# Unit Conversions

## Objective

Know and relate metric units to place value units in order to express measurements in different units.

## Common Core Standards

### Core Standards

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• 4.MD.A.1 — Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …

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• 4.NBT.A.1

• 4.NBT.A.2

• 4.NBT.A.3

## Criteria for Success

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1. Relate metric units to place value units.
2. Place various metric units on a number line, relating it to place value where applicable.
3. Compare and order metric measurements.

## Tips for Teachers

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This lesson is optional. It does, however, make a connection across domains between the work of metric measurement conversion (4.MD.1) and students’ place value understanding (4.NBT.A), since “expressing larger measurements in smaller units within the metric system is an opportunity to reinforce notions of place value” (GM Progression, p. 20).

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

1.  Solve.

a.   17 thousands 50 ones = _________ ones

b.   17 kg 50 g = _________ g

2. Solve.

a. 10 thousands 567 ones = _________ ones

b. 10 L 567 mL = _________mL

3. Solve.

a. 9 hundreds 9 ones = _________ ones

b. 9 m 9 cm = _________ cm

4. What do you notice about the relationship between parts (a) and (b) in each of the problems above? What do you wonder?

### Problem 2

1. Place the following quantities on the number line below.

 8 km 70 cm 87 cm 4 mm 807 cm 87 mm

2. List the quantities in order from least to greatest.

## Problem Set & Homework

#### Discussion of Problem Set

• What patterns did you notice as you solved #2?
• How did you decide where to place the measurements in #5? In #6?
• Do you find the number line helpful when comparing measures? Why or why not?
• How are metric units and place value units similar? Different?
• How did the previous lessons on conversions prepare you for today’s lesson?

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### Problem 1

Fill in the unknown unit in word form.

a. 8 thousands 135 ones is __________ ones

b. 8 kg 135 g is __________ g

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 2 > Topic B > Lesson 4Exit Ticket, Question #1

Grade 4 Mathematics > Module 2 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

### Problem 2

__________________ mL is equal to 342 L 645 mL.

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 2 > Topic B > Lesson 4Exit Ticket, Question #2

Grade 4 Mathematics > Module 2 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

### Problem 3

Compare using >, <, or =.

a.   23 km 40 m _______ 2,340 m

b.   13,798 mL _______ 137 L 980 mL

c.   5,607 m _______ 560,701 cm

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 2 > Topic B > Lesson 4Exit Ticket, Question #3

Grade 4 Mathematics > Module 2 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

### Problem 4

Place the following measurements on the number line:

 33 kg 100 g 31,900 g 32,350 g 30 kg 500 g

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 2 > Topic B > Lesson 4Exit Ticket, Question #4

Grade 4 Mathematics > Module 2 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

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