Grade 5 Measurement Unit

Lesson #1: Converting Units

Big Idea(s)
The unit chosen for a measurement affects the numerical value of the measurement; if you use a
bigger unit, fewer units are required. (BIM6)

Curriculum Expectations
Overall Expectations
determine the relationships among units and
measurable attributes, including the area of a
rectangle and the volume of a rectangular prism. (M)
solve problems involving the multiplication and
division of multi-digit whole numbers, and involving
the addition and subtraction of decimal numbers to
hundredths, using a variety of strategies; (NS)

Specific Expectations
select and justify the most appropriate
standard unit to measure length, height,
width, and distance, and to measure the
perimeter of various polygons (M)
solve problems requiring conversion from
metres to centimetres and from kilometers
to meters (M)
multiply decimal numbers by 10, 100,
1000, and 10 000, and divide decimal
numbers by 10 and 100, using mental
strategies (NS)

Getting Started (or Minds On)

Introduction to Learning Activity
Because this is the first lesson in the unit, I would definitely take the time at the beginning to gauge
the students understanding of the mathematical concepts that will be explored throughout the unit.
To do this, I would use an anticipation guide in order to assess where students are in terms of their
current levels of understanding. As suggested in Marian Smalls text Making Math Meaning to
Canadian Students, K-8, at the end of the unit, I would revisit the statements to allow students an
opportunity to reflect on their learning. Outlined below is a detailed account of how the learning
activity will be introduced as well as the various cooperative learning strategies and groupings that
will be used to get students talking about their thinking.
Assessment for Learning
Throughout the Getting Started stage I would use ongoing observation to help assess the students

current levels of understanding.

Groupings
The Report of the Expert Panel on Early Math in Ontario reiterates the importance of a variety of
different groupings. Students need time to communicate with their peers about mathematics and
time to work independently. (Early Math, 32) For this reason I chose to include a variety of different
groupings within the lesson, to allow students an opportunity to work with others. I also chose to give
students a choice in their grouping for the Working on It depending on their comfort level with the
task/concept.
Materials
Students will be made aware that they may use any of the classroom materials to help them answer
the question however they will be required to write out their thinking/answers on a piece of chart
paper so they can display their thinking in the Gallery Walk. Markers and the chart paper will be made
available at their desks. If they need any additional markers/paper they may take some from the
supply table.
-----------------------------------------------------------------------------------------------------------------Introduction to the Unit (to gather data about the students current level of understanding about the
content that will be addressed throughout the unit) :
Four Corners (strongly agree, agree, disagree, strongly disagree)
o Ask students to agree or disagree with statements about measurement
Use the PowerPoint presentation with statements projected so all students
can see
o Think-Pair-Share: Students discuss with peers who are at the same corner why they
made that choice
Ask some students to share their reasoning
Minds On
Write the following units of measurement on the board: mm, cm, dm, m, km
Ask: What do these symbols represent?
Show students a number of objects
Ask: What units would you use to measure these objects? Why?
Think-Pair-Share: Give an example of when you would use each of these units and explain
why you chose this particular unit
Ask: Could you use a bigger or smaller unit? How could you do this?
Think-Pair-Square: Why might we want to change from one unit to another? Give some real
life examples.

Present students with the parallel questions

Explain to students that they will have a choice between what question they can answer and
they may use any of the classroom materials to help them answer the question
Tell students that they may work by themselves or with a partner

Review what to do if you have difficulties answering the question

Remind students of the teachers role (that you will be circulating the classroom as they work
and may stop and ask questions/take notes)
Tell students that they will be required to record their solutions/thinking on a piece of chart
paper so we can engage in a Math Congress

Working On It (or Action)

Task
Students will be provided with a choice of two open-parallel questions. Students may choose one of
the questions to answer depending on their level of comfort with decimal numbers. Students will
have the opportunity to either work individually or in pairs to solve the problem. (see problem below)
Students would be asked to write their solutions/thinking on a piece of chart paper to prepare for our
Math Congress.
Parallel Questions:
Nicole drew a line longer than 0.08m but shorter than 99mm. How long might the line be? How do
you know?
Nicole drew a line longer than 8cm but shorter than 99mm. How long might the line be? How do you
know?
Possible Errors and Misconceptions
not distinguishing between units
not recognizing the need for common units of measurement
difficulties converting from one unit to another
belief that all smaller units relate to larger ones in the same way
difficulties multiplying decimal numbers
not justifying their answer
moving the decimal in the wrong direction
Demonstrating Understanding
In order for students to be successful at demonstrating their understanding of converting units of
measurement students should meet the following success criteria:
Learning Goal:
I am learning to change from one unit of measurement to another.
Success Criteria:
I can multiply and divide numbers by multiple of 10s
I can recognize how many places I need to move the decimal point
I can move the decimal point in the appropriate direction
I can organize my work clearly

I can show my thinking/work

Assessment
In order to gather assessment data I would use a checklist similar to the one on page 609 in Marian
Smalls text Making Math Meaningful to Canadian Students, K-8. The chart would include some of the
behaviours/performances (the success criteria) I would look for as well as a section for anecdotal
notes. I would circulate the classroom as students were working on the problem and check off
instances that I observed the desired behaviour. I would also include some of lists of probing
questions that we have seen throughout the past two modules to help elicit some of the behaviours
and guide student thinking/communication (i.e. Questions and Prompts from A Guide to Effective
Mathematics Instruction, K-6 Volume Two: Problem Solving and Communication pp.81-84.)
Sample:
Student

Multiplies/divides

Recognizes how

Moves the

Organizes work

Shows

#s by multiples of

many places I

decimal point in

clearly

thinking/work

10

need to move

the appropriate

the decimal

direction

Notes

point
Tracy Savage
Ashley Mitchell

Extension Activity
I my math classroom I would have an area set up with a box full of laminated task cards that students
can take and work on. I would ensure that the task cards relate to the current topic that we are
learning (in this case, because it would be at the beginning of the unit, I would have the task cards
centered around converting units as the unit went on there would be more task cards including
perimeter and area, etc.) Students could also write a journal entry about their new learning in their
math journal (journal prompts provided at the beginning of the year).
Examples of Task Cards for this Area are below (taken from Sharon Drummond, Elementary
Enrichment Resource Teacher, Lambton Kent District School Board, Alternate Activity Menus for
Math, 2009)
Task #1
Do some research about world record(s) (using the Guinness Book of World Records or Websites).
Create a PowerPoint presentation or a poster about some/an interesting world record(s) for length or
distance. For each record, state the measurement as it is recorded in the record. Then, convert it to
another unit of measurement. Find a picture of a different object that is approximately the same
length as the world record object, and include it for comparison.
Task #2

Create a scrapbook about units of measurement for length and distance. The first page should show
how to choose an appropriate unit for measurement and how to convert measurements from mm to
cm to m to km. The following pages will be about mm, cm, m, and km. Include pictures of objects you
would measure with each unit.
Task #3
Choose 10 lengths or distances to measure. Be sure to choose at least one object to measure in cm,
mm, m and km. Explain which tool you would use to measure each one. For one of the objects that is
measured in meters, express the measurement in mm, cm and km.

Reflecting and Connecting (or Consolidation)

Selecting Student Work
Prior to debriefing with the students, I would have students post their solutions up around the
classroom so that their classmates can walk around and see different ways of solving the
problem/representing the solution (similar to the Gallery Walk described in our reading but at this
time I wouldnt have them give feedback to each and every student)
I would then choose 3-4 samples to bring to Math Congress (depending on student solutions). I
believe that the selection of student work really depends on what the students come up with. As I
circulated the classroom, if there were any particular students who used a different/unique strategy
or representation I would definitely highlight this. I would use the success criteria to help me decide
which student samples to select. I would choose samples that may need to work on a particular
aspect of the success criteria (ex. student samples where students struggled a bit and highlight where
they had success as well as students who maybe came up with the right solution, however, didnt
necessarily communicate their thinking or organize their work clearly, etc.).
Key Questions
Throughout the class sharing I would ask questions to guide the discussion, to emphasize the
mathematics, and to build connections between solutions and concepts in order to deepen
understanding for all students. (Guide to Effective Instruction in Mathematics, K-6: Vol. 2, 66) Two
key questions that I would definitely ask during debriefing would be:

Ask: What did you notice about the numbers when you changed the unit of measurement?
(Relate back to the Big Idea)
Ask: When would knowing how to convert unit of measurements be useful?

Bibliography

Drummond, Sharon. Alternate Activity Menus for Math. Ontario: Lambton Kent District School Board,
2009.
Ontario. Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario. The Ministry of
Education. Ontario, 2003.
Ontario. Guide to Effective Instruction in Mathematics, K-6. Volume 2: Problem Solving and
Communication. Ministry of Education.
Ontario. Guide to Effective Instruction in Mathematics, K-6. Volume 3: Classroom Resources and
Management. Ministry of Education.
Small, Marian. Making Math Meaningful to Canadian Students, K-8. United States: Nelson Education.
2009.