5.7
The Standard
The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students convert measurements between units in the same system, such as feet to inches or liters to milliliters. They select a conversion fact, decide whether to multiply or divide, and solve measurement problems. They keep unit labels with each value.
What Mastery Looks Like
- Students choose the correct conversion fact and operation for the units given. They calculate accurately and label the answer with the new unit. They can explain why the converted number should be larger or smaller.
Common Misconceptions
- Students may multiply when converting to a larger unit or divide when converting to a smaller unit. They may mix conversion facts, such as using 12 for feet to yards. Some drop the unit label or try to convert between customary and metric units.
How to Assess It
- Exit ticket: A rope is 4 yards long. How many inches long is it? Show the conversion facts and steps used.
Lesson moves
Ways to Teach It
Give pairs rulers, meter sticks, and classroom objects to measure in centimeters, then convert each measurement to meters.
Ask students to explain in writing why 3.5 meters equals 350 centimeters rather than 0.035 centimeters.
Create matching cards with measurements such as 2 yards, 6 feet, and 72 inches, then have teams find equivalent sets.
Use grocery labels to convert bottle volumes from liters to milliliters and package weights from kilograms to grams.
Keep exploring
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