### Examples

There are 60 minutes in 1 hour, 24 hours in 1 day and 7 days in 1 week. So, there are 60×24×7 minutes in one week which is equivalent to 10,080 minutes.### Clarifications

*Clarification 1:*Within the benchmark, the expectation is not to memorize the conversions.

*Clarification 2:* Conversions include length, time, volume and capacity represented as whole numbers, fractions and decimals.

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**5

**Strand:**Measurement

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

- MA.5.NSO.1.1
- MA.5.NSO.2.1
- MA.5.NSO.2.4
- MA.5.NSO.2.5
- MA.5.AR.1.2
- MA.5.AR.2.1
- MA.5.M.2.1
- MA.5.GR.1.1
- MA.5.GR.2.1
- MA.5.GR.3.3

### Terms from the K-12 Glossary

- NA

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

- The purpose of this benchmark is for students to be able to understand the relationship between units of measure through problem solving. This benchmark builds on grade 4 concepts of converting measurement units (MA.4.M.1.2), and becomes a part of a larger context of ratios and rates in grade 6 (MA.6.AR.3.5).
- Instruction allows students to convert measurements flexibly.
- For students to have a better understanding of the relationships between units, it is important for teachers to allow students to have practice with tools during instruction. This will show students how the number of units relates to the size of the unit.
- For example, for students to discover converting inches to yards, teachers can have them use 12-inch rulers and yardsticks. This will allow students to see that three of the 12-inch rulers are equivalent to one yardstick (3 × 12
*inches*= 36*inches*; 36*inches*= 1*yard*), so that students understand that there are 12 inches in 1 foot and 3 feet in 1 yard. Using this knowledge, students will be able to determine whether to multiply or divide when making conversions (MTR.2.1).

- For example, for students to discover converting inches to yards, teachers can have them use 12-inch rulers and yardsticks. This will allow students to see that three of the 12-inch rulers are equivalent to one yardstick (3 × 12
- When moving into real-world problem solving, it is important to begin with problems that allow for renaming the units to represent the solution before using problems that require renaming to find the solution (MTR.7.1).

### Common Misconceptions or Errors

- Students confuse renaming units of measurement with the renaming that they do with whole numbers and place value.
- For example, when subtracting 6 inches from 3 feet, they get 2 feet 4 inches because they think of subtracting 6 inches from 30 inches. Students need to pay attention to the unit of measurement which dictates the renaming (inches in this example) and the number to use (12 inches in a foot instead of 10 inches in a foot).

### Strategies to Support Tiered Instruction

- Instruction includes deciding which operation to use when converting from smaller units to larger units (e.g., ounces to pounds) and when converting from larger units to smaller units (e.g., pounds to ounces). Instruction should also include estimating reasonable solutions.
- For example, the teacher models a think aloud for which numbers to use based on the units of measurement and record the relationships on a chart.
- How many minutes are in 1 week?
- There are 60 minutes in 1 hour, 24 hours in 1 day and 7 days in 1 week. So, there are 60 × 24 × 7 minutes in one week which is equivalent to 10,080 minutes.

- For example, the teacher models a think aloud for which numbers to use based on the units of measurement and record the relationships on a chart.

- Instruction includes using a bar model or tape diagram to show the relationship between the units.

### Instructional Tasks

*Instructional Task 1* (MTR.6.1, MTR.7.1)

- Part A. The recipe to make one bowl of punch is shown below. How many cups of punch will they be able to serve at the party if they only make one bowl of punch and there is no punch leftover in the bowl?

- Part B. At the party, Zevah wants each balloon to have a string that is 250 centimeters long. The string she wants to buy comes in rolls of 30 meters. How many rolls of string does Zevah need to buy if she plans to have 36 balloons at the party?

### Instructional Items

*Instructional Item 1*

- Michael is measuring fabric for the costumes of a school play. He needs 11.5 meters of fabric. He has 280 centimeters of fabric. How many more centimeters of fabric does he need?

*Instructional Item 2 *

- a. 6
- b. 12
- c. 18
- d. 24

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Perspectives Video: Teaching Idea

## Problem-Solving Tasks

## Teaching Idea

## Tutorials

## Video/Audio/Animation

## STEM Lessons - Model Eliciting Activity

This MEA asks the students to compare hand drying products based on: initial cost, replacement cost and absorbency. Students will provide the "top choice" to the principal of the school and explain how they arrived at the solution. In the twist, students will be asked to consider the environmental impact of the products and reevaluate their conclusions.

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

In this activity students will analyze data about the conditions in a hermit crab habitat to determine which one will be best to meet the animal’s needs.

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 Model Eliciting Activity, MEA, students will use the provided data to calculate travel time and total cost after tax. Students will consider this data and other provided criteria to assist a travel agent in determining which airline to choose for a client.

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. Click here to learn more about MEAs and how they can transform your classroom.

Students will explore how animal adaptations and habitats are related whenÂ extraterrestrials from an Earth-like planet send the Earth a gift of animals from their planet and the animals must be placed in a zoo. Students will use the characteristics of the animals to figure out the habitat the animals are best adapted to.

Students will be given the opportunity to design a conductivity tester for astronauts to use on Mars. Students will then get to use a 3D printed tester to check common items for potential conductivity and then to redesign their tester.

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. Click here to learn more about MEAs and how they can transform your classroom.

In this MEA, students evaluate the contributions of various explorers to help a museum select the subject who provided the most impact on Western development for a new exhibit. Students will need to convert units to have the necessary information to help come up with a solution to the problem.

This MEA asks students to decide which factors are important in developing a successful frozen yogurt (froyo) store in order to compete with and become the best store in the area. Students will provide feedback to an entrepreneur who is looking to open a frozen yogurt store. They will rank order their choices of the most successful to least successful store. Students will provide a detailed written explanation for how they decided to rank factors and their solution rating existing stores from best to worst.

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

The client, Twi N. Key Bakery, wants your students to help them determine which product to sell in your school. Along the way your students will have to convert pounds to ounces as well as survey their peers.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal studentsâ€™ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

This MEA asks the students to compare items to be given to fans attending a college homecoming football game.

Students will use multi-digit multiplication and measurement conversion while comparing data on the items. They will also take into account fan reviews of the items which should create interesting student discussions.

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

Students will create a rating system for workout DVD's according to weight loss, muscle toning, and increased physical condition.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal studentsâ€™ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

This MEA asks students to assist Ms. Joy Ride who is creating a virtual TV series about extreme roller coasters. They work together to determine which roller coaster is most extreme and should be featured in the first episode. Students are presented with research of five extreme roller coasters and they must use their math skills to convert units of measurements while learning about force and motion.

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. Click here to learn more about MEAs and how they can transform your classroom.

## MFAS Formative Assessments

Students are asked to solve multi-step word problems that require converting units.

Students are asked to make customary measurement conversions involving weight and time.

Students are asked to make metric measurement conversions involving length and mass.

Students are asked to solve two multi-step word problems that require converting units.

## Original Student Tutorials Mathematics - Grades K-5

Learn how to convert time from seconds to minutes, minutes to hours, and hours to days. In this interactive tutorial, you will also practice converting time to fractional amounts.

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.

Learn how to convert among different-sized customary units of weight, length, capacity, and units of time at the skate park in the this interactive tutorial.

## Student Resources

## Original Student Tutorials

Learn how to convert time from seconds to minutes, minutes to hours, and hours to days. In this interactive tutorial, you will also practice converting time to fractional amounts.

Type: Original Student 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.

Type: Original Student Tutorial

Learn how to convert among different-sized customary units of weight, length, capacity, and units of time at the skate park in the this interactive tutorial.

Type: Original Student Tutorial

## Problem-Solving Tasks

This task requires division of multi-digit numbers in the context of changing units. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes.

Type: Problem-Solving Task

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.

Type: Problem-Solving Task

## Tutorials

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

Type: Tutorial

This Khan Academy tutorial video develops a visual diagram to use to solve a distance problem that requires converting feet to yards and other computations.

Type: Tutorial

This Khan Academy tutorial video demonstrates a strategy for ordering four different-sized metric length units.

Type: Tutorial

## Parent Resources

## Problem-Solving Tasks

This task requires division of multi-digit numbers in the context of changing units. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes.

Type: Problem-Solving Task

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.

Type: Problem-Solving Task