Standard #: MAFS.4.MD.1.1 (Archived Standard)

Students are asked to name objects that weigh about one ounce, one pound, one gram, and one kilogram.

Students are asked to name objects or distances whose lengths are about one meter, one foot, one centimeter, one yard, one kilometer, and one inch.

Students complete two tables by converting units of time from hours to minutes and minutes to seconds

Students complete two tables by converting kilometers to meters and liters to milliliters.

Students are asked to complete two tables by converting meters to centimeters and kilograms to grams.

Students complete two tables by converting from feet to inches and pounds to ounces.

In this lesson the students learn about wind energy and how it transforms through kinetic energy by designing a wind-powered model car.

Students will use their knowledge of renewable and non-renewable resources to create a green community in Florida. The students will be given a map of a plot of land in Florida on which to develop a green community. They will need to use renewable resources while protecting the non-renewable resources on the plot of land.

The practice of science is collaborative and exciting. This lesson engages students as a STEM team working collaboratively to provide a company with the best sneaker design.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this lesson students will make and complete tables to express larger unit measurements in terms of a smaller unit within one system of units. They will use the chart to make comparisons and explain their reasoning.

In this MEA, students will work in collaborative groups to solve multistep word problems posed with whole numbers. The students will be asked to assist a landscaping company in deciding which hedges will be the best to use in replacing the existing hedges which are currently not thriving due to insect infestation. They will need to take into consideration factors such as height, cold, drought tolerance, price, and the client's comments. A twist is added to the problem when students are asked to consider if it would be a good idea to treat the existing hedge instead of replacing it.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this lesson, students will discover how an open number line can be a useful tool for determining elapsed time, starting time, or ending time by making connections to solving addition problems with an unknown number as the start, change, or result. Students will complete an elapsed time card activity with partners to practice using open number lines.

This MEA asks students to take on the job of a tennis pro and decide which factors are most important in choosing a facility to take tennis lessons. Students will perform math calculations, create a two-column table for hours and minutes, develop a procedure to rank facilities, and provide written feedback through letters to a parent whose child needs group tennis lessons and writes letters to ask for advice. They will rank their choices from "best to worst" tennis lesson facilities. Students will provide a detailed written explanation for how they decided to rank factors and their solution for rating tennis lesson facilities.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

This activity requires students to apply their knowledge of unit conversions, speed calculation, and comparing fractions to solve the problem of which water park their class should choose to go on for their 5th grade class trip.

Students will help a track coach determine which shoe is the best to purchase for his team. Students will be required to convert measurements initially and then rank the shoes from best to worst based on the data provided.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

The Plant Package MEA provides students with an engineering problem in which they are asked to rank different plant containers using recycled materials.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this activity students practice measuring techniques by measuring different objects and distances around the classroom. They practice using different scales of measurement in metric units and estimation.

Students look for rectangular objects in the classroom or on the school campus that match the measurements for given clues. Students will estimate the measurements of the object, then take the exact measurements and use this information to determine its area and perimeter.

Learn to convert a larger customary measurement unit into equivalent smaller units, including converting miles to yards and feet in this sports-themed interactive tutorial.

This is Part 2 of a two-part series. Click HERE to open Part 1: Measuring Length with Customary Units.

Learn to convert a larger customary measurement unit into equivalent smaller units, including converting yards to feet and inches, in this sports-themed interactive tutorial.

Learn why it's sometimes important to use social distancing to reduce the spread of germs and how to estimate and convert this customary distance with this interactive tutorial.

Students investigate different balls' abilities to bounce and represent the data they collect graphically.

Students will predict how high they can jump and then compare the height of their jumps to how high a rockhopper penguin can jump out of the water. They will practice mathematical skills for determining averages.

This Khan Academy tutorial video illustrates the conversion equivalence of liters, milliliters, and kiloliters.

This Khan Academy tutorial video presents conventional examples that use specific customary units

In this tutorial video from Khan Academy, explore the differences and similarities involved when converting between measurements in the metric and customary systems.

In this video tutorial from Khan Academy, explore conversion within metric units of length, such as: kilometers, meters and centimeters.

In this video tutorial from Khan Academy, explore U.S. customary units of fluid volume (teaspoon, tablespoon, fluid ounce, cup, pint, quart, and gallon).

In this video tutorial from Khan Academy, explore pounds, ounces and tons.

Learn to convert a larger customary measurement unit into equivalent smaller units, including converting miles to yards and feet in this sports-themed interactive tutorial.

This is Part 2 of a two-part series. Click HERE to open Part 1: Measuring Length with Customary Units.

Learn to convert a larger customary measurement unit into equivalent smaller units, including converting yards to feet and inches, in this sports-themed interactive tutorial.

Learn why it's sometimes important to use social distancing to reduce the spread of germs and how to estimate and convert this customary distance with this interactive tutorial.

This Khan Academy tutorial video illustrates the conversion equivalence of liters, milliliters, and kiloliters.

This Khan Academy tutorial video presents conventional examples that use specific customary units

In this tutorial video from Khan Academy, explore the differences and similarities involved when converting between measurements in the metric and customary systems.

In this video tutorial from Khan Academy, explore conversion within metric units of length, such as: kilometers, meters and centimeters.

In this video tutorial from Khan Academy, explore U.S. customary units of fluid volume (teaspoon, tablespoon, fluid ounce, cup, pint, quart, and gallon).

In this video tutorial from Khan Academy, explore pounds, ounces and tons.

In this tutorial video from Khan Academy, explore the differences and similarities involved when converting between measurements in the metric and customary systems.

In this video tutorial from Khan Academy, explore conversion within metric units of length, such as: kilometers, meters and centimeters.

In this video tutorial from Khan Academy, explore U.S. customary units of fluid volume (teaspoon, tablespoon, fluid ounce, cup, pint, quart, and gallon).

In this video tutorial from Khan Academy, explore pounds, ounces and tons.