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Convert standard measurements of time to solve real-world problems.
Clarifications:

Essential Understandings

Concrete:

  • Use tools to demonstrate knowledge of how many seconds are in a minute; minutes are in an hour; hours are in a day.
  • Use tools to demonstrate knowledge of how many days are in a week; weeks in a month; months in a year.
  • Use tools to locate specific intervals of time (i.e., one week from this date).
  • Use daily schedule as a reference when solving problems involving intervals of time (e.g., It is 8:00 AM. Activity is at 10:00 AM. How many hours until activity? If you know there are 60 minutes in an hour, how many minutes until activity?).
  • Use a calendar as a reference when solving problems involving intervals of time (e.g., It is August 31. How many days until October 1?).
Representation:
  • Understand the vocabulary for: seconds, minutes, hours, days, weeks, months, years, calendar, AM, and PM.
  • Understand the number(s) on the left represents the hour and numbers on the right represent minutes for digital clock time.
  • Demonstrate the progression of a calendar (i.e., days in a week, months in a year).
  • Demonstrate that as units of measurement get larger (i.e., minutes ==> hours), the number gets smaller (i.e., 60 minutes ==> 1 hour.

Access Point #: MAFS.5.MD.1.AP.1a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.5.MD.1.1: Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) 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.
Access Point Information
Number:
MAFS.5.MD.1.AP.1a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Convert like measurement units within a given measurement system. (Supporting Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • Grade Five Mathematics (#5012070): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 5 (#7712060): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • STEM Lab Grade 5 (#5020120): This course offers students an opportunity to deepen science, mathematics, engineering, and technology skills.  The primary content focus will be to expand knowledge of current grade level standards in mathematics and science by applying that content in a real world, hands-on situation involving engineering and technology.  For fifth grade, themes will focus on the investigation of number sense, measurement, geometry, and physical science concepts.

    Students will participate in various hands-on STEM activities in this supplemental course to assist in the mastery of current grade level mathematics and science standards.

    Instructional Practices 
    Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

    1. Ensuring wide reading from complex text that varies in length.
    2. Making close reading and rereading of texts central to lessons.
    3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    4. Emphasizing students supporting answers based upon evidence from the text.
    5. Providing extensive research and writing opportunities (claims and evidence).

    Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

    • Asking questions (for science) and defining problems (for engineering).
    • Developing and using models.
    • Planning and carrying out investigations.
    • Analyzing and interpreting data.
    • Using mathematics, information and computer technology, and computational thinking.
    • Constructing explanations (for science) and designing solutions (for engineering).
    • Engaging in argument from evidence.
    • Obtaining, evaluating, and communicating information.

    English Language Development (ELD) Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English Language Learners (ELL) to communicate information, ideas and concepts for academic success in science and math.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success.  The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills.  To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:  {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.

  • Grade 4 Accelerated Mathematics (#5012065): In grade 4 accelerated, instructional time will emphasize six areas: (1) developing the relationship between fractions and decimals; (2) multiplying and dividing multi-digit whole numbers, including using a standard algorithm; (3) adding and subtracting fractions and decimals with procedural fluency, developing an understanding of multiplication and division of fractions and decimals; (4) developing an understanding of the coordinate plane and plotting pairs of numbers in the first quadrant; (5) extending geometric reasoning to include volume and (6) developing an understanding for interpreting data to include mean, mode, median and range.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.