## Converting units of measure

If you are working on “measurement relationships” such as converting between metric units, please focus only on units that we regularly use in everyday life. By doing so it is easy to bring in materials with these units displayed on the packaging, thus allowing students to see the applicability of measurement in everyday life. For example, focus on:

The big ideas in Measurement are:

• attributes, units, and measurement sense

• measurement relationships

The following tables show how the expectations for each of these big ideas progress

through the junior grades.

The sections that follow offer teachers strategies and content knowledge to address these

expectations in the junior grades while helping students develop an understanding of

measurement. Teachers can facilitate this understanding by helping students to:

• investigate measurement problems in real-life settings;

• extend their knowledge of measurement units and their relationships;

• investigate the relationships between, and develop formulas for, area and perimeter and

surface area and volume;

• extend their knowledge of time and temperature measurement

- grams and kilograms for
**mass**; - millimeters, centimeters, meters and kilometers for
**length / distance**; - milliliters and liters for
**capacity**.

The big ideas in Measurement are:

• attributes, units, and measurement sense

• measurement relationships

The following tables show how the expectations for each of these big ideas progress

through the junior grades.

The sections that follow offer teachers strategies and content knowledge to address these

expectations in the junior grades while helping students develop an understanding of

measurement. Teachers can facilitate this understanding by helping students to:

• investigate measurement problems in real-life settings;

• extend their knowledge of measurement units and their relationships;

• investigate the relationships between, and develop formulas for, area and perimeter and

surface area and volume;

• extend their knowledge of time and temperature measurement

metric_conversion_ladder.key | |

File Size: | 507 kb |

File Type: | key |

metricsystem2011.key | |

File Size: | 400 kb |

File Type: | key |

__CONVERSION WORD PROBLEMS__**Example 1**

**John rode {2 kilometers} on his bike. His sister Sally rode {3000 meters} on her bike. Who rode the farthest and how much farther did they ride (answer in km)?**

Step 1: Underline important information and {bracket} important numbers.

Step 2: Ask: What is this question asking me to do? (Determine who rode the farthest and by how much).

Step 3: When going from a large unit to a small unit, you multiply. When going from a small unit to a large unit, you divide.

Step 4: Since the question is asking for the answer in km, convert Sally’s distance to km: 3,000 m = 3 km because there are 1,000 m in 1 km; 2,000 m in 2 km etc.

Step 5: Solve: Sally rode farther because she rode 3 km and John only rode 2 km. Subtract to find the difference: 3km - 2km = 1 km.

**Example 2**

**Jessica is measuring two line segments. The first line segment is {30 cm long}. The second line segment is {500 mm long}. How long are the two line segments together? (answer in cm)**

Step 1: Underline key words and {bracket} important numbers.

Step 2: Ask: What is this question asking me to do? (Find the length of both line segments together).

Step 3: Since the line segments are in different units, convert mm into cm. 500 mm = 50 cm because there are 10 mm in 1 cm, 20 mm in 2 cm, 30 mm in 3 cm, 40 mm in 4 cm etc.

Step 4: Add to solve since together is an addition word (50 cm + 30 cm = 80 cm)

Overall Expectation

• estimate, measure, and record

quantities, using the metric

measurement system.

Specific Expectations

• demonstrate an understanding of

the relationship between estimated

and precise measurements, and

determine and justify when each

kind is appropriate;

• estimate, measure, and record

length, area, mass, capacity, and

volume, using the metric measurement

system.

• estimate, measure, and record

quantities, using the metric

measurement system.

Specific Expectations

• demonstrate an understanding of

the relationship between estimated

and precise measurements, and

determine and justify when each

kind is appropriate;

• estimate, measure, and record

length, area, mass, capacity, and

volume, using the metric measurement

system.