# Access Point #: MAFS.4.MD.1.AP.1a

Within a system of measurement, identify the number of smaller units in the next larger unit.
Clarifications:

#### Essential Understandings

Concrete:

• Match a representation in a smaller unit to a representation in a larger unit.
• Separate a larger unit into smaller units.
Representation:
• Understand the following concepts and vocabulary related to length, mass, weight, and time.
• Identify which vocabulary term represents the smaller unit and which vocabulary term represents the larger unit.
General Information
Number: MAFS.4.MD.1.AP.1a
Category: Access Points
Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. (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.

## Related Standards

This access point is an alternate version of the following benchmark(s).

## Related Courses

This access point is part of these courses.
5012015: Foundational Skills in Mathematics 3-5

## Related Resources

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## Element Cards

Element Cards are available to assist in planning for instruction. They are designed to promote understanding of how students move toward the academic standards. Element Cards contain one or more access points, essential understandings, suggested instructional strategies and suggested supports.

Type: Element Cards

## Teaching Idea

Curriculum Resource Guide: Measurement and Geometry:

Complete Unit

Type: Teaching Idea

## Unit/Lesson Sequence

Elementary Measurement Universal Design for Learning Unit:

Universal Design for Learning Units are based on general education lessons that are designed for all students and walk the educator through the process of adapting materials and providing accommodations that assist emerging readers and communicators in the classroom. Each unit is made up of several lessons and a culminating activity, all of which provide examples of for meeting the unique needs of students with significant cognitive disabilities.

Type: Unit/Lesson Sequence

## Student Resources

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## Parent Resources

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