Montana Math MT.4.MD.2
The Standard
Use the four operations to solve problems in context using distances, intervals of time, liquid volumes, masses of objects, and money, including problems with simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit, and represent measurement quantities using diagrams that feature a measurement scale. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.
2026 Montana Mathematics Content Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students solve measurement problems about distance, time, volume, mass, and money. They use fractions and decimals, change larger units into smaller ones, and draw labeled scales to show amounts.
What Mastery Looks Like
- A student chooses an operation, keeps the units consistent, and checks whether the answer makes sense. They can change 2.5 meters to 250 centimeters, find elapsed time, and place a measurement correctly on a scale.
Common Misconceptions
- Students may subtract clock times as if an hour had 100 minutes. They may divide when changing meters to centimeters, add liters to milliliters without converting, or space scale marks unevenly.
How to Assess It
- Exit ticket: “A class has 2.5 liters of water and drinks 750 milliliters. How many milliliters remain? Show your answer on a number line marked every 500 milliliters.”
Lesson moves
Ways to Teach It
Give pairs a meter strip to measure a book in centimeters, convert the length to meters, and draw a ruler marked every 10 centimeters.
Ask, “Why change 1.5 liters to milliliters before adding 750 milliliters?” Have pairs explain using a measuring jug with marked amounts.
Play four-card sort: 2 m + 35 cm, 3 kg ÷ 2, 4 × $1.25, and 2 L − 0.5 L; solve each card.
Plan water for a sample visit to Browning’s Museum of the Plains Indian: four 0.5-liter bottles; find the total and draw a liter scale.
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