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

Full Standard

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.

 

Measurement Topic

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

5th Grade Students Learning 5th Grade Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Report Card Measurement Topic: Demonstrates understanding of measurement, data and statistics.

4th Grade Students Learning 5th Grade Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Report Card Measurement Topic: Demonstrates understanding of measurement and geometry.

 

Learning Targets (I can)

• Describe (in general) how units within the same measurement system can be converted (i.e. multiply to find the number of smaller units in a larger unit; divide to find the number of larger units in a smaller unit).
• Explain the relationship between kilometers, meters, and centimeters.
• Explain the relationship between liters and milliliters.
• Explain the relationship between yards, feet, and inches.
• Explain the relationship between pounds and ounces.
• Use the relationship between units to make conversions.
• Use two-column tables to show relationships between units and/or make conversions.
• Solve problems using measurement conversions.

 

About the Math

• Describe (in general) how units within the same measurement system can be converted (i.e. multiply to find the number of smaller units in a larger unit; divide to find the number of larger units in a smaller unit).

Converting between units is more than a procedural undertaking. Students should begin with seeing the relationship between the units being converted and apply the relationship to function tables and/or tape diagrams. After this fundamental understanding is in place, students can begin to work with procedural computations.

• Explain the relationship between kilometers, meters, and centimeters.
• Explain the relationship between liters and milliliters.
• Explain the relationship between yards, feet, and inches.
• Explain the relationship between pounds and ounces.
• Use the relationship between units to make conversions.

These are the expected conversions for this standard. Additional conversions can be introduced as appropriate. Tools can be provided to support student accuracy when calculating.

• Use two-column tables to show relationships between units and/or make conversions.
• Solve problems using measurement conversions.

Two-column tables help students see the relationship between different units. They can also be applied to problems. This is an elementary standard that should require students to label their answers as it relates to a specific measurement unit.

 

Essential vocabulary for this standard includes: convert, conversion, metric, meters, centimeters, decimeters, kilometers, inches, feet, yards, and miles. Visit the online dictionary Links to an external site. or visual math dictionary Links to an external site. for vocabulary support.

Note: The standard and learning targets are specific to the units noted in 4.MD.1.  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.

 

 

 

 

Progression of Standard within Grade 5

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
		Describe (in general) how units within the same measurement system can be converted (i.e. multiply to find the number of smaller units in a larger unit; divide to find the number of larger units in a smaller unit). Explain the relationship between kilometers, meters, and centimeters. Explain the relationship between liters and milliliters. Explain the relationship between yards, feet, and inches. Explain the relationship between pounds and ounces. Use the relationship between units to make conversions. Use two-column tables to show relationships between units and/or make conversions. Solve problems using measurement conversions.

 

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 4	Grade
Relative size of units and express measurements in a larger unit in terms of a smaller unit (4.MD.1 ) Use the four operations to solve word problems (4.MD.2)	This concept is not taught after grade 5.  Students are expected to apply the standard proficiently.

 

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TASKS

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

• Use Cuisenaire rods to create a bar model to help students visualize the connection between different units of measurement. For example, tell students that the blue rod represents 1 yard. Ask them to use what they know about conversions to find which rod represents 1 foot. After students have identified the light green rod as 1 foot, provide the following prompt: The width of a 5th grade classroom is 9 yards. How many feet is the width of the classroom? Students can either use the Cuisenaire rods, create their own bar models, or a different conceptual explanation to answer the prompt. After students develop this understanding, they can transition away from using the Cuisenaire rods.
• The total weight of four kittens is 19 oz. One kitten weighs ¼ pound. What could be the weight of the other three kittens?
• Yesterday, I ran less than 5 kilometers but more than 1,200 meters. How far could I have run?
• What is your arm span in millimeters? centimeters? and meters? Use this example to explain how km, m, cm, and mm are related?
• You math teacher weighs 2,400 ounces and your uncle weighs 158 pounds. Who weighs more?
• How are a meter and yard alike? How are they different?

 

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.

 

 

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• Let It Flow Links to an external site.(3 Act Task, G.Fletcher) 
• Conversions Lesson Links to an external site. (Utah Education Network)
• Statute of Liberty Download Statute of Liberty
  (Utah Core Academy Lesson)
• Running a Race Download Running a Race
  (Utah Core Academy Lesson)
  
• Lemonade Stand Download Lemonade Stand
  (Utah Core Academy Lesson)
• Military March Download Military March
  (Utah Core Academy Lesson)
• Bathtub Flood Download Bathtub Flood
  (Utah Core Academy Lesson)
• Water, Water Links to an external site.(Georgia Department of Education, pg. 24-32)

 

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	Guess the Unit, Activity 9.16, Page 277  Estimation Quickie, Activities 9.17, Page 280 Estimation Scavenger Hunt, Activity 9.18, Page 280 E-M-E Sequences, Activity 9.19, Page 280
	Groundworks: Algebraic Thinking	5	49-54 "Who Am I?" 65-70 "What's the Measure?"
	Math In Practice Teaching Fifth-Grade Math	5	Module 11

 

 

 

 

 

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Centers

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

 

• Exploring Metric Measurements Download Exploring Metric Measurements
  (HCPSS-adapted print resource)
• Metric Longs Download Metric Longs
  (HCPSS-adapted print resource)

 

 

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.

• Convert Measurements a Links to an external site.
• Convert Measurements b Links to an external site.
• Convert Measurements c Links to an external site.
• Use Relationship Between Units: Customary Capacity Links to an external site.
• Use Relationship Between Units to Convert Links to an external site.
• Use Relationship Between Units to Convert 2 Links to an external site.
• Solve Problems Using Customary Capacity Conversions Links to an external site.
• Solve Problems Using Customary Length Conversions Links to an external site.
• Solve Problems Using Customary Measurement Conversions Links to an external site.
• Solve Problems Using Metric Capacity Conversions Links to an external site.
• Solve Problems Using Metric Capacity Conversions 2 Links to an external site.
• Solve Problems Using Metric Capacity Conversions 3 Links to an external site.
• Solve Problems Using Metric Length Conversions Links to an external site.

 

 

 

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Learning Targets

• Describe (in general) how units within the same measurement system can be converted (multiply to find the number of smaller units in a larger unit; divide to find the number of larger units in a smaller unit).
• Explain the relationship between kilometers, meters, and centimeters.
• Explain the relationship between liters and milliliters.
• Explain the relationship between yards, feet, and inches.
• Explain the relationship between pounds and ounces.
• Use the relationship between units to make conversions.
• Use two-column tables to show relationships between units and/or make conversions.
• Solve problems using measurement 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. 

Rubric for Tasks Links to an external site.

 

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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