Virginia SOL 4.MG.1.d.i
The Standard
length (inches and feet, feet and yards, inches and yards)
Virginia Standards of Learning for Mathematics · The student will reason mathematically to solve problems, including those in context, that involve length, weight/mass, and liquid volume using U.S. Customary and metric units.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use a provided conversion fact to find equivalent lengths in inches, feet, and yards. They solve measurement problems and show the multiplication or division used.
What Mastery Looks Like
- Students correctly convert whole-number lengths among inches, feet, and yards using the provided relationships. They choose the correct operation, label units, and explain why the converted number is larger or smaller.
Common Misconceptions
- Students may multiply when converting to a larger unit or divide when converting to a smaller unit. They may assume every conversion uses 10 or forget that one yard equals 36 inches. Some omit unit labels or match a correct number with the wrong unit.
How to Assess It
- Exit ticket: A rope is 5 yards long. Given 1 yard = 3 feet and 1 foot = 12 inches, find its length in feet and inches, showing both equations.
Lesson moves
Ways to Teach It
Make a one-yard paper strip, then use rulers to mark every foot and inch and record the three equivalent lengths.
Ask students to explain why 4 yards has a smaller number than its equivalent length in inches.
Play a matching game with cards showing equivalent lengths, such as 6 feet, 2 yards, and 72 inches.
Give students fencing lengths in yards and ask them to calculate how many feet of fencing each garden needs.
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Related Standards
- 5.MG.1.c.i
length (millimeters, centimeters, meters, and kilometers);
- 5.MG.1.b.i
length (millimeters, centimeters, and meters);
- 5.MG.1.a.i
length (millimeters, centimeters, meters, and kilometers);
- 4.MG.1.a.i
length in both U.S. Customary (inch, foot, yard, mile) and metric units (millimeter, centimeter, meter);
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