Names: Erin Feller and Megan Koval

Title of Lesson

Converting Measurements

Grade level

5th

Date

March 22nd

Lesson
sources/references:

Adapted from the lesson our classroom teacher provided from the text-

objectives

Students will be able to convert standard U.S. lengths and standard

metric unit lengths.
SWBAT show work of length equivalents with both multiplication and
division.
SWBAT determine when to use multiplication vs. when to use division
without the help of the teacher.

standards

CCSS practice standard: Attend to precision and look for and express
regularity
in repeated reasoning.
CCSS Content 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.
NCTM Content standard: measurement
NCTM Process standard: Connections is incorporated in this lesson
because students are being introduced to the relationship between
different units of measurement. Students must Problem Solve how to
convert from one unit of measurement to another. There are formulas
and strategies to connect the standard lengths and metric lengths.
Students must connect how a certain amount of millimeters might
connect to centimeters.

accommodations

Students who have difficulty with the concept of conversions will

benefit by working with rulers, yardsticks, and meter sticks. Focus on
simple conversions that you can justify with the measuring tools. For
example, have students convert 24 inches to feet, and then use rulers
or a yardstick to verify the answer: 24 inches=2 feet.
Advanced learners can gain extra practice with additional problems
and a challenge question

Equipment/materials

yard stick
anchor chart paper

Activity

Instructional Strategies: Direct instruction, focus on anchor charts, and

modeling. Students then will get the chance to independently work with
the concept while referring to the anchor chart. The teacher will walk
around during independent work and scaffold and student who needs
assistance.
Mathematical Content Background: measurement is one of the most
useful mathematics content strands, as it is an important component in
everything from occupational tasks to life skills for the mathematically
literate citizen. (page 375 of Mathematics: Teaching Developmentally)
This idea is incorporated in this lesson by explaining why it is important
to compare units of length; to know distance of everyday places. As
humans, we must know approximate distances and know how to
convert from one unit to another.
Procedures:
Discuss these U.S. standard units of length: inch, foot, yard, and mile.
On the board, write the following:1 foot = ____ inches 1 yard = ___ feet
Talk to your partner and decide what number goes in each of the blanks.
Look at a ruler or a yardstick if you need help.
Have students share and justify their answers. Then post the chart of length
equivalents you prepared. Keep the chart posted for this and the next session.
As you discuss the equations in the chart, make sure students understand the
abbreviations.
Length Equivalents U.S. Standard Units
1 foot (ft) = 12 inches (in.)
1 yard (yd) =3 feet (ft)
1 mile (mi) =5,280 feet (ft) Metric Units
1 centimeter (cm) =10 millimeters (mm)1 meter (m) =100 centimeters
(cm)
1 kilometer (km) =1,000 meters (m)

Today well talk about these measurement equivalents. The equivalents

tell you how different units of length are related. Well start with the U.S.
standard units. You can use these equivalents to help you convert from
one unit to another. For example, Suppose a fence is 4 feet high, how
many inches is that? Work with your partner to figure this out. Then
explain your thinking.
Students might say:
I used the first equivalency on the chart. Since there are 12 inches in 1
foot, I multiplied 4 times 12 to figure out how many inches are in 4 feet. 4

Formative
assessment

Students convert lengths within the U.S. standard units and within the
metric system.
Do students use the correct equivalent?
Do students use the correct conversion factor? Do they multiply
when converting to smaller units of length and divide when converting
to larger units of length?
Are students calculations with fractions and decimals accurate
and efficient?

Summative
assessment

Students will complete workbook pages 87 & 88. The teacher will
discuss problems 11 & 12 with the students and check them to ensure
the students are understanding the concept.

Extension activities/
Back up plans

Students who easily make these conversions can be challenged to try

some that involve comparisons. For example, ask them to write >, <, or
= in each sentence below.8 feet _______ 92 inches2.5 kilometers
_______ 250 meters2 2_3 yards _______ 8 feet