Metric Conversions - Length

Kelsey Blake
Learning Target/Objectives: Express metric length measurements in terms of a
smaller unit; model and solve addition and subtraction word problems involving
metric length.
Standards:
CCSS.MATH.CONTENT.4.MD.A.1
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), ...
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing
measurements given in a larger unit in terms of a smaller unit. Represent
measurement quantities using diagrams such as number line diagrams that
feature a measurement scale.
Materials Needed:
Meter sticks
List of student heights
Personal white boards and markers
Document camera/projector
Description/overview of lesson:
First, I will review common metric system measurements. Then we will dive into
our review of making conversions, and using what we know about place value to
help us. For example, we know that ten 10s is the same as one 100. I will have
students use their personal white boards to convert meters into centimeters.
1 m = 100 cm
4 m = ____
7 m = _____
23 m = ____
1 m 25 cm = _____
2 m 56 cm = _____
I will check student work on the white boards, and assist those who need help
making the conversions.
Next, the students and I will work on a set of three word problems together that

require conversion and addition or subtraction. Students will follow along using
their personal white boards.
The length of Erics driveway is 12 m 38 cm. His neighbors driveway is
4 m 99 cm longer. How long is his neighbors driveway?
Alana has a rope 5 m 32 cm long that she cut into two pieces. One
piece is 249 cm long. How many centimeters long is the other piece of
rope?
Gavin rode his bike 529 fewer meters than Sophia. Gavin rode 1 km
850 m. How many meters did Sophia ride?
I will point out the differences in answers (all centimeters or meters and
centimeters), and we will discuss how they are both correct. After I feel confident
the students are comfortable with converting into smaller units, they will begin
working on their high level-thinking task with a partner.
BRAIN BREAK Healthy Kids Club cards:
Jump to the sky
Twists
Jumping Jacks
Squats
________________________________________________________________
TASK
Students were asked to lay down in a row, with feet touching the next persons
head for a new game in P.E. We need the line of students to be between 600 cm
and 700 cm long. Which students could we line up to make sure we meet the
requirement?

First students will practice measuring using meter sticks. I will model how
to record the height as mixed number (for example, 1 m 28 cm).
Students will measure several of their classmates.
We will record the data to share with all of the students.
Students will be able to find several solutions to this problem. I could
extend the problem for students needing a tougher challenge by changing
the length requirement, or requiring certain people that must be involved in
the line.
________________________________________________________________
BEFORE (3 min)
Have you ever needed to know how long something is?
o I will ask for examples:
Do you measure during your football games?
Do you measure when you make forts with your friends?
Have you ever been given a measurement, but it wasnt the way you
wanted it?

o I will explain the word, convert. Then I will tell them how
sometimes we need to convert numbers to help us solve problems,
such as distance, time, and measurement for cooking.
I will engage the students by asking them why they think
converting numbers could help them in the future.
DURING
Students will be able to express their knowledge with partners while working on
the task. I will look for the strategies students are using, such as converting all of
the heights right away, guessing and checking, converting one height and finding
others similar to that one, and other strategies they may come up with.
I will ask my students:
Can you tell me why you chose to work this way?
Why do you think there are several possible answers?
Can you explain what you were thinking about when you started?
I will observe the students and their strategies, so I can select and sequence the
conversation based on what I hope the students will be able to reach, as far as
strategies go, in the end of the discussion.
If students finish early they will be asked to find another order, or given a new
challenge:
New length requirement
Must include certain students
AFTER
I will sequence the strategies students used to measure their classmates.
I will start with the students that picked several heights and found out it did
not fit the requirement, and changed.
Then I will ask students who added one students height at a time.
Lastly, I will ask the students who chose to add several students at once,
and then add additional if they needed to still meet the requirement.
I will also ask students to share how they picked which students to include for
their task. I will help the children reflect, and ask what other things we may need
to measure and why it is important.