4.MD.1 - About the Math, Learning Targets, and Rigor

Grade 4 Measurement and Data

4.MD.1

About the Math

Full Standard

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

Note: Grade 4 expectations in this domain are limited to converting from a larger unit to a smaller unit (# of inches in 3 feet, # of minutes in 6 hours, etc.)

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

  

Report Card Measurement Topic: Demonstrates understanding of measurement and geometry.
3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

 

Learning Targets

  • Explain the relationship between kilometers, meters, and centimeters.
  • Explain the relationship between yards, feet, and inches.
  • Explain the relationship between pounds and ounces.
  • Explain the relationship between hours, minutes, and seconds.
  • Explain the relationship between liters and milliliters.
  • Use the relationship between units to make conversions from larger units to smaller units.
  • Use two-column tables to show relationships between units and/or make conversions from larger units to smaller units.

 

About the Math

 Students need to understand customary units and the metric system. Students see more everyday examples of customary units. They still need hands-on experiences with the metric system. To change from a greater unit to a lesser unit (i.e. foot to inches), multiply. Metric System is based on multiples of ten, when you increase the measure, multiply by ten.  Essential vocabulary for this standard includes: customary units, metric system, inch, feet, yard, ounce, ton, second, minute, hour, day, week, month, year, millimeter, centimeter, meter, gram, kilogram, milliliter, and liter.  Note: The standard is specific to the units noted above.  However, it is completely appropriate for students to work with other measurement units, but students are not expected to have mastery of these additional units.  Visit the online dictionary Links to an external site. for vocabulary support.

 

Customary and Metric Units

Customary and Metric Units
Length Weight Time Length Mass/Weight Capacity
 1 ft = 12in.
1 yd = 3 ft
1 mile = 5,280 ft		 1 lb. = 16 oz
1 ton = 2,000 lb. 		 1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 month = 28 to 31 days
1 month = about 4 weeks
1 year = 12 months
or 52 weeks or 365 days 		 1 meter (m) = 1,000 mm
1 meter -= 100 cm
1 meter = 10 dm
1 cm = 10 mm
1 dm = 10 cm
1 km = 1,000 m 		 1 g = 1,000 mg
1 kg = 1,000 g 		  1 l = 1,000 mL
 

 

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
   
  • Explain the relationship between kilometers, meters, and centimeters.
  • Explain the relationship between yards, feet, and inches.
  • Explain the relationship between pounds and ounces.
  • Explain the relationship between hours, minutes, and seconds.
  • Explain the relationship between liters and milliliters.
  • Use the relationship between units to make conversions from larger units to smaller units.
  • Use two-column tables to show relationships between units and/or make conversions from larger units to smaller units.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 3 Grade 5
  • Solve one-step word problems involving masses or volumes (3.MD.2)
  • Fluently x/÷ facts (3.OA.7 )
  • Convert among standard measurement units and use to solve multi-step problems (5.MD.1)

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction. 

  • What patterns do you notice between different systems of measurements? For example, relationships between km, m, cm, kg, and g?
  • Yesterday, I ran less than 5 kilometers but more than 1,200 meters. How far could I have run?
  • Kay has 2 ½ feet of ribbon.How many inches is that?
  • What is an equivalent measurement to 3 yards? Is there another possibility?
  • When would you use kilometers to measure something? When would you use centimeters?
  • What unit of measurement makes sense to measure the height of a giraffe? Why is it important to use different units of measurement in different situations?
  • How are a meter and a yard alike? How are they different?
  • How do you know that 3 feet 6 inches is less than 48 inches?
  • Which one doesn’t belong? Write an explanation to explain your answer. (1 foot 6 inches, ½ yard, 18 inches, 2 feet 1 inch)

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 15 • Measurement and Problem Solving

Convert Between Different Units of Measurement:

 

 

Additional Tasks

These links provide instructional ideas connected to this standard. 

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics 3-5 About One Unit, Activity 9.13, Page 275
Familiar References, Activity 9.14, Page 276
Personal Benchmarks, Activity 9.15, Page 276
Guess the Unit, Activity 9.16, Page 277
Estimation Scavenger Hunt, Activity 9.18, Page 280
E-M-E Sequences, Activity 9.19, Page 280



 
Groundworks Reasoning About Measurement

4

 

 40-47 (Story Echo)
48-55 (Make a Meter)
56-63 (Who Am I?)
64-71(Order Please!)
Brain-Compatible Activities for Mathematics 4-5 99-102

NumberSense

 4-6 125-127, 187-195
199-201, 153-201


 
Problem Driven Math

4

 44

Math In Practice

Teaching Fourth-Grade Math

4

 Module 11

 

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

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Assessment

Learning Targets

rubric

  • Explain the relationship between kilometers, meters, and centimeters.
  • Explain the relationship between yards, feet, and inches.
  • Explain the relationship between pounds and ounces.
  • Explain the relationship between hours, minutes, and seconds.
  • Explain the relationship between liters and milliliters.
  • Use the relationship between units to make conversions.
  • Use two-column tables to show relationships between units and/or make conversions.

 

 

Learning targets identify what students should be able to do.  This rubric can be applied to tasks and observations for assessment and/or grading. 

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.