks when
measuring with a ruler? Answers may vary. The half-inch line is halfway between the inch
TEACHER NOTE
marks. The quarter-inch line is halfway between the half-inch marks, or divides the inch into
In order to reproduce materials requiring linear
fourths; etc.
measure that are consistent with intended
Will you ever have the same answer when measuring to the nearest half-inch and to the
nearest quarter-inch? Explain. (Yes, because
and
are equivalent fractions.)
measurements noted on the KEY, set the print
menu to print the handout at 100% by
selecting “None” or “Actual size” under the
page 11 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
9. Distribute handout: To the Nearest – Customary Recording Sheet to each student. Instruct
Notes for Teacher
Page Scaling/Size option.
students to select 3 different items from their Bag of Measuring Items, estimate the length or longest
part of each item, measure each item to the nearest inch, half-inch, quarter-inch, and eighth of an
inch, and record each estimate and actual measure on their recording sheet. Allow 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.
10. Distribute handout: Customary Length Notes/Practice to each student. Instruct students to
complete the handout independently. Facilitate a class discussion to debrief handout: Customary
Length Notes/Practice.
Topics:
Visualizing customary measurement conversions
ATTACHMENTS
Teacher Resource: Customary Length
Measure – Relationship Tables KEY
(1 per teacher)
Explore/Explain 2
Handout: Customary Length
Students create a customary ruler to visualize conversions between inches, feet, and yards.
Measure – Relationship Tables (1
per student)
Instructional Procedures:
1. Prior to instruction, cut 3 strips of adding machine tape, 40 inches long, for every 2 students.
MATERIALS
page 12 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
2. Place students in pairs. Distribute 3 strips of adding machine tape, 1 blue and 1 red map pencil, a
yardstick, a ruler, and roll of tape to each pair. Instruct students to push their desks together, side by
side, and lay one of the strips of adding machine tape across their desks. Instruct students to use the
yardstick to mark the left end of the adding machine tape with a “0” and the right end of the adding
machine tape at other end of the yardstick with the length “1 yard.” Remind students to use tape, as
necessary, to keep the adding machine tape secure to desks.
3. Instruct students to select another strip of adding machine tape, repeat the process of using the
Notes for Teacher
adding machine tape (40” long) (3
strips per 2 students)
scissors (1 per teacher)
map pencil (1 blue, 1 red) (1 set per 2
students)
yardstick (1 per 2 students)
ruler (standard) (1 per 2 students)
yardstick to measure and label one yard, and then use the ruler to divide the yard into 3 feet, labeling
tape (clear) (1 roll per 2 students)
each foot.
STAAR Grade 5 Mathematics
4. Instruct students to select their final strip of adding machine table, repeat the process of using the
yardstick to measure and label one yard, and then use the ruler to divide the yard into 36 inches,
Reference Materials (1 per student, 1
per teacher)
labeling each inch and coloring the 12-inch mark red and the 24-inch mark blue.
5. Instruct students to lay the strip marked by feet in the middle of their desks and then place the strip
marked by yards above it and the strip marked by inches below it, as shown below.
Ask:
Looking at these strips, how can you describe the relationship between feet and yards?
Answers may vary. 1 yard is equal to 3 feet; a foot is equal to one-third of a yard; etc.
page 13 of 72 Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Enhanced Instructional Transition Guide
Suggested
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Suggested Instructional Procedures
Notes for Teacher
Looking at these strips, how can you describe the relationship between inches and feet?
Answers may vary. 1 foot is equal to 12 inches; one inch is one-twelfth of a foot; etc.
How many inches are in half a foot? Half a yard? (
ft = 6 inches;
yard = 18 inches)
How many inches are in a quarter of a foot? Three-quarters of a foot? (
ft = 3 inches;
ft
= 9 inches)
6. Distribute the STAAR Grade 5 Mathematics Reference Materials to each student. Instruct student
pairs to identify relationships modeled by their paper strips that also appear on the STAAR Grade 5
Mathematics Reference Materials.
7. Display the STAAR Grade 5 Mathematics Reference Materials for the class to see. Facilitate a class
discussion about the location of the customary measurements for length.
Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR
page 14 of 72 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Notes for Teacher
Grade 5 Mathematics Reference Materials. Austin, TX: Author.
8. Instruct students to examine the customary measurement for the mile on their STAAR Grade 5
Mathematics Reference Materials.
Ask:
How could the paper strips be used to make a tool to measure a mile? Answers may vary. I
would have to tape together 1,760 of the yard tapes; etc.
What is the relationship between yards and miles? How do you know? Answers may vary.
One mile equals 1,760 yards; one yard is
of a mile; the information is listed on the STARR
Grade 5 Mathematics Reference Materials; etc.
What is the relationship between feet and miles? How do you know? Answers may vary.
One mile equals 5,280 feet; one foot is
of a mile; there are 3 feet in every yard, and since
there are 1,760 yards in a mile, I can find 3 times 1,760 to get the number of feet; etc.
9. Distribute handout: Customary Length Measure – Relationship Tables to each student. Instruct
student pairs to use their paper strips to complete each table and describe the process or rule used.
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.
2
Topics:
Spiraling Review
Customary measurement conversions for length
Explore/Explain 3
ATTACHMENTS
page 15 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Students use process tables to investigate and convert between customary units of measure for length.
Notes for Teacher
Teacher Resource: High Jump (1 per
teacher)
Instructional Procedures:
Teacher Resource: Converting
1. Display the following conversions for the class to see:
Customary Units of Length
Notes/Practice SAMPLE KEY (1 per
teacher)
Handout: Converting Customary
Units of Length Notes/Practice (1 per
Ask:
student)
Handout (optional): Measurement
How many inches are in a yard? How do you know? (36) Answers may vary. If there are 12
Conversion Graphic (1 per student)
inches in 1 foot and 3 feet in a yard, then I multiply the number of inches in a foot by the number
of feet in one yard. So, 12 x 3 = 36 inches; etc.
If 12 x 3 tells you how many inches there are in one yard, how could you find the number
MATERIALS
of inches in 2 yards? (Multiply 12 x 3 x 2 = 72 inches or 36 x 2 = 72 inches.)
Are there more feet or yards in a mile? Explain. Answers may vary. There are more feet in a
math journal (1 per student)
mile because a foot is a smaller unit of measure than a yard. Since the foot is the smaller unit of
measure, it would take more of them to make a mile; since a yard is the larger unit of measure, it
would take a fewer number of yards to make a mile; etc.
How many feet are in a yard? (3 feet)
How could you find the number of yards in a mile if you only knew the number of feet?
(You could divide the number of feet by 3 because there are 3 feet in each yard.)
How many yards are in a mile? (1,760 yards)
How many yards are in 2
miles? (1,760 x 2 = 3,520 yards, and half of 1,760 is 880. So,
TEACHER NOTE
Sometimes students may confuse which unit
is larger when looking at the Grade 5 STAAR
Reference Materials conversion chart. They
may think that the larger unit is the one with
the larger number. For example 1ft = 12 in.,
some students may think that an inch is the
3,520 + 880 = 4,400 yards)
larger unit because it has the larger number.
page 16 of 72 Enhanced Instructional Transition Guide
Suggested
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Emphasize that the larger unit is the unit with
2. Display teacher resource: High Jump. Instruct students to replicate the table in their math journal.
Remind students about the relationship tables they previously completed.
the 1 because it takes a lot of the smaller
units to make the one, larger unit.
Ask:
How do you decide which operation to use when you convert from one unit to
another? Answers may vary. When converting from smaller units to larger units, like inches to
feet, divide. When converting from larger units to smaller units, like feet to inches, multiply; etc.
TEACHER NOTE
It is important for students to understand you
can only convert measurements of length with
other units of length. For example, you would
3. Display the following table for the class to see:
not convert units of weight to units of length.
You can convert between customary units of
length and metric units of length, but that will
come later in middle school.
TEACHER RESOURCE
Use handout (optional): Measurement
Conversion Graphic to summarize the rule
for converting measurements for struggling
4. Instruct students to replicate the table in their math journal.
students.
page 17 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
When converting from smaller units to larger units, divide. What can you divide 12 by to
get 1? Explain. (12, because 12 divided by 12 equals 1.)
What is the rule or process for converting inches to feet? (Divide the number of inches by 12
to find the number of feet.)
5. Instruct students to add another row to their table to find the number of feet in 45 inches.
6. Place students in pairs. Instruct student pairs to use the rule or process to determine the number of
feet in 45 inches. Allow time for students to complete the activity. Monitor 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.
page 18 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
7. Using the displayed teacher resource: High Jump, facilitate a class discussion about the problem
situation.
Ask:
According to your calculations, which try was better for the high jump? How do you
know? (The second try was better because the first try was only 3 ft 9 in., and the second try was
4 ft 5 in.)
8. Instruct students to examine the “First Try” measure for the Long Jump on the displayed teacher
resource: High Jump.
Ask:
What operation do you use to convert yards into feet? How do you know? (Multiplication,
because I am changing from larger units to smaller units.)
9. Display the following table for the class to see:
10. Instruct students to replicate the table in their math journal.
page 19 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
When converting from larger units to smaller units, what operation would you use?
(multiplication)
What do you multiply 1 by to get 3? Explain. (3, because 1 x 3 = 3.)
What is the rule or process for converting yards to feet? (Multiply the number of yards by 3 to
find the number of feet.)
11. Instruct students to add another row to their table to find the number of feet in 2 yards.
Ask:
If 2 yards equals 6 feet, how could you complete the conversion of 2 yards 1 foot? (You
need to add the 1 foot to the 6 feet to get 7 feet. So, 2 yd 1 ft = 7 ft.)
According to these calculations, which try was better for the Long Jump? How do you
know? (Both tries were equal because 7 ft = 7 ft.)
12. Distribute handout: Converting Customary Units of Length Notes/Practice to each student.
Facilitate a class discussion regarding page 1. Allow students time to complete page 2. Monitor and
page 20 of 72 Enhanced Instructional Transition Guide
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Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
assess students as they work. This may be completed as independent practice and/or homework.
3
Topics:
Spiraling Review
Customary measurement conversions for weight
Explore/Explain 4
Students use process tables to investigate and convert between customary units of measure for weight.
ATTACHMENTS
Teacher Resource: Converting
Customary Units of Weight
Instructional Procedures:
1. Prior to instruction, create a Customary Weight Bag for every 4 students by placing 1 pound of
popcorn kernels, dried beans, or rice in a gallon sized plastic zip bag.
2. Display previously created teacher resource: Customary Units Benchmark Chart. Facilitate a class
Notes/Practice SAMPLE KEY (1 per
teacher)
Handout: Converting Customary
Units of Weight Notes/Practice (1 per
student)
discussion for students to share some benchmarks for each measurement unit for weight.
Ask:
MATERIALS
What is weight? Answers may vary. A measurement of the pull of gravity on an object; etc.
What are some real-world items that weigh about an ounce? Answers may vary. A
popcorn kernels, dried beans, or rice (1
hummingbird; slice of bread; etc.
pound per 4 students)
What are some real-world items that weigh about a pound? Answers may vary. Answers
plastic zip bag (gallon sized) (1 per 4
may vary. Four sticks of butter; a textbook; a loaf of bread; etc.
students)
What are some real-world items that weigh about a ton? Answers may vary. A compact car;
STAAR Grade 5 Mathematics
a bull; etc.
Reference Materials (1 per student, 1
per teacher)
page 21 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
3. Place students in groups of 4. Distribute the STAAR Grade 5 Mathematics Reference Materials to
each student and a Customary Weight Bag and spring scale to each group. Instruct student groups to
estimate the weight of the bag of popcorn kernels (or beans/rice) in pounds and then in ounces.
Notes for Teacher
spring scale (1 per 4 students, 1 per
teacher)
math journal (1 per student)
Instruct students to record their estimate in their math journal. Allow time for students to estimate and
record the estimated weight of the Customary Weight Bag. Monitor and assess students to check for
understanding.
TEACHER NOTE
In Grade 4, students have learned that the
4. Demonstrate how to use a spring scale. Instruct student groups to use the spring scale to measure
weight of an object is the force with which the
and record the actual weight of each object in pounds and then ounces. Instruct students to record
object is pulled vertically downward by gravity.
each measure in their math journal. Allow time for students to measure and record the actual weight
Therefore, the weight of an object varies
of the Customary Weight Bag. Monitor and assess students to check for understanding. Facilitate a
depending upon how far it is from the center of
class discussion to debrief student solutions.
Earth. For this reason, a spring scale is used
Ask:
because it measures weight or the pull of
When you compare the pounds and ounces, what is the relationship? Answers may vary.
One pound is equal to 16 ounces; 1 ounce is
gravity on an object.
of a pound; etc.
How could you convert pounds to ounces? (Multiply the number of pounds by 16 to find the
number of ounces.)
5. Display the following table for the class to see:
page 22 of 72 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 table used to covert customary measures of length? Answers may
vary. It shows that when converting from a larger unit to a smaller unit, you multiply; etc.
Where on the STAAR Grade 5 Mathematics Reference Materials does it show this
relationship? (the third row under “Weight and Mass – Customary”)
Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR
Grade 5 Mathematics Reference Materials. Austin, TX: Author.
6. Instruct students to extend their table to find the number of ounces in 2, 3, 4, and 5 pounds.
page 23 of 72 Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
Ask:
How many ounces are in 2 pounds? 3 pounds? 4 pounds? 5 pounds? (32, 48, 64, 80 oz)
When converting from larger units to smaller units, what operation do you use?
(multiplication)
How do you convert from ounces to pounds? (Divide, because you are converting from the
smaller unit of ounces to the larger unit of pounds.)
How many ounces are in half of a pound? (Half of 16 is 8 ounces.)
How many ounces are in 5
pounds? (5 pounds is 80 ounces, and half of 16 is 8. So, there
are 88 ounces.)
If there are 16 ounces in 1 pound, how many ounces are in a fourth of a pound? (
is the same as 16 ÷ 4; 16 divides into 4 groups with 4 in each group. 1 group of 4 is 4 OR of 16
=
.)
7. Instruct students to create a table in their math journal that demonstrates the process of converting
ounces to pounds.
page 24 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
8. Distribute handout: Converting Customary Units of Weight Notes/Practice to each student.
Facilitate a class discussion regarding page 1. Allow students time to complete page 2. Monitor and
assess students as they work. This may be completed as independent practice and/or homework.
4
Topics:
Spiraling Review
Customary measurement conversions for capacity
Explore/Explain 5
Students use process tables to investigate and convert between customary units of measure for capacity.
ATTACHMENTS
Teacher Resource: What’s My
Capacity? Recording Sheet KEY (1
Instructional Procedures:
1. Prior to instruction, create a Tub of Rice for every 4 students by placing 6.5 pounds of uncooked rice
in a plastic tub to represent a capacity measurement of more than a gallon.
2. Display previously created teacher resource: Customary Units Benchmark Chart. Facilitate a class
per teacher)
Handout: What’s My Capacity?
Recording Sheet (1 per student)
Teacher Resource: Gallon Graphic
Organizer (1 per teacher)
discussion for students to share some benchmarks for each measurement unit for capacity.
Teacher Resource: Converting
Ask:
Customary Units of Capacity
page 25 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
Notes/Practice SAMPLE KEY (1 per
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 one fluid ounce? Answers may vary. A
completely filled mouthwash cap; etc.
teacher)
Handout: Converting Customary
Units of Capacity Notes/Practice (1
per student)
What are some real-world items that hold about a cup? Answers may vary. A small juice
box; the lunchroom milk carton; a single serving of yogurt; etc.
What are some real-world items that hold about a pint? Answers may vary. A small carton of
MATERIALS
ice cream; etc.
What are some real-world items that hold about a quart? Answers may vary. A medium
measuring containers (customary
bottle of sports drink; etc.
capacity; cup, pint, quart, gallon) (1 set
What are some real-world items that hold about a gallon? Answers may vary. A jug of milk;
per 4 students)
etc.
plastic tub (1 per 4 students)
rice (uncooked) (6.5 pounds per 4
3. Place students in groups of 4. Distribute the STAAR Grade 5 Mathematics Reference Materials to
each student and a Tub of Rice and a set of customary capacity measuring containers (cup, pint,
quart, and gallon) to each group. Instruct students to examine the customary units for capacity on
students)
STAAR Grade 5 Mathematics
Reference Materials (1 per student)
their STAAR Grade 5 Mathematics Reference Materials.
page 26 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
Notes for Teacher
TEACHER NOTE
The STAAR Grade 5 Mathematics Reference
Materials combines Volume and Capacity
within the same header. According to TEA
Mathematics TEKS Refinement 2006,
capacity and volume are defined as follows:
"Capacity is the description of the maximum
Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR
amount of materials a container or receptacle
Grade 5 Mathematics Reference Materials. Austin, TX: Author.
can hold/contain. This is the maximum volume
of the container. Volume is defined as how
4. Distribute handout: What’s My Capacity? Recording Sheet to each student. Instruct student
groups to use their STAAR Grade 5 Mathematics Reference Materials to complete the conversions for
each problem and then justify their conversion by pouring rice from one customary capacity container
to the other customary capacity container to determine equivalent measures. Allow time for student
groups to complete the activity. Listen carefully to student discussions regarding the use of the terms,
capacity and volume. See Teacher Note regarding the distinction between these two terms. Monitor
and assess students to check for understanding. Facilitate a class discussion to debrief student
much 3-dimensional space a given material
occupies. Volume is a property of the
material." For example, a container may have
a capacity of 1 quart; when the container is
filled with rice, the rice has a volume of 1
quart. The rice does not have capacity.
solutions and for students to share the discovered relationships between cups, pints, quarts, and
gallons.
TEACHER NOTE
Emphasize some items are sold by weight
5. Display teacher resource: Graphic Gallon Organizer. Instruct students to replicate this graphic
organizer in their math journal.
Ask:
Does this graphic organizer demonstrate the relationships you discovered? Check your
and others by volume, and you cannot convert
between the two attributes. For example, one
pint of berries weighs approximately the same
as another pint of berries, but it would not
page 27 of 72 Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
weigh the same as a pint of water.
results on your recording sheets. Why or why not? Answers may vary.
TEACHER NOTE
Items can be described using different units of
measure. For example, a carton of juice holds
about a quart and weighs about 2 pounds.
Students may confuse the unit of fluid ounce
for capacity and volume with the unit of ounce
used for weight. In other words, you could use
How could this graphic help you convert units of capacity? Answers may vary. Each letter in
the graphic stands for a unit of capacity and the number of units within each; etc.
a kitchen spring scale to weigh an ounce of
rice, but you would use a measuring cup to
According to this graphic, how many quarts are in a gallon? (4 qt)
find the number of fluid ounces of rice (cooked
According to this graphic, how many pints are in a quart? (2 pt)
or not). Monitor students to ensure that they
According to this graphic, how many cups are in a pint? (2 c)
What operation could you use to convert larger units of capacity to smaller units of
use the units correctly.
capacity? (multiplication) Smaller units of capacity to larger units of capacity? (division)
How many quarts are in a half-gallon? (There are 4 quarts in one gallon, so there are 2 quarts
State Resources
in one-half gallon.)
How many cups are in 2
quarts? (There are 4 cups in one quart, 2 x 4 = 8.
of 4 is the
MTR 3 – 5: Fill ‘Er Up!; Measurement
same as 4 ÷ 2; 4 divides into 2 groups with 2 in each group. 1 group of 2 is 2. 8 + 2 = 10. So,
Jeopardy
there are 10 cups.)
TEXTEAMS: Rethinking Elementary
Do you think there would be more or less cups in 2
quarts? (There would be less cups
Mathematics Part I: Tiffany’s Beanie
Babies™
because
is less than
.)
page 28 of 72 Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
How many cups are in 2
quarts? (There are 4 cups in one quart, 2 x 4 = 8.
Notes for Teacher
of 4 is the
same as 4 ÷ 4; 4 divides into 4 groups with 1 in each group. 1 group of 1 is 1. 8 + 1 = 9. So, there
are 9 cups.)
6. Distribute handout: Converting Customary Units of Capacity Notes/Practice to each student.
Facilitate a class discussion regarding page 1. Allow students time to complete page 2. Monitor and
assess students as they work. This may be completed as independent practice and/or homework.
5
Topics:
Spiraling Review
Customary measurement conversions for length
Customary measurement conversions for weight
ATTACHMENTS
Customary measurement conversions for capacity and volume
Card Set: What’s My Measure?
Elaborate 1
Activity Cards (1 set per 2 students)
Students convert between customary units of measure for length, weight, and capacity and volume.
Handout: What’s My Measure?
Directions (1 per 2 students)
Instructional Procedures:
1. Prior to instruction, create a card set: What’s My Measure? Activity Cards for every 2 students by
copying on cardstock, laminating, cutting apart, and placing in a plastic zip bag.
2. Place students in pairs. Distribute card set: What’s My Measure? Activity Cards and handout:
What’s My Measure? Directions to each student pair.
Teacher Resource: What’s My
Measure? Directions (1 per teacher)
Teacher Resource (optional):
Customary Measurement Practice
KEY (1 per teacher)
Handout (optional): Customary
page 29 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Suggested Instructional Procedures
3. Display teacher resource: What’s My Measure? Directions. Facilitate a class discussion about the
directions of the game. Instruct student pairs to play the game and record their calculations in their
Notes for Teacher
Measurement Practice (1 per
student)
math journal. Allow time for students to complete the activity. Monitor and assess student pairs to
check for understanding.
MATERIALS
cardstock (4 sheets per 2 students)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1 per
2 students)
math journal (1 per student)
ADDITIONAL PRACTICE
Handout (optional): Customary
Measurement Practice may be used to
further facilitate understanding of customary
measurement conversions for length, weight,
and capacity.
Evaluate 1
Instructional Procedures:
MATERIALS
ruler (standard) (1 per student)
STAAR Grade 5 Mathematics
page 30 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
1. Assess student understanding of related concepts and processes by using the Performance
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Notes for Teacher
Reference Materials (1 per student)
Indicator(s) aligned to this lesson.
Performance Indicator(s):
TEACHER NOTE
In order to produce rulers that are consistent
Grade 05 Mathematics Unit 09 PI 01
Select appropriate tools, measure, and convert customary measures for length, weight, and capacity in a
with the rulers on the STAAR Mathematics
Reference Materials, follow these steps:
variety of real-life problem situations such as the following:
1. Set the print menu to print the pages at
Carol measured and recorded the length of a piece of ribbon as shown below.
100% by selecting “None” or “Actual size”
under the Page Scaling/Size option.
2. Print on paper that is wider than 8 ½
Use a ruler to measure the length of the ribbon in inches. She cut off 2 inches and used the
remaining ribbon for her craft project. If her craft project required 48 more pieces of the same length
as the remaining ribbon, how many feet of ribbon will she need for her craft project?
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.
The table below shows the amount of milk each member of the Delgado family drank in
a day.
page 31 of 72 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 5/Mathematics
Unit 09:
Suggested Duration: 5 days
Notes for Teacher
How many fluid ounces of milk did the family drink altogether? Which two family members drank a
total of 88 fluid ounces of milk?
Carrie, Devon, and Jaime grow melons. Carrie took 2 tons of melons to market, and
Devon took
of a ton fewer melons to market than Jaime. Jaime took 4664 pounds to
market. List the weights of the melons, in pounds, from greatest to least, and write a
number sentence that could be used to find the total weight of the melons, in pounds,
they all took to market.
Use a table to model the conversion for each measure and justify in writing how each conversion was
obtained.
Standard(s): 5.10A , 5.14A , 5.14D , 5.15A , 5.15B ELPS ELPS.c.1A , ELPS.c.1F , ELPS.c.5F
05/10/13
page 32 of 72 Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Units Benchmark Chart SAMPLE KEY
Weight
Length
Name
Benchmark Comparison
inch
in.
foot
ft
yard
yd
the width of a door
mile
mi
4 times around a high school
football field track
ounce
oz
weight of a slice of bread
pound
lb
weight of a loaf of bread
ton
T
weight of a compact car
fluid ounce
Capacity
Symbol
fl oz
length across a soda bottle cap
length of an adult male’s foot
from heel to toe
a completely filled mouthwash
cap
cup
c
a single serving of yogurt
pint
pt
a small carton of ice cream
quart
qt
a medium bottle of sports drink
gallon
gal.
©2012, TESCCC
a jug of milk
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Units Benchmark Chart
Weight
Length
Name
inch
in.
feet
ft
yard
yd
mile
mi
ounce
oz
pound
lb
ton
T
Capacity
fluid ounce
©2012, TESCCC
Symbol
Benchmark Comparison
fl oz
cup
c
pint
pt
quart
qt
gallon
gal.
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Map It Out! KEY
Grocery
Store
School
4 in.
2
Post
Office
.
in
n.
Bank
3 in.
1i
3i
n.
1 inch = 300 yards
Home
Pet Store
2 in.
Park
Use a ruler to measure to the nearest whole inch and find the distance between the following landmarks:
(1) Bank and Post Office:
(2) Grocery Store and School:
(3) Park and Home:
300 yd
1,200 yd
(4) Pet Store and Grocery Store:
(5) Home and School:
(6) Pet Store and Home:
2,100 yd
3,600 yd
©2012, TESCCC
05/10/13
600 yd
4,500 yd
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Map It Out!
Grocery
Store
School
Post
Office
Bank
1 inch = 300 yards
Pet Store
Home
Park
Use a ruler to measure to the nearest whole inch 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: 01
Customary Ruler
Make sure when you line up an object on the ruler, you always begin at “0”, not the end of the
ruler.
Example:
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
To the Nearest –
Customary Recording Sheet
Complete the table by estimating and then measuring the longest part of each chosen object
to the nearest inch, half-inch, quarter-inch, and eighth of an inch as indicated.
(1) Object:
Estimate:
Actual measurement to the nearest:
inch
1
inch
4
1
inch
2
1
inch
8
(2) Object:
Estimate:
Actual measurement to the nearest:
inch
1
inch
4
1
inch
2
1
inch
8
(3) Object:
Estimate:
Actual measurement to the nearest:
inch
©2012, TESCCC
1
inch
4
1
inch
2
04/30/13
1
inch
8
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary 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
1
inch is more accurate than measuring to the nearest inch.
8
Example:
How long is this pencil, to the nearest inch?
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 3 and 4 inches
long.
Step 3: Decide whether 3 or 4 is the nearest inch. The length of this pencil is closer to 3
inches than 4 inches.
To the nearest inch, the pencil is 3 inches long.
How long is the pencil to the nearest
The pencil is between 3
To the nearest
1
inch?
8
3
4
3
and 3 inches long. The pencil is closer to 3 inches long.
8
8
8
1
3
inch, the pencil is 3 inches long.
8
8
Which measure is more accurate? Why?
3
3
The measure 3 inches is more accurate than the measure to the nearest inch because 3
8
8
inches is closer than 3 inches to the pencil’s actual length.
©2012, TESCCC
04/26/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Length Notes/Practice KEY
Practice
Estimate the length in inches. Then measure the length to the nearest
Estimate
(in inches)
Object
1
inch.
8
Measure to the
1
nearest inch
8
(1)
Answers may
vary.
2
1
inches
8
(2)
Answers may
vary.
2
5
inches
8
Answers may
vary.
6
inches
8
or
3
1 inches
4
1
(3)
©2012, TESCCC
04/26/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary 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
1
inch is more accurate than measuring to the nearest inch.
8
Example:
How long is this pencil, to the nearest inch?
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 3 and 4 inches
long.
Step 3: Decide whether 3 or 4 is the nearest inch. The length of this pencil is closer to 3
inches than 4 inches.
To the nearest inch, the pencil is 3 inches long.
How long is the pencil to the nearest
The pencil is between 3
To the nearest
1
inch?
8
3
4
3
and 3 inches long. The pencil is closer to 3 inches long.
8
8
8
1
3
inch, the pencil is 3 inches long.
8
8
Which measure is more accurate? Why?
3
3
The measure 3 inches is more accurate than the measure to the nearest inch because 3
8
8
inches is closer than 3 inches to the pencil’s actual length.
©2012, TESCCC
04/26/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Length Notes/Practice
Practice
Estimate the length in inches. Then measure the length to the nearest
Estimate
(in inches)
Object
1
inch.
8
Measure to the
1
nearest inch
8
(1)
(2)
(3)
©2012, TESCCC
04/26/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Length Measure – Relationship Tables KEY
1. Complete the table and answer the questions below.
A).
Yards Process/Rule Feet
1
x3
3
2
x3
6
3
x3
9
4
x3
12
5
x3
15
6
x3
18
7
x3
21
Feet
1
2
3
4
5
6
7
Process/Rule Inches
x 12
12
x 12
24
x 12
36
x 12
48
x 12
60
x 12
72
x 12
84
B). Given the number of yards, what process or rule did you use to find the number of
feet?
Multiply the number of yards by 3 to find the number of feet.
C). Given the number of feet, which process or rule did you use to find the number of
inches?
Multiply the number of feet by 12 to find the number of inches.
2. Use the information from the tables above to complete the following table and answer the
questions below.
A).
Yards
1
2
3
4
5
6
7
Process/Rule
x 36
x 36
x 36
x 36
x 36
x 36
x 36
Inches
36
72
108
144
180
216
252
B). How many inches are in 1 yard? How do you know?
36 inches. There are 12 inches in 1 foot and 3 feet in 1 yard. So 3 x 12 = 36
inches.
C). How many inches are in 6 yards? How do you know?
216 inches. 6 x 36 = 216 inches.
1
D). How many inches are in 5 yards? How do you know?
2
1
Since 5 yards is halfway between 5 yards and 6 yards and 36 ÷ 2 equals 18
2
1
inches, 5 yards is 180 + 18 = 198 inches.
2
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Length Measure – Relationship Tables KEY
3. Complete the table and answer the question below.
A).
Inches
Process/Rule
3
÷ 12
6
÷ 12
9
÷ 12
12
÷ 12
18
÷ 12
36
÷ 12
45
÷ 12
Feet
(use fraction notation, where applicable)
3
1
or
12
4
6
1
or
12
2
9
3
or
12
4
1
18
6
1
or 1
or 1
12
12
2
3
45
9
3
or 3
or 3
12
12
4
B). Given the number of inches, what process or rule did you use to find the number of
feet?
I divided the number of inches by 12 and then simplified each fraction to
represent the number of feet.
4. Complete the table and answer the question below.
A).
Yards
B).
Feet
Process/Rule
1
÷3
2
÷3
3
÷3
4
÷3
5
÷3
6
÷3
7
÷3
(use fraction notation, where applicable)
1
3
2
3
1
4
1
or 1
3
3
5
2
or 1
3
3
2
7
1
or 2
3
3
Given the number of feet, what process or rule did you use to find the number of
yards?
I divided the number of feet by 3 and then simplified each fraction to represent
the number of yards.
©2012, TESCCC
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Length Measure – Relationship Tables
1. Complete the table and answer the questions below.
A).
Yards Process/Rule Feet
1
3
2
3
4
5
6
7
Feet
1
2
3
4
5
6
7
Process/Rule Inches
12
B). Given the number of yards, what process or rule did you use to find the number of
feet?
C). Given the number of feet, which process or rule did you use to find the number of
inches?
2. Use the information from the tables above to complete the following table and answer the
questions below.
A).
Yards
1
2
3
4
5
6
7
Process/Rule
Inches
B). How many inches are in 1 yard? How do you know?
C). How many inches are in 6 yards? How do you know?
D). How many inches are in 5
©2012, TESCCC
1
yards? How do you know?
2
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Length Measure – Relationship Tables
3. Complete the table and answer the question below.
A).
Inches
Process/Rule
Feet
(use fraction notation, where applicable)
3
6
9
12
1
18
36
45
B). Given the number of inches, what process or rule did you use to find the number of
feet?
4. Complete the table and answer the question below.
A).
Feet
Process/Rule
Yards
(use fraction notation, where
applicable)
1
2
3
1
4
5
6
7
B). Given the number of feet, what process or rule did you use to find the number of
yards?
©2012, TESCCC
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
High Jump
A coach recorded the following distances at a track and field
meet:
First Try
Second Try
High Jump
45 in.
4 ft 5 in.
Long Jump
2 yd 1 ft
7 ft
Which high jump and long jump tries were better? Why?
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Length
Notes/Practice SAMPLE KEY
Changing Smaller Units to Larger Units
Jack used 78 inches of ribbon for the award medallions. How many feet of ribbon did he use?
Write down what you are supposed to find out. 
78 in. = ____ feet
Write down what you know about inches and feet. 
12 in. = 1 foot
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine
the rule or process to convert the measurement units. 
(Notice that inches are smaller units than feet, so you
need to divide to convert.)
So, Jack used 6
1
feet of ribbon.
2
Inches
Rule/Process
Feet
12
÷ 12
1
78
÷ 12
6
6
1
or 6
12
2
So, Jack used 6 ft 6 in. of ribbon.
Changing Larger Units to Smaller Units
Sandra is 4 1 ft tall. How many inches tall is she?
2
1 ft = ____in. meaning 4 ft = _____ in. plus 1 ft =_____ in.
2
2
Write down what you know about feet and inches. 
1 ft = 12 in.
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Write down what you are supposed to find out.  4
Use a table to organize the information and determine the rule or process to convert the measurement units.
(Notice that feet are larger units than inches, so you need to multiply to convert.)
Feet
1
4
Rule
Process
x 12
x 12
Inches
Feet
12
1
48
1
2
Rule
Process
x 12
x 12
Inches
12
 1
of 12 is the same as 12 ÷ 2; 12 divides into 2 groups with
2
6
6 in each group. 1 group of 6 is 6 OR 1 =
2
6
12
So, 4 ft = 48 in., and 48 + 6 = 54 in.  Sandra is 54 inches tall.
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary 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. 12 ft = 144 in.
Feet
1
12
2. 27 yd = 81 ft
Rule Inches
x 12
12
x 12
144
3. 89 ft = 1,068 in.
Feet
1
89
Yard
1
27
4. 6
Rule Inches
x 12
12
x 12 1,068
Rule
x3
x3
Feet
3
81
1
yd = 234 in.
2
Yard
1
Rule
x 36
Inches
36
Yard
1
Rule
x 36
Inches
36
6
x 36
216
1
2
x 36
18
1 of 36 is the same as 36 ÷ 2; 36 divides into 2 groups with 18
2
in each group. 1 group of 18 is 18 OR 1 = 18
2
36
216 + 18 = 234 in.
5. 40 in. = 3
1
ft
3
6. 207 in.= 5
Inches Rule
12
÷ 12
40
©2012, TESCCC
÷ 12
Feet
1
1
3 ft.
3
05/06/13
3
yd
4
Inches
36
Rule
÷ 36
207
÷ 36
Yards
1
5
3
4
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Length
Notes/Practice
Changing Smaller Units to Larger Units
Jack used 78 inches of ribbon for the award medallions. How many feet of ribbon did he use?
Write down what you are supposed to find out. 
78 in. = ____ feet
Write down what you know about inches and feet. 
12 in. = 1 foot
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine
the rule or process to convert the measurement units. 
(Notice that inches are smaller units than feet, so you
need to divide to convert.)
So, Jack used 6
1
feet of ribbon.
2
Inches
Rule/Process
Feet
12
÷ 12
1
78
÷ 12
6
6
1
or 6
12
2
So, Jack used 6 ft 6 in. of ribbon.
Changing Larger Units to Smaller Units
Sandra is 4 1 ft tall. How many inches tall is she?
2
1 ft = ____in. meaning 4 ft = _____ in. plus 1 ft =_____ in.
2
2
Write down what you know about feet and inches. 
1 ft = 12 in.
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Write down what you are supposed to find out.  4
Use a table to organize the information and determine the rule or process to convert the measurement units.
(Notice that feet are larger units than inches, so you need to multiply to convert.)
Feet
1
4
Rule
Process
x 12
x 12
Inches
Feet
12
1
48
1
2
Rule
Process
x 12
x 12
Inches
12
 1
of 12 is the same as 12 ÷ 2; 12 divides into 2 groups with
2
6
6 in each group. 1 group of 6 is 6 OR 1 =
2
6
12
So, 4 ft = 48 in., and 48 + 6 = 54 in.  Sandra is 54 inches tall.
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Length
Notes/Practice
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
1. 12 ft = ________in.
3. 89 ft = _________in.
5. 40 in. = _________ft
©2012, TESCCC
2. 27 yd = _________ft
4. 6
1
yd = _________in.
2
6. 207 in.= _________yd
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Measurement Conversion Graphic
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Weight
Notes/Practice SAMPLE KEY
Changing Smaller Units to Larger Units
Mr. Garza bought 56 ounces of hamburger meat. How many pounds of
hamburger meat did he buy?
Write down what you are supposed to find out. 
56 oz = ____lb
Write down what you know about ounces and pounds.  16 oz = 1 lb
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine
the rule or process to convert the measurement units. 
Ounces
Rule/Process
Pounds
16
÷ 16
1
56
÷ 16
(Notice that ounces are smaller units than pounds, so you
need to divide to convert.)
So, Mr. Garza bought 3
1
lb of hamburger meat.
2
3
8
1
or 3
16
2
So, Mr. Garza bought 3 lb 8 oz of hamburger meat.
Changing Larger Units to Smaller Units
A bag of dog food is 39
1
pounds. How many ounces is the bag of dog food?
4
Write down what you are supposed to find out.
39
1
lb = ____oz
4
Write down what you know about pounds and ounces.  1 lb = 16 oz
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine the rule or process to convert the measurement units.
(Notice that pounds are larger units than ounces, so you need to multiply to convert.)
1
Rule
Process
x 16
39
x 16
Pounds
Ounces
Pounds
16
1
624
1
4
Rule
Process
x 16
x 16
Ounces
16
4
 1
of 16 is the same as 16 ÷ 4; 16 divides into 4
4
groups with 4 in each group. 1 group of 4 is 4
OR 1 =
4
4
16
So, 624 oz + 4 oz = 628 oz. The bag of dog food weighs 628 oz.
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Weight
Notes/Practice SAMPLE KEY
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
1. 68 oz = 4
2. 18,000 lb = 9 T
1
lb
4
Ounces Rule Pounds
16
÷ 16
1
1
4
68
÷ 16
4
4
416
4R4
16 68
64
4
3. 5
Pounds Rule
2000
÷ 2000
18,000 ÷ 2000
4 14 lb
Tons
1
9
2000 x 9 = 18,000
or
2000 added 9 times = 18,000
4. 3T 975 lb = 2,975 lb
1
lb = 84 oz
4
Pounds
Rule
Process
Ounces
1
x 16
16
Pounds
Rule
Process
Tons Rule
1
x 2000
Ounces
1
x 16
16
1
5
x 16
80
x 16
4
4
1 of 16 is 4; 16 divides into 4 groups with 4 in each
=
So, 2,000 lb + 975 lb = 2,975 lb
6
41
group. 1 group of 4 is 4 OR
14
4
Pounds
2000
80 + 4 = 84
5. 132 lb = 2,112 oz
Pounds
1
132
©2012, TESCCC
Rule
x 16
x 16
6. 412 oz = 25
Ounces
16
2112
05/06/13
3
lb
4
Ounces
16
Rule
÷ 16
412
÷ 16
Pounds
1
25
3
4
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Weight
Notes/Practice
Changing Smaller Units to Larger Units
Mr. Garza bought 56 ounces of hamburger meat. How many pounds of
hamburger meat did he buy?
Write down what you are supposed to find out. 
56 oz = ____lb
Write down what you know about ounces and pounds.  16 oz = 1 lb
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine
the rule or process to convert the measurement units. 
Ounces
Rule/Process
Pounds
16
÷ 16
1
56
÷ 16
(Notice that ounces are smaller units than pounds, so you
need to divide to convert.)
So, Mr. Garza bought 3
1
lb of hamburger meat.
2
3
8
1
or 3
16
2
So, Mr. Garza bought 3 lb 8 oz of hamburger meat.
Changing Larger Units to Smaller Units
A bag of dog food is 39
1
pounds. How many ounces is the bag of dog food?
4
Write down what you are supposed to find out.
39
1
lb = ____oz
4
Write down what you know about pounds and ounces.  1 lb = 16 oz
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine the rule or process to convert the measurement units.
(Notice that pounds are larger units than ounces, so you need to multiply to convert.)
1
Rule
Process
x 16
39
x 16
Pounds
Ounces
Pounds
16
1
624
1
4
Rule
Process
x 16
x 16
Ounces
16
4
 1
of 16 is the same as 16 ÷ 4; 16 divides into 4
4
groups with 4 in each group. 1 group of 4 is 4
OR 1 =
4
4
16
So, 624 oz + 4 oz = 628 oz. The bag of dog food weighs 628 oz.
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Weight
Notes/Practice
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
1. 68 oz = _________ lb
2. 18,000 1b = _________T
1
lb = _________oz
4
4. 3T 975 lb = _________lb
3. 5
5. 132 lb = _________oz
©2012, TESCCC
6. 412 oz = _________lb
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Capacity? Recording Sheet KEY
Use your containers and the STAAR Grade 5 Mathematics Reference Materials to
determine each of the following units of capacity. Show your work.
1
gallon = 8 cup(s)
2
(1)
1
1 cup = pint(s)
2
(11)
(2)
1 pint = 2 cup(s)
(12) 4 pints = 2 quart(s)
(3)
1 quart = 2 pint(s)
(13) 3 pints = 1
(4)
1 quart = 4 cup(s)
(5)
2 quarts = 8 cup(s)
(14) 6 pints =
3
gallon(s)
4
(15) 3 quarts =
(6)
(7)
(8)
(9)
1
quart(s)
2
3
gallon(s)
4
1 gallon = 4 quart(s)
(16) 2
1
pints = 5 cup(s)
2
(17) 4
1
pints = 9 cup(s)
2
(18) 3
1
quarts = 7 pint(s)
2
1
gallon = 2 quart(s)
2
1 gallon = 8 pint(s)
1
gallon = 4 pint(s)
2
(10) 1 gallon = 16 cup(s)
©2012, TESCCC
(19) 8 pints = 1 gallon(s)
(20) 15 cups = 7
04/29/13
1
pint(s)
2
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Capacity? Recording Sheet
Use your containers and the STAAR Grade 5 Mathematics Reference Materials to
determine each of the following units of capacity. Show your work.
(11)
1
gallon = _______cup(s)
2
(1)
1 cup = ________pint(s)
(2)
1 pint = ________ cup(s)
(3)
1 quart = ________pint(s)
(4)
1 quart = ________cup(s)
(14) 6 pints = ______gallon(s)
(5)
2 quarts =_______cup(s)
(15) 3 quarts =______gallon(s)
(6)
1 gallon =______ quart(s)
(7)
1
gallon =______quart(s)
2
(8)
(9)
(12) 4 pints = _______quart(s)
(13) 3 pints = _______quart(s)
(16) 2
1
pints = ______cup(s)
2
(17) 4
1
pints = ______cup(s)
2
(18) 3
1
quarts = _____pint(s)
2
1 gallon = _______pint(s)
1
gallon = _______pint(s)
2
(10) 1 gallon = _______cup(s)
©2012, TESCCC
(19) 8 pints = ______gallon(s)
(20) 15 cups = ______pint(s)
04/29/13
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Gallon Graphic Organizer
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Capacity
Notes/Practice SAMPLE KEY
Changing Smaller Units to Larger Units
A baker has 115 quarts of blueberries for muffins. How many gallons of
blueberries does she have?
Write down what you are supposed to find out. 
115 qt = ____gal.
Write down what you know about quarts and gallons.  4 qt = 1 gal.
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine
the rule or process to convert the measurement units. 
(Notice that quarts are smaller units than gallons, so you
need to divide to convert.)
Quarts
Rule/Process
Gallons
4
÷4
1
115
÷4
28
3
4
Example 2:
28 R 3
4 115
8
35
32
3
So, the baker had 3
3
gallons of blueberries.
4
3 gal. 3 qt
So, the baker had 3 gal. 3 qt of blueberries.
Changing Larger Units to Smaller Units
Sandra made 16
1
gal. of lemonade. How many pints did she make?
4
Write down what you are supposed to find out. 
16
1
gal. = ____pt
4
Write down what you know about gallons and quarts. 
1 gal. = 8 pt
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine the rule or process to convert the measurement units.
(Notice that gallons are larger units than quarts, so you need multiply to convert.)
1
Rule
Process
x8
16
x8
Gallons
Pints
Gallons
8
1
128
1
4
Rule
Process
x8
x8
Pints
8
2
 1
of 8 is the same as 8 ÷ 4; 8 divides into 4
4
groups with 2 in each group. 1 group of 2 is 2
OR 1 = 2
4
8
So, 16 gal. = 128 pt, and 128 + 2 = 130 pt.  Sandra made 130 pints of lemonade.
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary 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. 574 pt = 287 qt
2. 52 fl oz = 6
Pints
2
574
Rule
÷2
÷2
1
c
2
Fluid
Ounces
8
Quarts
1
287
52
8
3. 7 c 4 fl oz = 60 fl oz
Cups
Rule
1
7
x8
x8
Fluid
Ounces
8
56
1
1
6
2
6 84
6R4
52
48
4
6 12 c
Rule
x4
x4
Quarts
4
148
So, 148 qt + 3 qt = 151 qt
1
gal. = 2788 c
4
6. 280 c = 17
Rule
Cups
Gallons
Rule
Cups
1
x 16
16
1
x 16
16
2784
1
4
x 16
4
x 16
÷8
÷8
Gallons
1
37
Gallons
174
Cups
4. 37 gal. 3 qt = 151 qt
56 + 4 = 60 fl oz
5. 174
Rule
1 of 16 is the same as 16 ÷ 4; 16 divides into 4 groups with 4
4
in each group. 1 group of 4 is 4 OR 1 = 4
4
16
1
gal.
2
Cups
16
Rule
÷ 16
280
÷ 16
Gallons
1
17
1
2
2784 + 4 = 2788 c
©2012, TESCCC
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Capacity
Notes/Practice
Changing Smaller Units to Larger Units
A baker has 115 quarts of blueberries for muffins. How many gallons of
blueberries does she have?
Write down what you are supposed to find out. 
115 qt = ____gal.
Write down what you know about quarts and gallons.  4 qt = 1 gal.
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine
the rule or process to convert the measurement units. 
(Notice that quarts are smaller units than gallons, so you
need to divide to convert.)
Quarts
Rule/Process
Gallons
4
÷4
1
115
÷4
28
3
4
Example 2:
28 R 3
4 115
8
35
32
3
So, the baker had 3
3
gallons of blueberries.
4
3 gal. 3 qt
So, the baker had 3 gal. 3 qt of blueberries.
Changing Larger Units to Smaller Units
Sandra made 16
1
gal. of lemonade. How many pints did she make?
4
Write down what you are supposed to find out. 
16
1
gal. = ____pt
4
Write down what you know about gallons and quarts. 
1 gal. = 8 pt
(You can get this information from the STAAR Grade 5 Mathematics Reference Materials.)
Use a table to organize the information and determine the rule or process to convert the measurement units.
(Notice that gallons are larger units than quarts, so you need multiply to convert.)
1
Rule
Process
x8
16
x8
Gallons
Pints
Gallons
8
1
128
1
4
Rule
Process
x8
x8
Pints
8
2
 1
of 8 is the same as 8 ÷ 4; 8 divides into 4
4
groups with 2 in each group. 1 group of 2 is 2
OR 1 = 2
4
8
So, 16 gal. = 128 pt, and 128 + 2 = 130 pt.  Sandra made 130 pints of lemonade.
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Converting Customary Units of Capacity
Notes/Practice
Complete each of the following by using a table to organize the measurement units. Show your work.
Practice:
1. 574 pt = _________qt
2. 52 fl oz = __________c
3. 7 c 4 fl oz = __________fl oz
4. 37 gal 3 qt = __________ qt
5. 174
1
gal. = __________ c
4
©2012, TESCCC
6. 280 c = __________gal.
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Measure? Activity Cards
(NOTE: Answers are intentionally left on the cards. See handout: What’s My Measure? Directions.)
How many ounces
are in 6 pounds 5
ounces?
How many fluid
ounces are in 3
quarts 1 cup?
101 oz
104 fl oz
How many fluid
ounces
are in 4 quarts?
How many inches
are in 9 feet 5
inches?
128 fl oz
113 in.
©2012, TESCCC
10/08/12
page 1 of 4
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Measure? Activity Cards
How many yards are
in 72 inches?
How many inches
are in 25 yards?
2 yd
900 in.
How many feet are in
3 miles?
How many pounds
1
are in 1 tons?
2
15,840 ft
3000 lb
©2012, TESCCC
10/08/12
page 2 of 4
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Measure? Activity Cards
How many ounces
are in 5 pounds?
How many gallons
are in 5 quarts?
80 oz
1
1
gal.
4
How many cups are How many quarts are
in 16 pints?
in 50 gallons?
32 c
©2012, TESCCC
200 qt
10/08/12
page 3 of 4
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Measure? Activity Cards
How many cups are
1
in 6 pints?
2
How many yards are
in 2 miles 12 feet?
3,524 yards
13 c
How many fluid
ounces are in
4 cups?
How many tons are
in 9000 pounds?
4
32 fl oz
©2012, TESCCC
10/08/12
1
T
2
page 4 of 4
Grade 5
Mathematics
Unit: 09 Lesson: 01
What’s My Measure? Directions
Directions:
 Students shuffle the What’s My Measure? cards and place them face
down in a pile.
 Player 1 (determined by playing rock-paper-scissors) draws a card from
the pile and reads the question aloud. Player 2 is not allowed to look at
the card, but the card can be read as many times as needed. Player 2
calculates the answer and answers the question.
 Player 1 checks the answer at the bottom of the card, announces
whether Player 2 is correct, and then shows the card with the answer. If
Player 2 is correct, he/she gets to keep the card. If he/she is incorrect,
the card is discarded.
 Players then switch roles, and it is Player 2’s turn to select a card from
the pile. Play continues until all cards have been selected or time is
called.
 The winner is the player who has the most cards at the end of the game.
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Measurement Practice SAMPLE KEY
Solve each problem.
Problem:
Ginny cut a 5 foot 4 inch piece of ribbon. Then she cut a piece of ribbon that is twice that length. How
many inches of ribbon did Ginny cut?
Understand the problem/plan:
What are you trying to find? the number of inches of ribbon Ginny cut
What do you know? She cut 5 ft 4 in. and another piece twice that length.
Table:
Complete this table to show your measurement conversion. Explain your process.
First, convert feet to inches
Feet
Process
Inches
1
x 12
12
5
x 12
60
Next, add any additional inches from the problem.
Solve:
5 ft = 60 inches; 60 + 4 = 64 inches for the first piece of ribbon cut.
Twice 64 = 64 x 2 = 128 inches of ribbon cut.
128 inches + 64 inches = 192 inches
Problem:
Carmen bought 20 apples to make cider. If each apple weighs 4 ounces, how many pounds of apples
did she buy?
Understand the problem/plan:
What are you trying to find? the number of pounds of apples Carmen bought
What do you know? She bought 20 apples, and they weigh 4 ounces each.
Table:
Complete this table to show your measurement conversion. Explain your process.
20 apples x 4 ounces each = 80 ounces
Then, convert ounces to pounds.
Ounces
Process
Pounds
16
÷ 16
1
80
÷ 16
5
Solve:
80 ounces of apples ÷ 16 = 5 pounds of apples
©2012, TESCCC
05/06/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Measurement Practice SAMPLE KEY
Solve each problem.
Problem:
Deidre, Christine, and Jeremy all made lemonade for the party. Deidre made 3 gallons, Christine made
24 cups, and Jeremy made 5 quarts. How many cups of lemonade did Deidre, Christine, and Jeremy
make?
Understand the problem/plan:
What are you trying to find? the number of cups of lemonade Deidre, Christine, and Jeremy made
What do you know? Deidre made 3 gallons, Christine made 24 cups, and Jeremy made 5 quarts.
Explain your process showing all conversions.
Solve:
There are 16 cups in 1 gallon. So, 3 x 16 = 48 cups in 3 gallons.
Christine made 24 cups.
There are 4 cups in a quart. So, 5 x 4 = 20 cups in 5 quarts.
Deidre, Christine, and Jeremy made 48 + 24 + 20 = 92 cups of lemonade.
Solve each problem.
Problem:
Scott threw the football 36 yards 2 feet. Erick threw the football 942 inches. Who threw the football the
farthest? Explain your process.
Understand the problem/plan:
What are you trying to find? who threw the ball the farthest
What do you know? Scott threw the football 36 yards 2 feet and Erick threw the football 942 inches
Explain your process showing all conversions.
78 R 6
12 942
84
102
96
6
6
7812 ft
1
78 2 ft
Solve: Since 1 yard is 3 feet, 36 x 3 = 108 feet. 108 = 2 = 110 feet. Scott threw the football 110 feet.
Since there are 12 inches in 1 foot, 942 ÷ 12 = 78 feet 6 inches. Since 6 inches is half of 12 inches,
Erick threw the football 78 1 feet.
2
Therefore, Scott threw the football the farthest.
©2012, TESCCC
05/06/13
page 2 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Measurement Practice
Solve each problem.
Problem:
Ginny cut a 5 foot 4 inch piece of ribbon. Then she cut a piece of ribbon that is twice that length. How
many inches 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.
Solve:
Problem:
Carmen bought 20 apples to make cider. If each apple weighs 4 ounces, how many pounds 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
05/07/13
page 1 of 2
Grade 5
Mathematics
Unit: 09 Lesson: 01
Customary Measurement Practice
Solve each problem.
Problem:
Deidre, Christine, and Jeremy all made lemonade for the party. Deidre made 3 gallons, Christine made
24 cups, and Jeremy made 5 quarts. How many cups 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:
Scott threw the football 36 yards 2 feet. Erick threw the football 942 inches. Who threw the football the
farthest? Explain your process.
Understand the problem/plan:
What are you trying to find?
What do you know?
Explain your process showing all conversions.
Solve:
©2012, TESCCC
05/07/13
page 2 of 2