Grams and Kilograms, Liters, and Milliliters
10 min
Narrative
This Warm-up prompts students to carefully analyze and compare four length measurements and how they are expressed. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminology students use to talk about the characteristics of length measurements. To make comparisons, students apply what they know about the relationship between meters and centimeters and the convention for writing the units.
Launch
- Groups of 2
- Display the image.
- “Pick 3 lengths that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
- A, B, and C go together because they are numbers.
- A, B, and D go together because they use meters as the unit of measurement.
- A, C, and D go together because they are equivalent to 2 meters.
- B, C, and D go together because the unit is spelled out (not abbreviated).
Activity Synthesis (Teacher Notes)
- “How do these measurements compare to one another? How do you know?” (Three lengths are equivalent: 2 m, 200 centimeters, and the diagram showing 2 segments of 1 meter, all represent 2 meters. One length, B, is 1,000 times as long as all the others. It is 2 kilometers.)
Standards
- 4.MD.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. <em>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), …</em>
- 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. <span>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 <span class="math">\((1, 12)\)</span>, <span class="math">\((2, 24)\)</span>, <span class="math">\((3, 36)\)</span>, …</span>
15 min
20 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Grams and Kilograms, Liters, and Milliliters
10 min
Narrative
This Warm-up prompts students to carefully analyze and compare four length measurements and how they are expressed. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminology students use to talk about the characteristics of length measurements. To make comparisons, students apply what they know about the relationship between meters and centimeters and the convention for writing the units.
Launch
- Groups of 2
- Display the image.
- “Pick 3 lengths that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
- A, B, and C go together because they are numbers.
- A, B, and D go together because they use meters as the unit of measurement.
- A, C, and D go together because they are equivalent to 2 meters.
- B, C, and D go together because the unit is spelled out (not abbreviated).
Activity Synthesis (Teacher Notes)
- “How do these measurements compare to one another? How do you know?” (Three lengths are equivalent: 2 m, 200 centimeters, and the diagram showing 2 segments of 1 meter, all represent 2 meters. One length, B, is 1,000 times as long as all the others. It is 2 kilometers.)
Standards
- 4.MD.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. <em>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), …</em>
- 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. <span>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 <span class="math">\((1, 12)\)</span>, <span class="math">\((2, 24)\)</span>, <span class="math">\((3, 36)\)</span>, …</span>